RESEARCH
青少年の
性行動全国調査
日本の青少年(中学生・高校生・大学生)の性についての様々な意識や態度、経験を明らかにし、社会的背景などとの関連を検討する全国規模のアンケート調査です。
1974年からほぼ６年ごとに全国的な規模で続けられてきたこの調査は、50年を超える継続性、広範囲な地域での広い年齢層にわたったものとしては世界を見ても類例がなく、たいへん貴重な調査であるとともに、学校における性教育の教科書や資料集、各種メディアにも多く引用され活用されています。
第９回調査は2023年度に実施され、その調査をもとに分析され論文集としてまとめられた『「若者の性」白書』は、2025年に刊行されました。
「若者の性」白書 ―第９回 青少年の性行動全国調査報告―
編／一般財団法人日本児童教育振興財団内 日本性教育協会
「若者の性」白書 ―第９回 青少年の性行動全国調査報告―
編／一般財団法人日本児童教育振興財団内 日本性教育協会
発行／小学館
定価／本体2,700円＋税
Ａ５判270ページ
●第１章 現代の青少年の社会環境と性行動 ―第９回「青少年の性行動全国調査」の方法と概要 ―
●第２章 学校での性教育と性に関する知識・態度・行動との関連
●第３章 性的同意の認知と意思の確認 ―青少年の現状と教育的課題―
●第４章 暴力被害および性的被害の現状と性教育や性行動の経験
●第５章 正しい避妊の実践における性情報源とジェンダー規範の影響
●第６章 青少年の性感染症予防に関する知識・態度・行動
●第７章 家庭環境・親子関係と青少年の性のかかわり
●第８章 多様な若者文化と恋愛
●第９章 青少年の性についての「悩み」 ―自由回答欄の内容から見えるもの―
◆基礎集計表（学校段階別・男女別）
◆コラム
１…中学校でセックス（性交）について教えるべきか
２…性の規範意識の変容 ー変化するものとしないもの
３…「性の多様性」への理解の実態とその課題
４…青少年の性のイメージ ーその変容と個人の経験との関連
５…女子の自慰につきまとう〈否定的なもの〉
ご覧になる号の年
『「若者の性」白書－第９回 青少年の性行動全国調査報告』を読んで
宮城大学看護学群・江角伸吾教授
「現代性教育研究ジャーナル」172号（2025年7月15日発行）に、宮城大学・江角伸吾教授（日本性教育協会運営委員）による本書の講評が掲載されました。客観的な視点に立って考察されたブックレビューとなっています。
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Chapter Overviews and Figures & Tables from The White Paper on Youth Sexuality: Report on "The 9th National Survey on Sexual Behavior of Japanese Youth (2023)"
Chapter 1
The Social Environment and Sexual Behavior of Contemporary Adolescents:
Methodology and Overview of the 9th National Survey on Sexual Behavior of Japanese Youth
This chapter outlines the history of the “National Survey on Sexual Behavior of Japanese Youth” from its first administration to the present and describes in detail the methodology employed in the ninth survey. It also presents a chronological overview of key data on adolescent sexual behavior from the first through the ninth surveys, thereby providing a comprehensive picture of sexual behavior among contemporary Japanese adolescents.
