Sexual and reproductive health education in tertiary institutions

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The challenges of this life extend beyond only academics. Many students face intense pressure to perform academically, social constraints, financial constraints, uncertainty about the future, and the emotional demands of adjusting to a new environment as well as peer pressure they suffer as they struggle to fit in and be a part of this new society. In response to these stressors, some students turn to maladaptive coping mechanisms, including the use of alcohol, recreational drugs, and other substances. The use of such substances often lowers inhibitions and impairs judgment, creating conditions that can encourage risky sexual behaviour and impulsive decision-making. In this context, experimentation with substances and sexual activity often intersect, reinforcing one another in ways that increase vulnerability to adverse outcomes. Without adequate education and support systems, students may find themselves engaging in behaviours that expose them to unintended pregnancies, infections, and long-term health complications.

The curriculum gap and the role of informal knowledge

Despite the realities of student life, most Nigerian tertiary institutions do not provide structured, comprehensive education on sexual and reproductive health. While students in health-related fields may receive some kind of instruction in this regard, the majority graduate without practical knowledge of how to manage their reproductive and sexual health effectively. In the absence of formal education, students often rely on peers, social media, and other informal sources of information, which are frequently inaccurate or misleading. This lack of reliable knowledge contributes to widespread misconceptions and poor health-seeking behaviour. Students may fail to recognise early symptoms of reproductive health conditions, delay seeking medical care, or adopt ineffective and sometimes harmful practices.

Cultural and religious influences: Between guidance and silence

Cultural norms and religious values play a significant role in shaping attitudes toward sexuality in Nigeria. Many faith-based institutions, in particular, maintain strict policies that discourage or prohibit sexual relationships among students. While these policies are often rooted in moral, religious and ethical considerations and may serve as a form of guidance, they do not entirely eliminate sexual activity among students. In some cases, the strict enforcement of such rules may inadvertently push these behaviours underground, where they occur without access to accurate information. This can increase the likelihood of unsafe practices, including unprotected sex and, in some instances, unsafe abortion. The absence of open, informed discussions about sexual health means that students who find themselves in difficult situations may resort to harmful alternatives due to fear, stigma, or lack of knowledge.

Public health implications: A growing concern

The consequences of inadequate sexual and reproductive health education among tertiary institutions students are significant. Increased rates of unintended pregnancies, unsafe abortions, sexually transmitted infections, and untreated reproductive health conditions all point to a systemic gap in knowledge and prevention. Beyond physical health, these challenges also have psychological and social implications, including anxiety, stigma, and disruption of academic pursuits. Given that tertiary institutions students represent a critical segment of the nation’s future workforce, these outcomes have broader implications for national development and healthcare systems.

The way forward

Addressing this gap requires a balanced and pragmatic approach. Institutions must recognise that providing accurate and accessible information about sexual and reproductive health is not an endorsement of risky sexual behaviour but a necessary step toward promoting informed decision-making and safeguarding student well-being. Educational interventions, awareness programs, and collaboration with healthcare professionals can create an environment where students are better equipped to make responsible choices. At the same time, cultural and religious perspectives should be engaged constructively, ensuring that moral guidance is complemented by factual, health-based education. This integrated approach can help bridge the gap between values and reality, reducing harm while respecting societal norms.

From silence to informed action

The reality is clear: students in Nigerian institutions are already navigating complex social and personal experiences that include sexual decision-making. Ignoring this reality does not prevent risk; it amplifies it. Bridging the gap in sexual and reproductive health education is therefore not optional it is essential. In other for institutions to fulfil their mandate of developing well-rounded individuals, they must go beyond academic instruction to include the knowledge and tools necessary for healthy living. Only then can we begin to address the any crises which might unfolding within our institutions and ensure a healthier, more informed generation.

•Dr. Umezurike teachesat Lead City University Ibadan. (Umezurike.emeka@lcu.edu.ng)