Maher Institute Inc Iranian Journal of Neurodevelopmental Disorders 3115-848X 5 2026 01 01 Sexual Self-Care Topics for Primary School Teachers: A Meta-Synthesis of Qualitative Studies Sexual Self-Care Topics for Primary School Teachers: A Meta-Synthesis of Qualitative Studies 1 14 EN Journal Article 2025 02 19 <p><strong>Purpose: </strong>This study aimed to identify, categorize, and synthesize key topics of sexual self-care education necessary for inclusion in teacher-training curricula for primary school educators.</p> <p><strong>Methods and Materials: </strong>A qualitative meta-synthesis approach was adopted to integrate and interpret the findings of prior qualitative research on sexual self-care and teacher education. The research population consisted of 1,113 studies published between 2019 and 2023 CE in English and Persian. Electronic databases—including Scopus, Web of Science, PubMed, Google Scholar, Noormags, and Elmnet—were systematically searched using relevant keywords. After multi-stage screening based on title, duplication, abstract, and content relevance, 30 studies were included for final analysis. Data were organized and coded through open, axial, and selective coding using Erwin et al.’s (2011) six-step meta-synthesis framework. Credibility, transferability, dependability, and confirmability were assessed according to Lincoln and Guba’s (1994) criteria.</p> <p><strong>Findings: </strong>The analysis yielded four major thematic categories and 56 sub-topics representing the domains of sexual self-care required for teacher preparation. The main categories included (1) sexual concepts—covering gender identity, sexual ethics, roles, and self-protection; (2) health, hygiene, and development—including puberty, reproductive health, and mental well-being; (3) personal and social skills—emphasizing communication, assertiveness, and media literacy; and (4) cultural, religious, and legal topics—integrating moral education, religious values, and knowledge of child-protection laws. The synthesis confirmed that comprehensive and culturally grounded training equips teachers with both ethical sensitivity and scientific competence, fostering safer learning environments.</p> <p><strong>Conclusion: </strong>Sexual self-care education for primary-school teachers must be multidimensional, integrating cognitive, behavioral, emotional, cultural, and legal competencies. Embedding these dimensions in teacher-training curricula can strengthen educators’ ability to promote children’s sexual health, safety, and moral development.</p> https://www.maherpub.com/index.php/jndd/article/download/417/497