Tab.1-1 Number of Respondents in the “National Survey on Sexual Behavior of Japanese Youth” (by Survey Wave)
Fig.1–1 Trends in Dating Experience
Fig.1–2 Trends in Kissing Experience
Fig.1–3 Trends in Experience of Sexual Intercourse
Fig.1–4 Trends in Sexual Interest
Fig.1–5 Trends in Masturbation Experience
Fig.1–6 Cumulative Dating Experience (Junior High School and High School Students Only)
Fig.1–7 Cumulative Kissing Experience (Junior High School and High School Students Only)
Fig.1–8 Cumulative Experience of Sexual Intercourse (Junior High School and High School Students Only)
Fig.1–9 Dating Status at the Time of the Survey (Currently dating: one person / multiple people; not dating; no dating experience)
Fig.1–10 Relationship Status at the Time of the Survey (Currently in a relationship: one person / multiple people; previously dated but currently single; never dated)
Fig.1–11 Sexual Intercourse Status at the Time of the Survey (Currently have a sexual partner: one person / multiple people; none; no sexual intercourse experience)
Fig.1–12 Topics Covered in School-Based Sex Education: Comparison with the Previous Survey (Mechanism of pregnancy; sexual intercourse; contraception methods; induced abortion; masturbation; HIV/AIDS; sexually transmitted infections (STIs); romantic relationships; gender equality; dating violence (DV); sexual harassment and sexual violence; consultation services for sexual concerns; sexual diversity (LGBT, etc.); male body structure; female body structure; safe use of social networking services (SNS))
Fig.1–13 Topics Covered by Parents: Comparison with the Previous Survey (Valuing private body parts; menstruation; ejaculation; masturbation; sexual intercourse; mechanism of pregnancy; contraception methods; gender equality; sexual diversity (LGBT, etc.); safe use of SNS; dating violence (DV); sexual harassment and sexual violence)
Fig.1–14 Sources of Information on Sexual Intercourse: Comparison with the Previous Survey (Parents and siblings; friends, seniors, peers, and juniors; romantic partners; teachers, classes, and textbooks; manga; general magazines; pornographic magazines; adult videos; internet, apps, and SNS, etc.)
Appendix Table Rates of Sexual Behavior Experience by Survey Year (Dating, kissing, sexual intercourse, sexual interest, masturbation)
Chapter 2
The Relationship between School-Based Sex Education and Sexual Knowledge, Attitudes, and Behaviors
To what extent do adolescents correctly understand the content taught in school-based sex education, and to what extent are they able to translate this knowledge into appropriate behavior? In addition, what aspects of sexuality do adolescents wish to learn more about? This chapter examines the current state of school-based sex education and analyzes its relationship with adolescents’ knowledge, attitudes, and behaviors related to sexuality.
Fig.2-1 Trends in Learning of Physical Aspects by School Level and Gender (Mechanism of pregnancy; sexual intercourse; contraception methods; induced abortion; masturbation; HIV/AIDS; sexually transmitted infections (STIs); male body structure; female body structure)
Fig.2-2 Trends in Learning of Social and Psychological Aspects by School Level and Gender (Romantic relationships; gender equality; sexual harassment and sexual violence; counseling services for sexual concerns; sexual diversity (LGBT, etc.); dating violence (DV); safe use of social networking services (SNS))
Fig.2-3 Evaluation of School-Based Sex Education by Experience of Sexual Interest (Very helpful; somewhat helpful; not very helpful; not helpful at all)
Fig.2-4 Responses to the Statement “Sperm Are Produced in the Penis,” by Experience of Learning about the Male Body (Correct; incorrect; don’t know; no response)
Fig.2-5 Responses to the Statement “Ova Are Produced in the Uterus,” by Experience of Learning about the Female Body (Correct; incorrect; don’t know; no response)
Tab.2-1 Topics Adolescents Want to Learn about Sexuality, by School Level and Gender (Top five items)
Fig.2-6 Concern about Contracting Sexually Transmitted Infections (STIs), by Experience of Learning about STIs at School (Very concerned)
Fig.2-7 Concern about Pregnancy, by Experience of Learning about Contraception Methods at School (Very concerned)
Fig2-8 Consistent Condom Use by Experience of Learning about Contraception Methods and STIs in School-Based Sex Education
Column 1
Should Sexual Intercourse Be Taught in Junior High School?
Based on results derived from cross-tabulation of the timing at which adolescents first learned about sexual intercourse and sexual intercourse experience by school level, this column examines the effectiveness of the so-called “restrictive provision” stipulated in the national curriculum guidelines.
Fig.１ Timing of Learning about Sexual Intercourse
Fig.２ Experience of Sexual Intercourse by Timing of Learning about Sexual Intercourse
Column2
Transformation of Sexual Norms: What Changes and What Does Not
This column examines which aspects of sexual norms among male and female high school and university students have changed over time and which have remained unchanged.
