The term “sexuality” has attracted a lot of misconceptions which make it sounds forbidden and should not be discussed in the public. Some refer to it as a teaching of sexual intercourse; others view it as a teaching on having affair with the opposite sex.

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World Health Organizations (2002) defines sexuality as sexual health and sexual right. Madunagu (2005) explains the working definition of WHO by stating that sexuality is a central aspect of human being throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction.

He further stated that sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships. This means that sexuality is the totality of man which includes the physical, biological, sociological, emotional and ethical aspect of human and not limited to sexual intercourse. Sexuality education on the other hand, is the teaching of sexuality and life long process of sexuality (Washington, 2007). According to Eduvie (1999), sexuality education involves two main perspectives: the imparting knowledge of anatomy, and physiology of human body including reproduction, pregnancy, childbirth and learning about the physical aspect of sexual behaviour. The other perspective of sexuality education includes true discussion in the concrete experience of everyday life, the role and meaning of sexuality and love in the lives of humans and the society in which they live. Achieving healthy sexuality is a developmental process from birth to later adulthood; therefore it is learning about sexuality.

In the early years, the foundation for mature adult sexuality is laid with such building blocks as healthy self-esteem, positive body image, good self care, effective communications, respect for others, caring for family and friends, and a responsibility to community. As the individual matures, other essential elements such as understanding of body changes, sexual intimacy and commitment; knowing and using health enhancing measures, such as health examinations, abstinence and protection, and recognizing the joys and responsibilities of parenting are added Madunagu (2005), reported that the Nigerian government approved the National Curriculum for Comprehensive Sexuality Education in Nigeria way back in August, 2001. However, conservative groups frowned at the concept of.

Sexuality; an action based on the fear of providing information that would address the core of pat riarchal exploitation of women. Infact, based on the avoided wo rd ‘sex’ th e term ‘family life and sex education’ which sound more mild acceptable is now being used by some scholars. In Yenagoa, it is a fact that sexuality education need of the adolescent and the youths is largely unmet. Evidence of unmet need is reflected in the sexual risk behaviours that are exhibited by these adolescents and youths. The data from the National HIV/AIDS and Reproductive Health Survey (NARHS) reveals that among the sexually active of 15 to 19 year old which accounts for only 34.4% used condoms at most recent sexual encounter (FMOH, 2003). Another survey found that by age 12 years, over a quarter of a sample of secondary school students in Yenagoa had had sexual intercourse (Nnabuko, 2007).

Oladipo (2004), stated that the comprehensive sexuality education curriculum is not accessible in Nigeria. He further stated that the bulk of sexual education programme implemented in schools still use the extra- curricular methods, and this made students not to be adequately informed about reproductive health and participate more in risky sexual behaviours. Sexual risk behaviour among the adolescents in Yenagoa has been of great concern to both Parents and other adults, despite the fact that sexuality education has been introduced by the Federal Government in secondary schools in the year 2001, one can’t really say confidently whether it has impact on the behavior of the youths. The researchers therefore deemed it worthwhile to investigate the perception of the public in the teaching of sexuality education in secondary schools in Bayelsa State. Most teenagers and young adults possess insatiable curiosity on the mystery of sex and sexuality and on how they could behave. They are unsure of whether they are attractive and acceptable, and what awaits them in future relationships.

Some of them are able to successfully cope while some may fall victims before maturity with its attendant negative consequences. Numerous sources of sex information from parents, teachers, peers, religious and social leaders often times put them in serious confusions which if not properly and promptly re-oriented may expose them to damaging sexual health risks.

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