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: “Their experiences are far more varied. Many young people question what they see, recognise unrealistic portrayals” and seek substantive classroom dialogue about relationships and ethics.

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 that “porn literacy” enables young people to question production, realism and ethics of sexual content. Education should equip young people with critical thinking skills and ethical awareness to navigate complex digital environments where sexual content is increasingly visible.

Journal: Porn Studies
DOI: 10.1080/23268743.2026.2692434
Article Title: Beyond harm narratives: reimagining porn education through ‘safe uncertainty’
Publication Date: 16-Jul-2026

Source: EurekAlert