Fig.１ Trends in Acceptance of Selected Sexual Norms among Male High School and University Students (Having sexual intercourse without love; engaging in sexual acts with the same sex; exchanging sex for money or goods; having sexual intercourse with someone just met; having sexual intercourse with someone other than a current partner)
Fig.２ Trends in Acceptance of Selected Sexual Norms among Female High School and University Students (Same items as above)
Chapter 3
Adolescents’ Understanding of Sexual Consent and the Confirmation of Intent:
Current Status and Educational Challenges
This chapter examines the extent to which the concept of sexual consent, which has gained increased attention in recent years, is recognized and understood among adolescents. It also explores how consent is confirmed in actual sexual situations and analyzes how such practices are related to adolescents’ learning experiences at school.
Fig.3-1 Recognition of the Term “Sexual Consent”
Fig.3-2 Recognition of the Term “Sexual Consent,” by Sexual Intercourse Experience
Fig.3-3 Recognition of the Term “Sexual Consent,” by Frequency of Conversations about Sex with Friends
Fig.3-4 Recognition of the Term “Sexual Consent,” by Experience of Learning Selected Topics
Fig.3-5 Correct Understanding of the Meaning of Sexual Consent
Fig.3-6 Distribution of Recognition of the Term “Sexual Consent” and Understanding of Its Meaning
Fig.3-7 Status of Sexual Consent Confirmation, by School Level and Gender (Always; depending on the situation; never; no response)
Fig.3-8 Association between Recognition of the Term “Sexual Consent” and Consistent Confirmation of Consent
Fig.3-9 Association between Correct Understanding of Sexual Consent and Consistent Confirmation of Consent
Fig.3-10 Association between School Learning Experiences and Consistent Confirmation of Consent
Chapter 4
Current Status of Violence and Sexual Victimization and Experiences of Sex Education and Sexual Behavior among Adolescents
While preventive education and awareness initiatives addressing dating violence (DV) among intimate partners have become increasingly widespread, new forms of sexual victimization have also emerged in recent years. This chapter examines whether such preventive education and related efforts are associated with reductions in dating DV victimization and sexual victimization among adolescents.
Tab.４-1 Categories of Dating DV Victimization (Interference with friendships; psychological abuse; sexual violence; physical violence; economic abuse)
Fig.４-1 Dating DV Victimization: Comparison with Previous Surveys
Fig.4-2 Dating DV Victimization by Type (Interference with friendships; psychological abuse; sexual violence; physical violence; economic abuse)
Tab.4-2 Experience of Learning about Gender Equality Issues and Dating DV Victimization
Tab.4-3 Experience of Learning about Dating DV (Intimate Partner Violence) Issues and Dating DV Victimization
Tab.4-4 Experience of Learning about Sexual Harassment and Sexual Violence Issues and Dating DV Victimization
Tab.4-5 Cumulative Number of Dating DV Victimization Experiences
Fig.4-3 Common Patterns of Dating DV Victimization and Their Proportion among Victims (Interference with friendships only; psychological abuse only; interference with friendships and psychological abuse)
Tab.4-6 Categories of Sexual Victimization (Victimization by staring; stalking or waiting; sexual teasing; groping; indecent exposure; sexting requests; forced sexual acts)
Tab.4-7 Sexual Victimization Experiences (Same as above)
Fig.4-4 Perpetrator Characteristics in Sexual Victimization Experiences (Same as above)
Fig.4-5 Dating DV Victimization by Age at First Kissing Experience (No kissing experience; 14 or younger; 15–17 years; 18 years or older / overall dating DV victimization; interference with friendships; psychological abuse)
Fig. 4-6 Dating DV Victimization by Age at First Sexual Intercourse Experience (No sexual intercourse experience; 14 or younger; 15–17 years; 18 years or older / overall dating DV victimization; interference with friendships; psychological abuse)
Fig.4-7 Sexual Victimization by Non-Partners, by Age at First Kissing Experience (No kissing experience; 14 or younger; 15–17 years; 18 years or older / stalking or waiting; sexual teasing; sexting requests; forced sexual acts)
Fig.4-8 Sexual Victimization by Non-Partners, by Age at First Sexual Intercourse Experience (No sexual intercourse experience; 14 or younger; 15–17 years; 18 years or older / stalking or waiting; sexual teasing; sexting requests; forced sexual acts)
Chapter 5
The Influence of Sexual Information Sources and Gender Norms on Correct Contraception Practices
This chapter analyzes where adolescents obtain knowledge and information about contraception and examines the relationship between these information sources and contraceptive practices. It further focuses on the relationship between contraceptive practices and male leadership norms, exploring adolescents’ attitudes toward contraception and their associations with school-based sex education.
