🔍💡 Education for emotional and sexual life: how to work together with schools, parents, associations, and young people for truly useful actions on the ground. #Evars #Youth
🧠🤝 Sexuality, consent, discrimination: operational pathways to train professionals, involve young people, and cooperate in each territory. #YouthPrevention
🔍➕ This document directly equips school nurses, teachers, youth leaders, mediators, social workers, and coordinators of initiatives (Educational Cities, local authorities) to navigate the new Evar-s programme and organise actions that are coherent with the realities of young people. It offers concrete levers to work with parents, strengthen the complementarity between actors, and genuinely integrate the voices of young people into projects. It is particularly useful for structuring a territorial approach to education for emotional, relational, and sexual life (Evars) and securing professional positions.
Source: 📒 Education for emotional and sexual life: addressing the challenges on the ground – Summary and perspectives. The Crips meetings
📜🔗LINK
Number of pages: 18 pages
1. Analytical summary
Context and issues: youth, Evars, and the complexity of the field
The conference organised by Crips Île-de-France on 18 November 2025 brought together around 300 professionals from education, health, social services, medico-social fields, and the associative sector to address the challenges of education regarding emotional, relational, and sexual life in a context of high digital exposure, sexist and sexual violence, and persistent discrimination. The summary is part of the implementation of the new national Evar-s programme, which will become a fully-fledged subject from the start of the 2025 academic year, with the aim of ensuring its effectiveness in all establishments and territories, beyond the discrepancies in application observed since the 2001 law. The document highlights the diversity of young people's realities: a declining median age for first sexual intercourse, significant inequalities in access to information, the intersecting influence of social media, pornography, and cultural productions on representations of sexuality, gender, and consent. It also sheds light on the tensions surrounding Evars: taboos, distrust from some parents, organisational barriers, and lack of resources in establishments, as well as the need for a comprehensive approach to sexual health rooted in the territories.
Operational contributions: levers, tools, and territorial cooperation
The synthesis provides field actors with a structured set of concrete levers: training professionals in a positive approach to sexuality, strategic use of digital tools as a reliable information support, building trust with parents, and co-constructing actions with young people considered as experts of their own health. It describes transferable devices such as the project "Paroles d’ados", the participatory online community "Sexpairs", participation initiatives via Anacej, and local Evars dynamics structured within establishments, cities, and Educational Cities. The document also offers a set of practical resources (guides, reference documents, fact sheets, reliable websites) to prepare sessions, strengthen one's posture, and direct young people towards specialised sexual health structures and suitable digital devices. Finally, it emphasises the complementarity between the National Education, ARS, local authorities, associations, and sexual health structures, within an intersectoral public health logic focused on rights, equality, and the fight against violence.
2. Key points of the document
Strengthening the institutional framework with the Evar-s programme
The document reminds us that, from the start of the 2025 school year, education on emotional and relational life (Evar) in primary schools and education on emotional, relational life and sexuality (Evar-s) in secondary schools and high schools will become a full subject, with a requirement of at least three annual sessions and a progressive framework by age (p. 3-4, 6). This evolution addresses the limitations of the implementation of the 2001 law and encourages establishments to embrace Evars as a central component of the health education pathway (p. 3-4).
Understanding the emotional and sexual realities of young people today
The first round table distances itself from preconceived ideas (supposedly earlier or more violent sexuality) by relying in particular on the Envie survey: the median age of first sexual intercourse is close to 18 years, the median age of the first kiss is 15 years, and the sources of information are strongly differentiated according to gender and social context (p. 6-8). The document shows the continuity between online and offline practices, the role of sexist, masculinist, and pornographic content, and the importance of the socio-educational context in the development of critical thinking (p. 6-8).
Making parents allies and removing barriers to Evars
An important part of the synthesis is devoted to the barriers faced by professionals regarding certain parents: taboos about sexuality, traumatic experiences, misinformation about Evars content, misunderstanding of the role of the school, lack of time to explain the sessions (p. 9-10). The workshop "Innovative Solutions" proposes concrete avenues: regular meetings between local structures and parents, joint actions, accessible communication materials, dissemination of reliable resources to counter false information and build lasting trust (p. 9-10).
