Table 2

Study content analysis

Content		Study reference numbers
Category	Themes in data	14	15	16	17	18	19	20	21	22	23	24	25	26	27	28	29	30	31	32	33	34	35	36	37
Online learning	Students and facilitators seeking information online	√	√	√	√	√	√	√	√			√	√		√	√	√	√	√	√	√	√	√	√	√
	Need to use popular technologies, for example, YouTube		√														√						√
	Web-based/free online resources		√		√			√			√		√			√						√	√		√
	Internet acts as educator/facilitator/information source				√	√	√	√			√		√			√	√	√		√		√			√
	Equity of access			√			√		√									√			√		√
	Anonymity online for users								√							√		√			√		√
	Unaware where to access reliable info online		√		√	√										√	√	√
Sexual health programme components	Include different genders and sexual orientations	√	√	√	√	√		√	√	√			√	√	√	√	√		√	√	√	√			√
	Intimacy and relationships	√		√					√			√	√	√					√	√				√	√
	Contraception and STIs		√	√	√	√						√	√	√		√				√	√	√		√	√
	Inclusive and supportive—not heteronormative	√	√	√	√	√			√	√		√	√	√	√	√	√		√	√	√	√		√	√
	Physical and emotional health		√	√								√	√	√						√				√	√
	Students ‘see themselves in curriculum’	√			√	√			√	√		√	√		√						√	√
	Terminology and language important	√			√			√								√	√		√	√				√
	Signposting to support services	√		√	√					√					√				√		√	√		√
Facilitator attributes	Facilitator characteristics, for example, interpersonal skills, listening skills	√		√			√			√					√			√	√				√	√
	Personal bias/core values			√	√			√		√	√			√				√			√
	Comfort and ability to address issues of gender and sexuality			√	√		√			√	√			√	√				√				√	√
	Feel unable/not confident				√			√			√			√	√						√
	Knowledge of sexual health information	√	√				√			√					√			√	√			√	√	√
	Tone and delivery important	√		√				√	√	√					√				√