Fig.5-1 Contraception Practices by Age at First Sexual Intercourse
Fig.5-2 Contraception Methods by Age at First Sexual Intercourse (Condom; pill (oral contraceptive); counting days from menstruation (Ogino method); measuring basal body temperature; withdrawal method)
Fig.5-3 Reasons for Not Using Contraception (Because it is troublesome; often unprepared; belief that pregnancy is unlikely; difficulty suggesting contraception; partner refusal; lack of knowledge about contraception methods; intention to give birth or have the partner give birth if pregnancy occurs; belief that abortion is an option)
Fig.5-4 Current Contraception Methods (Same as Fig.5–2)
Fig.5-5 Sources of Information on Contraception Methods (Respondents with a Sexual Partner) (Parents; siblings; friends/seniors/juniors; dating partner; teachers; classes/textbooks; adult videos/adult websites; websites; SNS (e.g., TikTok, Instagram, Twitter))
Fig.5-6 Contraception Practices by Selection or Non-Selection of Information Sources (Same as above)
Fig.5-7 Consistent Condom Use by Selection or Non-Selection of Information Sources (Same as above)
Fig.5-8 Pill Use by Selection or Non-Selection of Information Sources (Same as above)
Fig.5-9 Use of the Withdrawal Method by Selection or Non-Selection of Information Sources (Same as above)
Fig.5-10 Contraception Practices by Responses to “Who Initiated the First Sexual Intercourse?” (Neither; it happened naturally; partner initiated verbally or through actions; self-initiated verbally or through actions)
Fig.5-11 Condom Use by Support or Non-Support of Male Leadership Norms
Fig.5-12 Selection of the Withdrawal Method by Support or Non-Support of Male Leadership Norms
Chapter 6
Knowledge, Attitudes, and Behaviors regarding Sexually Transmitted Infection (STI) Prevention among Adolescents
In recent years, sexually transmitted infections (STIs) have been rapidly increasing. This chapter examines the extent to which STIs are addressed in school education and whether adolescents have accurately acquired related knowledge as a result. It further analyzes how such knowledge is reflected in adolescents’ attitudes and behaviors and discusses the challenges that remain.
Fig.6-1 Respondents Reporting Having Been Taught at School, by School Level and Gender (STIs; HIV/AIDS; counseling services for sexual anxieties and concerns; sex (sexual intercourse); mechanism of pregnancy; male body structure; female body structure; contraception methods)
Fig.6-2 Respondents Identifying Topics They Want to Learn About, by School Level and Gender (Same as above)
Fig.6-3 Recognition of the Risk of Contracting STIs by Presence or Absence of a Current Sexual Partner (Very concerning; somewhat concerning; not very concerning; not concerning at all)
Fig.6-4 Sexual Intercourse Experience by Recognition of STI Contraction Risk, School Level, and Gender (Same as above)
Fig.6-5 Condom Use by Recognition of STI Contraction Risk, School Level, and Gender (Always use; depends on the situation; never use)
Fig.6-6 Condom Use by Correctness of Sexual Knowledge (Subjective Symptoms) (Same as above)
Fig.6-7 Condom Use by Correctness of Sexual Knowledge (Impact of STIs) (Same as above)
Column 3
Understanding of Sexual Diversity and Associated Challenges
With the enactment of the Act on the Promotion of Public Understanding of the Diversity of Sexual Orientation and Gender Identity, information related to sexual diversity has become more widely available, and learning opportunities concerning “sexual diversity (LGBT, etc.)” in school sex education have increased. This column examines the extent to which accepting attitudes toward sexual diversity are present among adolescents and discusses the educational challenges that remain.
Fig.1 Agreement with Statements on Sexual Diversity (It is acceptable to have sexual relations with someone of the same sex; same-sex marriage should be recognized)
Fig.２ Correct Responses to True/False Questions by Experience of Learning about “Sexual Diversity (LGBT, etc.)” at School
Chapter 7
Family Environment, Parent–Child Relationships, and Adolescents’ Engagement with Sexuality in Japan
In recent years, increasing attention has been paid to sexuality education within the family, as evidenced by the growing number of publications on home-based sex education. This chapter examines whether associations can be observed between the family environment and adolescents’ sexual behavior in contemporary Japan. In addition, it focuses on what adolescents have been taught by their parents regarding sexuality and explores how these parental teachings are related to family environment.
