England’s approach to teaching young people about pornography may be doing more harm than good, according to new research from the University of Surrey. A new study argues that fear-based education is failing to reflect how teenagers actually encounter sexual media.
In the study, published in Porn Studies, researchers say most pornography education in schools is built around a simple message – porn is dangerous and must be avoided. But evidence from youth sexuality studies suggests that young people engage with sexual media in far more complex ways, often interpreting it critically, questioning it and comparing it with real relationships rather than absorbing it unthinkingly.
The study argues that this mismatch between policy certainty and lived experience creates a major challenge for teachers. Current classroom approaches tend to rely on warnings, scripted lessons and moral messaging designed to prevent harm. While well-intentioned, these methods often close down discussion and leave students without the tools to critically understand what they encounter online.
Researchers analysed current policy frameworks, particularly the UK government’s Independent Pornography Review, and compared them with interdisciplinary research into young people’s experiences of sexual media. The team conducted a critical policy analysis and synthesised existing studies on youth engagement with pornography, media literacy and sex education to understand how educational responses are shaped and where they fall short.
Dr Emily Setty, lead -author of the study and Associate Professor of Criminology at the University of Surrey, said:
“The way pornography is currently taught in many schools assumes that young people simply absorb what they see and are harmed by it. In reality, their experiences are far more varied. Many young people question what they see, recognise unrealistic portrayals and want space to talk about relationships, consent and ethics. When education shuts down those conversations, it risks leaving them to make sense of these issues alone.”
Instead of focusing solely on risk prevention, the research proposes a new educational framework called “safe uncertainty”. This approach encourages open, structured discussions about pornography that recognise its complexity while maintaining safeguarding and ethical boundaries.
Under this model, teachers guide students to critically explore questions such as how sexual media represents consent, power, gender and relationships. Lessons might include analysing media portrayals, discussing ethical dilemmas or comparing online representations with real-life intimacy and communication.
Dr Setty continued:
“This dialogue helps develop what is termed “porn literacy”, a form of media literacy that allows young people to question the production, realism and ethics of sexual content rather than simply being told to avoid it. Pornography is only one part of a broader landscape of sexual messaging that includes social media, television, advertising and peer culture. Focusing narrowly on porn risks exaggerating its influence while ignoring other powerful cultural forces shaping young people’s understanding of relationships and sex.
“Education should equip young people with critical thinking skills and ethical awareness so they can navigate a complex digital world where sexual content is increasingly visible. Addressing potential harm remains essential. But rather than relying solely on warnings or prohibition, education should also develop young people’s ability to interpret media, reflect on relationships and engage in honest conversations about sex and consent.”
ENDS