RECENTLY, a 19-year-old newlywed was admitted to the intensive care unit of a hospital in Karachi in a comatose state. She had experienced brutal sexual violence allegedly at the hands of her husband. Her in-laws attempted to cover up the abuse. When her family found out they rushed her to hospital. But it was too late, and she succumbed to her injuries. Perhaps, had she been taught about sexual violence and to raise her voice against the violation of her reproductive rights, the tragedy might have been averted.

Sadly, this is not an isolated case. Our media frequently reports on abuse, particularly against children and young women. Some cases result in death; others leave survivors grappling with lifelong physical and mental trauma. Pakistan lacks a cohesive, integrated child and women’s protection system. Most cases are handled in a fragmented and reactive manner. Those that attract media attention may receive a response, but the majority are dismissed. This failure is compounded by the government’s failure to equip our children through education with the tools they need to protect themselves. Worse, life skills and reproductive health education remain taboo topics in most households. Many parents fear that such conversations will encourage risky behaviour. Yet global research shows the opposite: access to age-appropriate, accurate information helps adolescents make informed and safer choices.

In 2019, the Supreme Court recommended the inclusion of Life Skills-Based Education (LSBE) and mandatory pre-marital counselling. The goal was to empower young people to make informed decisions about their health, relationships, and futures, while also addressing broader challenges such as population growth.

Sindh, supported by advocates like Shehzad Roy and his Zindagi Trust, was the first province to incorporate LSBE in its school framework and to pass progressive legislation such as banning corporal punishment. However, at our routine health screenings in low-income schools, we have yet to see meaningful implementation of these reforms. The ban on corporal punishment exists in law, but its enforcement is weak. Similarly, LSBE has yet to move from policy to actual classroom practice. One hopes Sindh ensures these critical measures are fully integrated into the education system.

Life skills are a part of the curricula in many countries.

According to the WHO, life skills are “abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life”. These include emotional regulation, decision-making, assertiveness and resisting peer pressure. For LSBE to be effective, it must be delivered through child-centred, activity-based teaching methods to help students internalise and apply these skills.

LSBE gives adolescents essential knowledge about puberty, consent, peer pressure and personal safety. It empowers them to recognise abuse, seek help and make responsible choices that helps them avert risks such as HIV and other STDs. This education enables them to safeguard their health and well-being and to understand how their choices affect their families and communities.

Importantly, LSBE addresses the dangers of smoking and substance abuse. Adolescents are often exposed to peer pressure without understanding the long-term consequences of experimentation. LSBE helps them resist such pressure, understand the impact of addiction and avoid behaviour that can compromise their futures.

Mental health is another vital pillar of LSBE. Every child must develop resilience. Yet we are witnessing a troubling rise in mental health issues among the youth, in part because this critical area remains un­­addressed in most ed­­ucational settings.

Many countries, in­­cluding Muslim-maj­o­rity ones, have integr­ated LSBE into their school curricula. We must not fall behind. However, curriculum reform alone is not enough. Teacher training is essential. Many educators are hesitant to discuss these topics due to their fear of parental backlash and societal taboos. This is why community engagement, including with parents, religious leaders and influencers, is key.

In the meantime, digital platforms like Bakhabar Noujawan serve as useful stopgaps, offering adolescents access to essential life skills and reproductive health education until nationwide curricula reforms are implemented. When children and adolescents are informed of their rights — health, safety, dignity and protection — they learn that sexual violence is neither normal nor acceptable. They learn that they have the right to speak up, to seek help and to live with dignity. It is time we stopped treating LSBE and reproductive health education as taboo, and started seeing them for what they truly are: essential tools for survival, growth and empowerment.

The writer is a paediatrician at AKUH.

X: @kishwarenam

Published in Dawn, July 29th, 2025