Participation of young people and participatory digital approaches
The document highlights approaches where young people are involved in the design and evaluation of actions, particularly through children's and youth councils (Anacej), action-research initiatives like Sexpairs, and secure, anonymous, interactive online communities (p. 11-12). It describes the value of digital tools that combine validated information, peer exchange spaces, live sessions with experts, and knowledge tests, while documenting usage to assess the impact on behaviours that promote sexual health (p. 11-12).
Complementarity of actors and operational resources for professionals
The third round table illustrates the cooperation between Crips, municipal sexual health services, educational cities, sexual health centres, teachers, librarians, and associations to establish comprehensive pathways: Evars sessions, outreach actions, visits to facilities, cross-training, co-facilitation (p. 13-15). The summary finally lists numerous resources: Crips reference sheets, frameworks (Tout SEXplore), focus on young people's sexual health, brochures on consent, tools on gender and discrimination, digital information initiatives like OnSEXprime, Question Sexuality, Your plan or Léia is here (p. 15-16).
Points of vigilance in facilitation:
Establish safety rules: right to remain silent, option to leave, reminder of confidentiality within the established framework.
Clearly inform about support resources (helplines, local sexual health services, specialised violence associations) before and after the session.
Prepare teams to receive disclosures or signs of distress, and to guide without haste or judgement.
Being attentive to audiences in situations of particular vulnerability (LGBTQI+, young people who have experienced violence, young people with disabilities, young people in a migratory context), in order to adapt the language, materials, and pace.
3. Action points for local stakeholders
Structuring an Evars project for an establishment or territory
Educational teams, school nurses, educational cities, and municipal health services can use the summary to build a multi-year Evars project, articulating classroom sessions, interventions from external partners, internal training times, and actions directing towards specialised structures (p. 3-4, 13-15). It is possible to rely on the described organisational examples (academic training, area meetings, co-constructed projects) to clarify the distribution of roles and secure the framework in relation to families (p. 13-15).
Establishing a dialogue strategy with parents
Schools, associations, and health structures can address the identified barriers to design a specific communication plan: information meetings on Evars, written or digital materials explaining the content and objectives, question-and-answer sessions, co-facilitation of events with parent associations (p. 9-10, 15). The summary refers to concrete resources (FCPE/Nous Toutes brochures, National Education leaflet, serious game CAMELEON) that can be integrated into these initiatives (p. 15).
Integrating the voices of young people into local projects
Local authorities, youth associations, and institutions can draw inspiration from the Anacej, Cofrade, and Sexpairs approaches to create spaces where young people participate in needs analysis, content design, and action evaluation (p. 11‑12, 16). Specifically, this can involve the creation of youth working groups, prior consultation on projects, systematic feedback of results, and explicit recognition of their practical expertise (p. 11‑12).
Mobilising digital technology as a lever rather than a simple risk
Field professionals can use digital technology to disseminate reliable information (institutional websites, dedicated platforms, regulated social networks) and offer anonymous dialogue spaces that complement in-person actions (p. 6‑8, 11‑12, 16). The document suggests combining validated resources (OnSEXprime, Question Sexualité, Ton plan à toi, Léia est là) with local tools and participatory community projects to reach young people who are distanced from traditional systems (p. 11‑12, 16).
Strengthening the training of professionals and co-facilitation
Institutions (rectorate, ARS, local authorities, school management) can rely on the synthesis to argue for the necessity of training teachers, educational teams, facilitators, social workers, and health professionals in promoting sexual health, managing taboos, addressing discrimination, and facilitating Evars sessions (p. 6‑7, 13‑16). Crips and other organisations offer training catalogues and educational resources that can be integrated into annual training plans and partnership agreements (p. 15‑16).
