Sexuality education program

Presentation of the sexuality education program

The FNEC sexuality education program was designed by and for First Nations to respond to the needs, cultural realities and values specific to our member communities. The program is part of a holistic approach to student well-being, where the various areas of health – sexual, emotional, mental and spiritual – are interrelated.

This program aims to equip education staff so that they can support students in a safe, caring and culturally relevant manner. It integrates the principles of a sensitive approach to trauma, as well as Indigenous traditional teachings and fundamental values.

A culturally rooted approach

This program relies on the orientations of the du Ministère de l’Éducation du Québec (MEQ), but has been entirely designed in a cultural perspective to reflect First Nations realities, values and traditions. 

It focuses on:

• the value of the community and the link with the Land;
• the importance of cultural identity and sense of pride;
• the participation of Elders, sexologists and First Nations teachers in developing the content
• activities rooted in active pedagogy, collective reflection and experiential learning.

The program also focuses on developing socio-emotional skills: it promotes the reinforcement of self-esteem, identity building, development of self-confidence, and understanding and respecting one’s limits and those of others.

Each module aims to reinforce the protection factors and reduce the risk factors, particularly in mental health, interpersonal relationships, prevention of violence and positive, respectful and balanced sexuality education.

Accessibility

This program is reserved for FNEC member communities. It is not accessible by the general public and is not meant to be used by outside establishments.

Individuals who want access to the TEAMS channel must make a request to the FNEC (Ève Pagé, Well-Being Promotion Advisor: epage@cepn-fnec.com) by providing their name, their position and the school or community that they represent.  

This procedure ensures secure access management and preserves the integrity of the pedagogical material. It also aims to ensure that the respect of the cultural, ethical and community framework in which the community was designed, as well as guarantee its proper use with First Nations values, pedagogical approaches and educational practices.

Image created by Sabryna Godbout, Wendat, 2025

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