Does empowerment always lead to effective sex education? This research critically examines the limitations of relying solely on empowerment strategies in school-based sex education, questioning if an empowerment-based approach is always the most effective method for promoting **health** and well-being among young people. It addresses the practical challenges encountered in implementing empowerment principles within this sensitive educational setting. The paper highlights difficulties in eliciting pupils' perceived needs and presents arguments against completely entrusting the sex education agenda to young individuals. Barriers that obstruct pupils' active engagement in sex education exercises are also discussed, highlighting how social factors can impact the learning experience. These challenges prompt a reconsideration of the unwavering adherence to empowerment principles. Ultimately, the author advocates for pragmatic compromises that recognize the developmental differences in pupils' capacity to participate in decision-making and acknowledge the restrictive influence of social factors on learning needs. The findings promote striking a balance between empowerment and informed guidance to ensure students receive the knowledge and skills necessary for making responsible decisions about their **health** and sexuality. The considerable research on young people’s sexual **health** needs already available should be taken into account.
Published in Health Education, this article fits squarely within the journal's scope by addressing pedagogical approaches to sensitive health topics. It contributes to discussions on effective methods for delivering sex education, highlighting the limitations of an exclusively empowerment-based approach. The paper's references reflect engagement with existing research in health promotion and adolescent well-being.