Young people and contraceptive use: knowledge and awareness of long acting reversible contraception
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Healthwatch Greenwich were commissioned by Greenwich Health to provide insight into contraception practice and knowledge amongst young people under 18 years old. In particular they wanted to understand young people’s views and experience of long-acting reversible contraception (LARC). Uptake amongst young people in Greenwich is low and findings from this research will assist Greenwich Health in tailoring, targeting, and developing service design and communication strategies to encourage greater uptake of LARC amongst young people aged 18 and under.
Healthwatch Greenwich recruited a group of young people aged between 16 – 18 years old as ‘co-researchers’. They completed 10 interviews and surveyed 100 young people. They found that the following issues affected young people’s choice of contraception:
Existing knowledge and attitudes towards contraception: young people have greater understanding of methods such as condoms and the pill and find them easier to access and use.
Personal preference and priorities: bodily control is important for young people. Young people have fears and concerns that LARC methods reduce bodily autonomy, as well as concerns about side effects, both real and assumed. LARC methods are also perceived as inappropriate for their stage of life.
Education and sexual health provision: young people receive most contraceptive information from school , with a focus largely on condoms or the pill, and in an atmosphere that at times does not encourage questions or discussion.
Influence of personal and social networks: the shared experiences of friends and family, and the role of social media, have both positive and negative influences on perceptions of LARC. While young people find comfort in the sharing of common stories, misinformation about LARC methods pervades community narratives.
The report contains five recommendations about contraceptive information provision in schools and in other settings, using peer-educator models, what information about LARCS should include and the need for dedicated appointments to access LARC including outside school hours.