Prior to the late 1980s, sex education in Belgium was largely "hygienic"—focused on anatomy, menstruation, and the prevention of disease. By 1991, influenced by the WHO guidelines established in 1990 (which recommended a holistic approach to sexual health), Belgian educators began to adopt a model that included psychosocial aspects.
However, in practice, the 1991 curriculum was still heavily biological. The core textbook content for both genders included: Prior to the late 1980s, sex education in
Romantic storylines are not a replacement for puberty education—but they are an irreplaceable complement. Their power lies in emotional realism, not biological accuracy. To harness them safely, educators must move from passive viewing to active analysis. When a teen can say, “I love this couple, but the way they handle conflict worries me,” puberty education has succeeded. The core textbook content for both genders included:
Final recommendation: Integrate 2–3 carefully chosen romantic arcs per school term, paired with guided discussion prompts. Avoid silver-bullet thinking. Puberty is messy; so is love. Stories help us practice both. When a teen can say, “I love this
The defining characteristic of 1991 was the omnipresence of the AIDS crisis. This was the first generation of Belgian students where condom usage was a mandatory topic.
Prior to 1990, Catholic schools were hesitant to promote condoms, favoring abstinence. By 1991, the public health necessity overrode much of this hesitation. In secular and community schools, condoms were demonstrated (often using bananas or anatomical models). The slogan "Safe Sex" became a core component of the curriculum.
This era saw the rise of distinct educational campaigns. The organization SENSOA (Sexual Health Centre) in Flanders was active in distributing brochures that balanced fear (of HIV) with positive messaging about sexuality. In French-speaking Belgium (Wallonia), similar efforts were made by the Centre Local de Promotion de la Santé.