A new wave of research and policy focus in Nepal is spotlighting the transformative power of school education in advancing sexual and reproductive health (SRH) rights for adolescent girls—a development closely watched by educators and health advocates across Asia, including Thailand. According to a recent article by the Brookings Institution, strengthening girls’ agency through formal education is increasingly recognized as a crucial strategy for enabling young women to exercise their health rights, make informed decisions about their bodies, and break cycles of poverty and discrimination [Brookings].
This shift in Nepal reflects a growing understanding that schools are not just academic spaces but vital social environments where attitudes, knowledge, and confidence around sexual health can be cultivated at a formative age. The lessons emerging from such interventions have major implications for Thailand, where adolescent reproductive health remains a sensitive topic amid shifting social norms and persistent challenges like teenage pregnancy and stigma around sex education.
Why does this matter for Thailand? In both Nepal and Thailand, adolescent girls face social and institutional barriers that constrain their choices—ranging from incomplete or abstinence-focused SRH curricula, to cultural taboos that inhibit open communication about sexuality or menstruation, to discrimination that undermines girls’ self-efficacy. In Nepal, the Brookings report describes targeted educational programs that go beyond textbook knowledge, aiming to build “agency”: the capacity for girls to understand their rights, advocate for themselves, and effectively participate in family and community decisions about their bodies and futures. While the policy context and education system differ in Thailand, the underlying challenges are strikingly similar. According to a 2022 UNICEF report, only about 70% of Thai girls aged 15-19 could correctly answer five basic questions about HIV prevention, and nearly 100,000 teen pregnancies were registered in 2021 despite comprehensive sexuality education being mandated in principle [UNICEF Thailand].
The Nepali approach, as outlined in the Brookings article, adopts a holistic model: integrating girls’ SRH rights across school curricula, investing in teacher training, and fostering safe, supportive school environments where students can speak freely and seek information without fear of reprisal. It also emphasizes the importance of addressing gender norms and power relations—topics that experts say are often glossed over or avoided in traditional SRH instruction but are critical to shifting attitudes and building girls’ confidence. As one SRH specialist cited in the Brookings article remarks, “Agency isn’t just knowing the information; it’s believing you have the right to act on it, and the skills to do so. Schools can be the first place where girls learn this is possible.”
Educational leaders in Thailand have echoed similar sentiments in recent interviews, stressing the limits of “one-size-fits-all” health lessons divorced from the realities of Thai adolescence. A curriculum development official from the Office of the Basic Education Commission told the Bangkok Post, “We recognize students need more than biology—they need space for discussion and empowerment, and teachers have to be prepared to facilitate that.” Yet, local research highlights gaps in teacher training and resistance from some parents, community members, and school authorities who view open SRH education as incompatible with “Thai values.” Many adolescent girls continue to report discomfort or embarrassment asking questions, especially in mixed-gender classrooms.
Nepal’s emerging model also involves peer-to-peer learning, community engagement, and partnerships with local organizations—a multi-layered strategy that is gaining traction globally. In Sub-Saharan Africa and Southeast Asia, studies have found that programs emphasizing empowerment and rights, rather than just risk avoidance, lead to better health outcomes, increased school retention, and delayed marriage among adolescent girls [Guttmacher Institute].
Historical and cultural context matters for adaptation. In both Nepal and Thailand, discussions of sex, menstruation, and contraception are colored by tradition, religion, and ideas of female virtue. In Thailand, Buddhist teachings on modesty and virtue often intersect with societal reluctance to address sexuality explicitly at home or in school. “You cannot transplant foreign models blindly,” notes a leading Thai academic on adolescent health from a well-known public university. “But the evidence is clear—where we strengthen agency, we see profound benefits, not just for the girls but for society.” She points to research that links empowered SRH attitudes with reduced rates of unintended pregnancy, improved mental health, and greater educational attainment.
Across Thailand, the impact of adolescent SRH education is already evident in regions that have piloted comprehensive and participatory approaches. One well-known secondary school in Chiang Mai, for example, established a peer-counseling program and open forums where girls could raise questions without judgment. According to a local teacher, “We saw girls become more confident reporting issues, asking for support, and looking after each other. This changes everything.”
The Nepali experience suggests that sustainable progress requires system-level change: integrating SRH and rights-based learning into teacher certification programs, ensuring consistent policy enforcement, and challenging the notion that sexuality education is a “taboo import” rather than a practical necessity for Thai well-being. Importantly, programs must be actively monitored and evaluated, with student voices at the center of reform. This matches recommendations from the World Health Organization, which advocates for youth-centered health education as a pillar of broader gender equality and public health efforts [WHO].
Looking ahead, Thai policy makers and education leaders may wish to accelerate investment in teacher professional development, community engagement, and safe reporting mechanisms for students. There is also scope to strengthen partnerships with NGOs, religious institutions, and youth-led organizations to bridge tradition and innovation. For parents, open communication with adolescents and support for comprehensive education are essential. For educators, building trust and modeling respect are key.
The research from Nepal is a timely wake-up call: agency cannot be taught by rote or left to chance. Thai students will be best served by a holistic, rights-based approach—one that honors the country’s unique culture but also prepares young women for the realities they face. As Thailand seeks to improve gender equality, reduce teenage pregnancy, and support young people’s well-being, the lessons from Nepal’s classrooms offer both inspiration and a roadmap for the future.
For further reading and guidance, the Brookings Institution’s article provides in-depth analysis and recommendations [Brookings], while local data and guidance can be found with UNICEF Thailand and the WHO.