Fig.7-1 Cumulative Kissing Experience by Family Composition (Male with both parents; Female with both parents; Male without father; Female without father)
Fig.7-2 Cumulative Sexual Intercourse Experience by Family Composition (Same as above)
Fig.7-3 Kissing Experience by Presence or Absence of a Same-Sex Older Sibling (No older brother; Has older brother; No older sister; Has older sister)
Fig.7-4 Sexual Intercourse Experience by Presence or Absence of a Same-Sex Older Sibling (Same as above)
Fig.7-5 Kissing Experience by Presence or Absence of a Private Room
Fig.7-6 Sexual Intercourse Experience by Presence or Absence of a Private Room
Fig.7-7 Kissing Experience by Frequency of Conversation with Father (Almost daily; One to several times a week; Rarely talk; Absent)
Fig.7-8 Sexual Intercourse Experience by Frequency of Conversation with Father (Same as above)
Fig.7-9 Kissing Experience by Frequency of Conversation with Mother (Almost daily; One to several times a week; Rarely talk; Absent)
Fig.7-10 Sexual Intercourse Experience by Frequency of Conversation with Mother (Same as above)
Fig.7-11 Menstruation Learning Experience by Family Composition (Junior and High School Girls: Both parents present; Father absent; Mother absent)
Fig.7-12 Menstruation Learning Experience by Frequency of Conversation with Parents (Junior and High School Girls: Almost daily; One to several times a week; Rarely talk)
Fig.7-13 Relationship between Being Taught about Menstruation by Parents and Sexual Behavior
(High School Girls: Dating; Sexual Interest; Kissing; Sexual Intercourse)
Fig.7-14 Ejaculation Learning Experience by Family Composition (Junior and High School Boys: Both parents present; Father absent; Mother absent)
Fig.7-15 Ejaculation Learning Experience by Frequency of Conversation with Parents (Junior and High School Boys: Almost daily; One to several times a week; Rarely talk)
Chapter 8
Diverse Youth Cultures and Romantic Relationships in Japan
How are adolescents’ hobbies, daily activities, and lifestyles related to their sexual behavior and attitudes? Focusing on high school and university students, this chapter examines whether and how romantic relationships and sexual behaviors differ according to variations in mobile media use, engagement with manga and anime, hobbies, and participation in cultural activities in contemporary Japan.
Tab.8-1 Changes in Media Use and Related Behaviors from the 1990s to the Present (PC; PHS/mobile phones; pagers; smartphones; tablet devices; Dial Q2; telephone dating services; group dating; dating sites/matching apps; meeting opposite-sex email friends; SNS use; mobile gaming sites; meeting partners met online or via apps)
Tab.8-2 Romantic Feelings toward Characters in Games or Anime
Tab.8-3 Things Valued and Areas of Interest
Fig.8-1 Having a Romantic Partner by Things Valued or Areas of Interest (Interacting with friends; manga; club activities/circles; studying; part-time work)
Fig.8-2 Desire for a Romantic Partner by Things Valued or Areas of Interest (Same as above)
Fig.8-3 Having a Sexual Partner by Things Valued or Areas of Interest (Same as above)
Fig.8-4 Identifying as Non-Heterosexual by Things Valued or Areas of Interest (Same as above)
Fig.8-5 Experience of Two-Dimensional Romance by Things Valued or Areas of Interest (Same as above)
Fig.8-6 Experience of Two-Dimensional Romance and Desire for a Romantic Relationship among Those without a Partner (Proportion of those with no dating experience who want a partner; proportion of those with dating experience but currently without a partner who want a partner)
Column 4
Adolescents’ Images of Sexuality—Changes over Time and Their Relationship to Personal Experience
How do images of sexuality differ by school level and gender, and how have they changed over time? By comparing positive images of sexuality, this column examines contemporary adolescents’ attitudes toward sexuality and how these images are associated with their personal experiences.
