In 1991, sexual education was not yet a fully standardized, standalone subject across all Belgian schools. Instead, it operated under the broader umbrella of Biology or Social Education.
The Catholic School System (Majority) The majority of Belgian students attended Catholic schools. In 1991, the curriculum was influenced by the directives of the Belgian Episcopal Conference. While biology classes taught the anatomical and physiological mechanics of reproduction, the moral and emotional aspects were often handled by religion teachers or school pastors. The message often balanced biological fact with the moral ideal of reserving sex for marriage or a committed, loving relationship.
Secular and State Schools In state-run schools and schools organized by the non-confessional (secular) network, the approach was often more progressive. Here, "relation education" (relatievorming) was introduced earlier. Teachers focused not just on the biological mechanics, but on communication, consent, and respect between partners.
In 1991, puberty education for Belgian girls was overwhelmingly focused on biological function and hygiene, with little discussion of pleasure or emotional readiness. Most girls received their first formal lesson in the 5th or 6th year of primary school (age 11–12), often segregated by gender.
A typical lesson in a Flemish Catholic school would involve:
Missing entirely from most curricula in 1991 was any discussion of:
The train from Antwerp to Ghent hummed softly as Lena pressed her forehead to the window and watched the fields tumble by. It was the summer after her twelfth birthday, and the town she’d known all her life felt as if it were rearranging itself while she wasn’t looking. At school, she’d begun to notice that the air between people had shifted — jokes that used to be simple were suddenly tinged with something secretive, and friends whispered in corners about crushes and about what it meant to be grown-up.
Across town, Jonas pedaled his bicycle past the lace-curtain windows of the bakery where his mother worked. He’d turned thirteen in June and, like Lena, felt as though his body had started to speak a language he didn’t yet understand. His voice sometimes caught in his throat when he laughed; he spotted hair where it hadn’t been before and felt a new ache of awkwardness about his long legs and narrow shoulders. puberty sexual education for boys and girls 1991 belgium
Their paths crossed at the municipal library, a cool, book-scented refuge where a poster announced a free summer course: “Growing Up — Puberty and You.” It was hosted by the town’s health nurse and a visiting teacher from Brussels, part of a new push in the schools to give children honest information about bodies and feelings. In 1991 Belgium, some parents were unsure about such lessons, but many teens found them a gentle support they’d been missing.
Lena went on a whim because her friend had dared her; Jonas came because his older sister, Maria, had nudged him — “It’s easier than asking me awkward questions,” she’d said, smiling. The room was a simple one, with folding chairs and a box of tissues on the table. There were small groups, a few worksheets, and open conversation. The nurse, Madame Vermeer, spoke plainly and kindly about changes in both boys and girls: growth spurts, pimples, mood swings. She explained menstruation with diagrams and passed around a small booklet that described practical things — pads, pain relief, and how to time activities around the cycle — while she emphasized privacy and respect.
Jonas listened when she explained erections and wet dreams without giggling or embarrassment, in a way that made the boys around him relax. He learned that hormones could make feelings swing wildly and that it was normal to feel confused. When the teacher described consent — that no one should be touched without agreement, that curiosity didn’t obligate anyone to do anything they didn’t want to do — Lena felt a new clarity. She’d heard warnings before, hush-toned and shaming; here the rule was simple and fair: everyone’s body is theirs.
After the session, the group split for questions. Lena asked about bras, about why her chest felt tender; Madame Vermeer showed different styles and recommended what might be comfortable for a growing body. Jonas asked whether his voice would keep cracking; a boy two years older grinned and showed a notebook where he’d drawn cartoons of his own changing face. The awkwardness softened, folded into humor and shared commiseration.
Outside the library, Lena and Jonas found themselves walking home together along the canal. Conversation started clumsy — a joke about how grown-up they were — then slipped into something more honest. Lena admitted she was nervous around boys; Jonas confessed he sometimes felt lonely even when he was surrounded by friends. They laughed at how their parents still treated them like children, then traded tips from the handout: what to carry in a schoolbag (tissues, sanitary pads, a small bar of soap), how to talk to trusted adults if something felt wrong.
That summer, the town felt like an experiment in becoming larger than itself. Maria and other teenagers organized a small peer group at the youth center where they talked through questions that had felt too silly to ask adults: how to handle first crushes, how to respect boundaries, what to do about pressure from friends. They practiced saying “no” and “I’m not ready,” and they role-played awkward scenarios until the words felt less sharp.
Autumn came, and with it a subtle steadiness. Lena learned to manage cramps with heat packs and bicycle rides; she began to keep a small notebook where she wrote things that felt important. Jonas started swimming with friends and found that the pool calmed the rush inside him; he also began to enjoy his new deeper laugh. Both discovered that the changes continued — sometimes slowly, sometimes in leaps — but they had tools and a network of peers and adults who would listen. In 1991, sexual education was not yet a
Years later, Lena would sometimes remember the summer course as the moment she stopped being frightened of her own body. Jonas would recall how one frank explanation of wet dreams had saved him from shame and isolation. They each carried forward a quiet confidence: that questions could be answered, that bodies were normal and deserving of respect, and that growing up was not something you faced alone.
In 1991, in a small Belgian town, puberty was not a secret battle but a shared season — awkward, messy, and oddly beautiful — made easier by clear words, patient teachers, and the courage to ask.
The following story explores the essential intersection of physical change and emotional growth during puberty, focusing on how education can guide young people through new romantic feelings and relationship dynamics.
The Mirror and the Map: A Journey through Puberty and Romance
Maya always thought the "puberty talk" would just be about deodorant and awkward growth spurts. But as she sat in her eighth-grade health class, the teacher, Mr. Chen, began talking about something else entirely: relationship blueprints
. He explained that while their bodies were changing, their "emotional maps" were also being redrawn. 1. Navigating the Spark Mr. Chen introduced the concept of crushes and infatuation
. He described these early feelings as a "biological spark" triggered by new hormones, but warned that they don't always come with an instruction manual. Maya thought of her own stomach-flipping whenever she saw Leo in the hall. She learned that these feelings are a normal part of identity formation, helping adolescents learn to empathize and view the world from another person's perspective. 2. Building the Blueprint The class didn't just talk about feelings; they practiced healthy relationship skills Communication Missing entirely from most curricula in 1991 was
: They used "I" statements to practice setting boundaries, like "I feel overwhelmed when we text all night; can we talk after school instead?". Mutual Respect
: Maya learned that a healthy relationship is a partnership where both people feel safe expressing their needs without fear. Recognizing Red Flags
: The curriculum taught them to spot warning signs, such as extreme jealousy or one partner trying to control what the other wears or who they see. 3. The "Social Dojo"
Mr. Chen called their friendships the "dojo" where they honed their social superpowers. He explained that high-quality friendships characterized by trust and disclosure are the foundation for later romantic success. Maya realized that the way she navigated conflicts with her best friend, Sarah, was actually teaching her how to handle future romantic disagreements with maturity and respect. Healthy Relationships in Adolescence
When a man and a woman decide to make a baby, the man puts his penis inside the woman's vagina. He releases millions of sperm cells. One sperm joins with the woman's egg (which she releases once a month). This is called fertilization. The baby grows inside the woman's uterus for nine months.
Important for 1991 Belgium: In this country, a woman has the right to see a doctor for contraception (the pill) without her parents' permission if she is over 14. A boy can buy condoms at the pharmacy. AIDS is a deadly disease. You cannot catch it from a toilet seat or a kiss. You can catch it from blood or sexual fluids. A condom is the only protection.
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