Breaking Barriers, Building Knowledge: Delivering Evidence-Based and Trauma-Informed Sexual Health Education to Youth in Residential Care
Poster #: 196
Session/Time: A
Author:
Luwam Abeselom, BS
Mentor:
Hongyun Fu MA, PhD
Research Type: Public Health
Abstract
INTRODUCTION:
Adolescents in crisis or foster care often lack access to inclusive, developmentally appropriate sex education CSE) due to stigma, inconsistent instruction, and limited opportunities for trusted dialogue. These gaps are compounded by unstable living environments, limited access to trusted adults, and reliance on peers or online sources for information- often inaccurate or incomplete. To address this gap, the Teen Health 360 team at Eastern Virginia Medical School, in partnership with Tidewater Youth Services, piloted Get Real: Comprehensive Sex Education That Works in two Hampton Roads residential facilities as part of a quality improvement (QI) initiative to assess feasibility, acceptability, and educational outcomes.
METHODS:
In July 2025, six 90-minute sessions delivered 11 lessons at two residential care facilities in Portsmouth and Virginia Beach. A total of 17 adolescents (ages 13-17) participated, with 53% attending all sessions and 71% attending at least four. Lessons addressed anatomy, healthy relationships, gender identity, sexual orientation, consent, STIs, and contraception, with delivery methods including role-plays, demonstrations, stereotype-challenging activities, and anonymous Q&A. The final session at each site reviewed key content, held a focus group discussion (FGD), and recognized participants with certificates and take-home health resources. A mixed-methods evaluation was conducted using pre- and post-surveys to assess knowledge gains, alongside FGD to capture participant learning, engagement, and program experience and feedback on service delivery.
RESULTS:
Most participants self-identified as male (76%) and heterosexual (85%), with diverse racial/ethnic backgrounds: 39% White/Caucasian (n=5), 23% African American/Black (n=3), 7% Latino/Hispanic (n=1), 7% Native Hawaiian or Pacific Islander (n=1), and 31% did not report (n=4). Knowledge scores increased from 6.92 at pre-assessment (SD = 2.25) to 8.31 at post-assessment (SD = 4.09), with the percentage scoring ≥60% correct rising from 15.4% to 61.5% (p = 0.02). Post-survey findings indicated strong program reception: 77% felt engaged, 62% felt safe, 62% were comfortable asking questions, and 64% were glad they participated. FGDs revealed: 1. Limited prior exposure to sexual health education, often informal and peer-based 2. High appreciation for interactive methods, especially condom demonstrations, STI prevention content, and stereotype activities that prompted deeper discussion 3. Suggestions for improvement included more visual aids, increased hands-on learning, and slower pacing for complex topics. Notably, students described the program as "helpful" and "eye-opening," with some acknowledging that "everything was surprising" due to low baseline knowledge. Enthusiastic responses, such as applause at session conclusions, reflected trust in facilitators and program acceptance.
CONCLUSION:
This pilot shows the feasibility and positive impact of delivering trauma-informed, inclusive CSE in residential care settings. The interactive model fostered safe, nonjudgmental spaces where youth built knowledge, challenged stereotypes, and practiced communication skills. Knowledge gains and positive feedback highlight potential to improve sexual and reproductive health literacy among high-needs adolescents. Future adaptations will integrate more visual and experiential methods, adjust pacing for complex topics, and expand reach across similar settings, underscoring the value of medical-youth service partnerships in ensuring equitable education access.
Adolescents in crisis or foster care often lack access to inclusive, developmentally appropriate sex education CSE) due to stigma, inconsistent instruction, and limited opportunities for trusted dialogue. These gaps are compounded by unstable living environments, limited access to trusted adults, and reliance on peers or online sources for information- often inaccurate or incomplete. To address this gap, the Teen Health 360 team at Eastern Virginia Medical School, in partnership with Tidewater Youth Services, piloted Get Real: Comprehensive Sex Education That Works in two Hampton Roads residential facilities as part of a quality improvement (QI) initiative to assess feasibility, acceptability, and educational outcomes.
METHODS:
In July 2025, six 90-minute sessions delivered 11 lessons at two residential care facilities in Portsmouth and Virginia Beach. A total of 17 adolescents (ages 13-17) participated, with 53% attending all sessions and 71% attending at least four. Lessons addressed anatomy, healthy relationships, gender identity, sexual orientation, consent, STIs, and contraception, with delivery methods including role-plays, demonstrations, stereotype-challenging activities, and anonymous Q&A. The final session at each site reviewed key content, held a focus group discussion (FGD), and recognized participants with certificates and take-home health resources. A mixed-methods evaluation was conducted using pre- and post-surveys to assess knowledge gains, alongside FGD to capture participant learning, engagement, and program experience and feedback on service delivery.
RESULTS:
Most participants self-identified as male (76%) and heterosexual (85%), with diverse racial/ethnic backgrounds: 39% White/Caucasian (n=5), 23% African American/Black (n=3), 7% Latino/Hispanic (n=1), 7% Native Hawaiian or Pacific Islander (n=1), and 31% did not report (n=4). Knowledge scores increased from 6.92 at pre-assessment (SD = 2.25) to 8.31 at post-assessment (SD = 4.09), with the percentage scoring ≥60% correct rising from 15.4% to 61.5% (p = 0.02). Post-survey findings indicated strong program reception: 77% felt engaged, 62% felt safe, 62% were comfortable asking questions, and 64% were glad they participated. FGDs revealed: 1. Limited prior exposure to sexual health education, often informal and peer-based 2. High appreciation for interactive methods, especially condom demonstrations, STI prevention content, and stereotype activities that prompted deeper discussion 3. Suggestions for improvement included more visual aids, increased hands-on learning, and slower pacing for complex topics. Notably, students described the program as "helpful" and "eye-opening," with some acknowledging that "everything was surprising" due to low baseline knowledge. Enthusiastic responses, such as applause at session conclusions, reflected trust in facilitators and program acceptance.
CONCLUSION:
This pilot shows the feasibility and positive impact of delivering trauma-informed, inclusive CSE in residential care settings. The interactive model fostered safe, nonjudgmental spaces where youth built knowledge, challenged stereotypes, and practiced communication skills. Knowledge gains and positive feedback highlight potential to improve sexual and reproductive health literacy among high-needs adolescents. Future adaptations will integrate more visual and experiential methods, adjust pacing for complex topics, and expand reach across similar settings, underscoring the value of medical-youth service partnerships in ensuring equitable education access.