“Shouting into the Void”: Experiences of Virtual Sex Educators during the COVID-19 Pandemic

Abstract Virtual sexuality education has become increasingly significant since the COVID-19 pandemic began. This research seeks to investigate the common challenges and successes, professional resources, and online tools among sexuality educators teaching virtually during the COVID-19 pandemic. Curriculum adaptation, engagement, trust/connection, and professional support were the most common areas of concern for educators; lack of available online tools seemed unproblematic; technological access presented a significant barrier for rural and marginalized students; and experiences of success did not fall into a clearly defined “best practices” strategy but rather responded to the specific needs of the classroom context. These findings join pre-COVID discussions around sexuality websites and best practices for curriculum adaptation, and suggest a refocus of professional discussion away from listing online tools and toward discussions around strategies for adapting material, promoting engagement, increasing student access, and building trust.