Fig.１ Trends in Positive Image Scores by School Level and Gender
Fig.２ Average Positive Image Scores by Sexual Behavior Experience (Dating; Kissing; Sexual Intercourse)
Fig.３ Average Positive Image Scores by Sexual Victimization Experience
Chapter 9
Adolescents’ Concerns about Sexuality in Japan: Insights from Open-Ended Responses
This chapter examines the contemporary characteristics of adolescents’ concerns about sexuality in Japan, drawing on written responses to the question, “Do you currently have any concerns about sexuality?”
Specifically, it analyzes which words and expressions are used, how frequently they appear, and in what contexts. It further explores how these patterns are associated with gender, school level, grade, and response tendencies in closed-ended questions, and offers interpretations from multiple analytical perspectives.
Fig.9-1 Response Rate for Open-Ended Questions
Fig.9-2 Results of Correspondence Analysis (9th Survey)
Fig.9-3 Results of Correspondence Analysis (Previous Four Surveys)
Column 5
The “Negatives” Surrounding Female Masturbation
Masturbation is a sexual behavior that exhibits marked gender differences, with females who engage in masturbation constituting a minority. Drawing on content from open-ended responses, this column explores how female adolescents experience masturbation and the meanings they attribute to it.
Basic Tabulation Tables (By School Level and Gender)
Responses to all question items included in the 9th National Survey on Sexual Behavior of Japanese Youth are aggregated and presented in tabular form.
Q.1 (a)Age (b)Year and month of birth (c)Grade (d)Gender
Q.2 Current residence
Q.3 People currently living with
Q.4 Hours spent on part-time jobs/work per week
Q.5 (a)Presence/absence of scholarship receipt last academic year (b)Total amount of scholarship received last academic year
Q.6 Frequency of going out with friends normally
Q.7 Frequency of going out to the city normally
Q.8 Presence of male friends whom you talk to often
Q.9 Presence of female friends whom you talk to often
Q.10 Target of romantic interest
Q.11 (a)Presence/absence of dating experience (b)Age (in years) when first dated (c)Presence/absence of a person currently dating
Q.12 (a)Dating experience (b)Do you want a dating partner?
Q.13 Experiences received from a dating partner (a)Interference with friendships (b)Psychological abuse (c)Forced sexual acts (d)Physical violence (e)Financial victimization (f)None of the above
Q.14 (a)Presence/absence of experience having sexual interest (b)Age (in years) when first had sexual interest
Q.15 (a)Presence/absence of kissing experience (b)Age when first kissed (c)Who initiated it?
Q.16 (a)Presence/absence of experience with sex (sexual intercourse) (Rephrased as "sexual contact" in junior high school) (b)Age when first had sex (sexual intercourse) (c)Was the first sexual partner older, the same age, or younger? (d)Who initiated the first-time having sex (sexual intercourse)? (e)Motive or trigger for the first time having sex (sexual intercourse) (f)How did you feel the first time you had sex (sexual intercourse)? (g)Presence/absence of contraception use the first-time having sex (sexual intercourse) (h)Contraception method used the first-time having sex (sexual intercourse)
Q.17 (a)Number of sexual partners to date (b)Presence/absence of a current sexual partner (c)Presence/absence of confirming sexual consent before having sex (sexual intercourse) (d)Condom usage status when having sex (sexual intercourse) (e)Contraception practice status when having sex (sexual intercourse) (f)Contraception method used when having sex (sexual intercourse) (g)Reasons for not using contraception
Q.18 (a)Presence/absence of masturbation experience (b)Age when first experienced masturbation
Q.19 (a)Presence/absence of ejaculation experience (Males only) (b)Age (in years) when first ejaculated
Q.20 Presence/absence of menstruation experience (Females only) (b)Age (in years) when first menstruated
Q.21 What do you think about sexual norms? (a)Having sex (sexual intercourse) without love (b)Having sex (sexual intercourse) in exchange for money or goods (c)Having sex (sexual intercourse) with someone other than a current partner (d)Having sex (sexual intercourse) with someone just met
Q.22 What do you think about gender role norms and sexual diversity? (a)Men should lead women (b)Men have stronger libido than women (c)Same-sex marriage should be recognized (d)It is acceptable to have sexual acts with the same sex (e)Boys should be like boys, and girls should be like girls (f)Men should work outside, and women should protect the home (g)Women should prioritize housework and childcare, even if they work
Q.23 Presence/absence of sexual victimization experience (a)Victimization by staring (b)Stalking/Waiting (c)Sexual teasing (d)Groping/Molestation (e)Indecent exposure victimization (f)Sexting requests (g)Forced sexual acts
Q.24 Do you think the content taught in school sex education is currently useful to you?