4. Additional references
🔍➕ For more information, see the articles referenced by "Pratiques en Santé" on the topic of EVRAS ➡️🔗https://pratiquesensante.odoo.com/4-1-education-affective-sexuelle
Ministry of National Education – Evar-s Programme (decree of 3 February 2025)
Official programme for education on emotional, relational, and sexual life, applicable from 2025-2026, detailing objectives by level and the principles of a holistic approach.
Verified URL:https://emi.web.ac-grenoble.fr/les-programmes/programme-evars-2025
Health Promotion Île-de-France – "Focus #13 – Sexual health of young people" (2025)
Recent report that complements the conference by providing an overview of the issues of sexual health, the practices of young people, and action pathways and educational tools for professionals.
Verified URL:https://www.promotion-sante-idf.fr/sinformer/trouver-ressources/documentary-resources/focus-13-sexual-health-young-people
Crips Île-de-France – Tool "Info/Intox emotional and sexual life" (updated 2025)
Interactive educational tool to work on representations and develop young people's critical thinking about sexuality, complementary to the approaches described in the summary.
Verified URL:https://www.lecrips-idf.net/ressources/info-intox-vie-affective-et-sexuelle/
5. Cross-sectional analysis – Values of Pratiques en Santé
Literacy: The document offers reference sheets, synthetic resources, and digital tools adapted to different levels of understanding, emphasising literacy inequalities and the need for accessible information (pp. 6-8, 15-16).
Empowerment: Young people are considered experts of their experiences and are involved in the design of actions (Sexpairs, youth councils), which strengthens their ability to act in matters of sexual health (pp. 11-12).
Participation: The document describes concrete mechanisms of co-construction (workshops with parents, focus groups of young people, resource forums, Anacej approaches) that structure participation beyond simple consultation (p. 9-12, 16).
Community health: The collective dimension is integrated through territorial anchoring, multi-actor cooperation, outreach approaches, and the construction of local sexual health pathways (p. 13-15).
Ethics: The text explicitly addresses adult biases (infantilism), taboos, sexist discrimination, and the importance of a non-judgmental stance that respects individual journeys and identities (p. 6-7, 11-12).
Human rights: The conference is part of the promotion of sexual rights, gender equality, violence prevention, and respect for orientations and identities, in line with international standards (p. 3-4, 6, 15-16).
Intersectorality: The document highlights collaboration between national education, ARS, local authorities, associations, sexual health centres, and youth structures as a condition for coherent pathways (p. 3-4, 13-15).
Partnership: Models of collaboration are described (co-facilitation, shared projects, cross-training, local agreements, resource forums), illustrating a structured partnership rather than ad hoc (p. 9-10, 13-16).
Combating discrimination: The document addresses sexist and sexual violence, homophobia, lesbophobia, gender cyberviolence, and the stigmatization of gender and orientation minorities, promoting inclusive and non-judgmental approaches (p. 3, 6-8, 15-16).
6. Evaluation of the reliability of the resource
Scientific relevance
The document is based on recent research data (Envie survey, Enclass, work from Ined, analyses from Promotion Santé Île-de-France), clarifies the sources used, and situates the initiatives within methodological frameworks of action-research (Sexpairs). The data is consistent with national publications on the Evar-s programme and the decisions of the Council of State confirming its compliance with the law, which reinforces the validity of the framework presented.
Operational relevance
The resource is highly operational: it provides concrete examples of transferable actions, identified levers (training, partnerships, youth participation, working with parents), and a dense set of immediately usable resources (guides, educational tools, websites). It is tailored to the different profiles of professionals and volunteers (schools, animation, health, social, local authorities), with a strong grounding in the realities of Île-de-France but with lessons that can be extrapolated to other territories.
