[Sex education : representations of 13- to 15-year-old junior high school children and slow learners]. / Éducation à la sexualite : conceptions des élèves de 4e et 3e en collège et SEGPA.

In France, the National Education system has attributed an important health and sex education role to its teachers, based on a global and positive vision of sexuality Parents, teachers, public services and specialized resources each have a role to play in sex education for children and adolescents so that each young person can receive an education allowing him or her to enjoy a healthy sexuality. This study investigated the individual representations of sexuality, declared practices and knowledge of junior high schoolchildren and Section d'Enseignement G6n6ral et Professionnel Adapt6 (SEGPA) students, a structure for children with serious learning difficulties. The study methodology was based on administration of questionnaires (n = 524) to the two cohorts concerned. The secondary objective was to compare these two populations and identify the specificities of SEGPA pupils. The conclusions of this study should allow adults in charge of sex education in junior high schools and SEGPA to adapt sex education tools.

[A participatory approach to general health promotion in secondary schools: "diagnosanté" in the Rhône-Alpes region]. / Démarche participative de santé globale en collège et lycée : le « diagnosanté ¼ en Rhône-Alpes.

A diagnosis questionnaire ("diagnosanté", or health diagnosis program) was administered in 10 secondary schools in the Rhône-Alpes region of France. The study was based on a sample of 2,553 students. The health diagnosis program includes questions about lifestyle, the environment, risk behaviors, emotional life and self-esteem. The students were asked to respond to 18 components with an impact on wellbeing (perceived health) and to describe how they experience these components (experienced health). Beyond providing individual diagnoses, the data could be used by secondary school staff to focus health education programs on real needs and to promote local health education. The diagnosis questionnaire, which does not focus on individual behaviors, provides a new tool for developing a school-community approach, for motivating teaching staff and for promoting partnerships. The diagnosis questionnaire is also participatory insofar as it encourages discussion among students, educators, teachers and staff on health promotion in schools.