Education related to sex is for mounting youthful proficiencies so that they formulate knowledgeable preferences about their activities, and sense assurance and familiarity about performing on these options. It is extensively established that individuals possess right to be educated about their body and also should be imparted sex education as it is a method that aids them to safeguard and protect self in opposition to mistreatment, utilization, unplanned pregnancies, or from sexually transmitted diseases (STDs), HIV and AIDS.
Apart from family atmosphere and preaching, school atmosphere also plays an essential role in educating students about sexuality. Some schools educate their students about the subject as they are well equipped and feel it is necessary for the child development, while other schools never like to handle the subject (Kirby, 1999; Ketterman, 2007).
According to Wight and Abraham (2000), it is necessary to extend sex education on the basis of theoretical knowledge, but it is difficult to translate research based conclusions drawn regarding imparting sex education into acceptable, replicable and potentially effective classroom lessons require high precision and care to create an awareness in the classroom culture.
Sex education is required to develop a healthy approach as well as to afford the budding young minds with a vision and an attitude so that the mistakes that were done in the past could not be repeated. The mistake encompassed the birth of AIDS and STDs; had sex education would have gained magnitude in the past and concern about educating individuals would have been started a few decades earlier, prevailing dreaded diseases could have been prevented (Ketterman, 2007; Bryan, 1996). To culminate this, sex education is gaining prevalence.
According to Eyre and Eyre (1999), essentially, children must be educated in an explicit manner about the sex and sexuality and it is always