7. MCQ – 5 questions
Part 1 — Questions (without answers)
Question 1 (pp. 3-4)
What major change does the Evar-s programme bring from the start of the 2025 school year?
a) It makes sexuality education sessions optional
b) It transforms Evars into a fully-fledged subject with a national programme
c) It removes the interventions of external partners
d) It limits sexuality education to high school classes only
Question 2 (pp. 6-7)
According to the Envie survey, what is the trend in the median age of first sexual intercourse among young people?
a) It has increased from 15 to 16 years
b) It has increased from 17 to nearly 18 years
c) It has remained stable at 17 years
d) It has decreased to around 16 years
Question 3 (p. 9-10)
Among the barriers identified to the participation of some parents in Evars sessions, which is highlighted in the Innovative Solutions workshop?
a) The systematic refusal of any external intervention
b) The lack of knowledge about the content and framework of Evars
c) The legal obligation for parents to attend the sessions
d) The absence of a school nurse in the establishments
Question 4 (p. 11‑12)
What is the main objective of the Sexpairs project presented in the summary?
a) To evaluate only the use of social networks by young people
b) To design a national government communication campaign
c) To establish and evaluate a participatory online community by and for young people
d) To replace in-person Evars sessions in the establishments
Question 5 (p. 13‑16)
What role does the summary attribute to sexual health centres and associations in Evars projects?
a) To provide only remote documentation
b) To train educational teams and co-facilitate actions with young people
c) To completely replace teachers for all sessions
d) To intervene only in cases of legal disputes
Order of the chosen correct answers: b / b / b / c / b.
Part 2 — Commented correction
Question 1 (pp. 3-4)
What major change does the Evar-s programme bring from the start of the 2025 school year?
✅ Correct answer: b) It transforms Evars into a fully-fledged subject with a national programme.
📝 Explanation: The summary reminds us that education on emotional, relational, and sexual life becomes a fully-fledged subject, with a structured national programme at all levels of schooling. This change aims to ensure a uniform implementation across the territory and to move away from a partial application of the 2001 law. Source: p. 3-4.
Question 2 (pp. 6-7)
According to the Envie survey, what is the trend in the median age of first sexual intercourse among young people?
✅ Correct answer: b) It has increased from 17 to nearly 18 years.
📝 Explanation: Round table 1 indicates that, contrary to popular belief, the onset of sexual activity is later, with the median age of first intercourse rising from around 17 years to nearly 18 years, and the first kiss occurring around 15 years. This data is used to adjust interventions to the realities of young people and to deconstruct adult representations. Source: p. 6-7.
Question 3 (p. 9-10)
Among the barriers identified to the participation of some parents in Evars sessions, which is highlighted in the Innovative Solutions workshop?
✅ Correct answer: b) Lack of knowledge about the content and framework of Evars.
📝 Explanation: The workshop highlights that the distrust of some parents largely stems from a lack of knowledge about the programmes, the themes actually covered, and the role of the school, which fuels taboos and fears. Hence the need for exchange time, information tools, and joint actions to build trust. Source: p. 9-10.
Question 4 (p. 11‑12)
What is the main objective of the Sexpairs project presented in the summary?
✅ Correct answer: c) To establish and evaluate a participatory online community by and for young people
📝 Explanation: Sexpairs is described as an action-research project aimed at the design, implementation, and evaluation of a participatory online community on sexual health, created with and for young people, in order to measure the impact of this type of initiative on positive behaviours. It does not replace in-person sessions but complements them by relying on young people's digital usage. Source: p. 11‑12.
Question 5 (p. 13‑16)
What role does the summary attribute to sexual health centres and associations in Evars projects?
✅ Correct answer: b) To train educational teams and co-facilitate actions with young people
📝 Explanation: Round table 3 shows that sexual health centres, Crips, and sexual health associations provide complementary expertise: they train professionals, co-facilitate sessions, conduct outreach actions, and welcome young people in dedicated structures. Teachers remain central, but the complementarity allows for comprehensive and continuous support. Source: p. 13‑16.
8. Frequently Asked Questions (FAQ)
Who is behind this meeting on education for emotional and sexual life?