Q.25 Do you know the term "sexual consent"?
Q.26 What you have been taught at school so far (a)Mechanism of pregnancy (b)Sex (Sexual intercourse) (c)Contraception methods (d)Induced abortion (e)Masturbation (f)HIV/AIDS (g)STIs (h)Romance (i)Gender equality issues (j)Dating DV issues (k)Sexual harassment/Sexual violence issues (l)Safe use of SNS (m)Counseling services for sexual anxieties and concerns (n)Sexual diversity (LGBT, etc.) (o)Male body structure (p)Female body structure (q)Other (r)Nothing specific taught
Q.27 What you want to know about sexuality (a)Mechanism of pregnancy (b)Sex (Sexual intercourse) (c)Contraception methods (d)Induced abortion (e)Masturbation (f)HIV/AIDS (g)STIs (h)Romance (i)Gender equality issues (j)Dating DV issues (k)Sexual harassment/Sexual violence issues (l)Safe use of SNS (m)Counseling services for sexual anxieties and concerns (n)Sexual diversity (LGBT, etc.) (o)Male body structure (p)Female body structure (q)Other (r)Nothing specific taught
Q.28 What you have been taught by your parents so far (a)Valuing private parts (b)Menstruation (c)Ejaculation (d)Masturbation (e)Sex (Sexual intercourse) (f)Mechanism of pregnancy (g)Contraception methods (h)Gender equality (i)Sexual diversity (LGBT, etc.) (j)Safe use of SNS (k)Dating DV (l)Sexual harassment/Sexual violence (m)Other (n)Nothing specific taught
Q.29 When did you learn about sex (sexual intercourse)?
Q.30 Where do you obtain knowledge and information? (a)About sex (sexual intercourse) (b)About contraception methods
Q.31 Image associated with the terms "Sexuality" and "Sex"
Q.32 How concerned are you about the possibility of pregnancy resulting from you having sex (sexual intercourse)?
Q.33 How concerned are you about the possibility of contracting STIs resulting from you having sex (sexual intercourse)?
Q.34 How concerned are you about the sexual behavior and experiences of your friends?
Q.35 How often do you talk about sexual issues with friends?
Q.36 Presence/absence of experience with: (a)SNS usage (b)Dating sites, Matching apps (c)Participating in group dating (d)Watching adult videos (e)Having romantic feelings for characters in games or anime (f)Have done none of these
Q.37 Frequency of conversation with: (a)Father (b)Mother
Q.38 Things you value or are interested in
Q.39 Things you own exclusively
Q.40 Academic performance in the class during 9th grade (3rd year of junior high school)
Q.41 Financial status/lifestyle during 9th grade (3rd year of junior high school)
Q.42 Number of siblings
Q.43 (a)The last school your father attended (or is currently attending) (b)The last school your mother attended (or is currently attending)
Q.44 (a)The last school your father attended (or is currently attending) (b)The last school your mother attended (or is currently attending)
Q.45 True/False questions
Q.46 Presence/absence of free description regarding sexual concerns
[Junior High/High School Students only] Which school level are you planning to proceed to?
[Junior High/High School Students only] Father's work style / Mother's work style
●Some figures and tables are also available on the following platforms:
“Monthly Journal of Sex Education Today,” No. 175, pp. 1–10
“JASE Sex Education Training Seminar 2025 in Osaka – Report: Trends in Diversified Youth Sexual Behavior and the Future of Sex Education”
https://drive.google.com/file/d/1kqmUVGlGzLitRHG88mTy3nBBKfL-hgYM/view
PR Times (Press Release) Shogakukan publishes
“White Paper on Youth Sexuality: Report on the 9th National Survey of Sexual Behavior of Japanese Youth,”
which compiles the full survey and analysis results from the National Survey of Sexual Behavior of Japanese Youth, based on responses from 12,562 young people nationwide.