The conference is organised by Crips Île-de-France, with the support of the Île-de-France Region, and brings together representatives from the National Education, the ARS, the Hubertine Auclert Centre, associations, and local authorities. It is part of the tradition of the 'Crips Meetings', focused on the prevention and health of young people. Response: p. 3-4.
Who are the main target audiences for this document?
The summary is aimed at professionals in education, health, youth work, social services, and the medico-social sector, as well as local authority actors and associations working with adolescents and young adults. It is also useful for parents of students involved in participatory bodies and coordinators of local initiatives. Response: p. 2-4.
What observations are made about the emotional and sexual behaviours of young people?
The document highlights a later onset of sexual activity, a strong influence of social media and pornography, a diversity of information sources, and significant inequalities in access to information and sexual health. It emphasises the need to start from the realities of young people and to work on their representations rather than projecting adult fears. Response: p. 6-8.
How does the document propose to work with parents around Evars?
The summary recommends clearly informing parents about the objectives, content, and legal framework of Evars, organising meeting times, co-constructing local actions, and disseminating reliable resources to debunk false information. The goal is to transform parents into partners rather than opponents. Response: p. 9-10, 15.
How are young people involved in the presented projects?
Young people are involved through children's and youth councils, focus groups, participatory online communities, and action-research frameworks that give central importance to their voices and experiential knowledge. The document emphasises the need to follow up with them after consultations and to acknowledge their expertise. Response: pp. 11-12, 16.
What concrete tools does the document recommend for professionals?
The summary lists reference sheets from Crips, guides such as "Paroles de pros", the framework "Tout SEXplore", the focus on young people's sexual health, as well as websites aimed at young people and professionals (OnSEXprime, Léia est là, Ton plan à toi, Question Sexualité, etc.). These tools allow for the preparation of sessions, facilitation of groups, and guidance for young people. Response: pp. 15-16.
How can this document be used to structure a local sexual health policy?
Local authorities, ARS, rectorates, and associative networks can use it as a basis for shared diagnosis and identifying levers: training of stakeholders, building local networks, integrating Evars into educational projects in the area, improving guidance towards specialised structures. It provides concrete examples of territorial cooperation and complementarity of missions. Response: pp. 3-4, 13-17.
9. Rewriting in Easy-to-Read Language
Title
Education for Affective and Sexual Life
Understanding young people and acting with them
Context: what is changing
Many young people use the Internet and social networks.
They see images and messages about sexuality.
These messages are not always accurate or respectful.
Since 2025, schools must talk about emotional and sexual life every year.
This is called Evar or Evars depending on the age of the students.
Issues: why it is important
Talking about sexuality helps to know oneself better.
It also helps to respect others and express what one wants or does not want.
Without information, young people are at greater risk of violence or infections.
Parents, professionals, and young people need to talk together.
Contributions of the document for the field
The document provides examples of actions in schools and cities.
It shows how professionals work together.
It explains how to talk with parents about these topics.
It offers ideas for listening to young people and taking their opinions into account.
It provides addresses of reliable websites and practical tools.
Key points in Easy-to-Read Language
Point 1: A new framework in schools
Sex education is now a proper subject.
There must be at least three sessions per year for each group of students.
Point 2: Young people start sexual activity later
The age of first sexual intercourse is now close to 18 years.
The age of the first kiss is around 15 years.
Point 3: Parents need to be informed
Some parents are afraid of Evars due to a lack of information.
Il faut leur expliquer les séances avec des mots simples et clairs.
Point 4 : Les jeunes doivent participer
Les jeunes peuvent donner leur avis sur les projets.
On peut les consulter en groupes ou sur Internet de façon anonyme.
Point 5 : Travailler ensemble sur le territoire
Les écoles, les associations et les services de santé doivent coopérer.
Ils peuvent co‑animer des séances et recevoir les jeunes dans leurs lieux.
#pratiquesensante #Evars #PréventionJeunes #SantéSexuelle #LittératieSanté #DroitsSexuels #ÉducationÀLaSexualité #Intersectorialité