Latvia’s Ministry of Education and Science (IZM) has denied using the controversial Teen Star programme or other religious or ideological approaches in its plans to introduce family values and health literacy education in schools, according to its response to a parliamentary inquiry submitted by the opposition Progressives party.
The ministry, currently overseen by the National Alliance (NA), has announced plans to incorporate family values and health literacy into the national education curriculum.
However, the proposal has attracted criticism amid concerns that the planned educational content could be partly influenced by ideas promoted by religiously conservative organisations.
The ministry emphasised that the family values and health literacy module has not yet been developed.
The informational report presented to the government in early October, along with the initial mapping of educational content, was prepared by Laura Joma, a national methodology specialist in social sciences education at the State Education Development Agency (VIAA).
According to the ministry, consultations were held with representatives of the University of Latvia and Riga Stradiņš University, social studies teachers, municipal education methodology specialists in social and civic education, as well as representatives of the Men’s Health Alliance and the Latvian Association of Large Families.
The views gathered during these consultations were used to prepare the initial thematic framework and implementation roadmap.
As previously reported, Manuel Joaquín Fernández-González, a researcher at the University of Latvia with a background in the Catholic organisation Opus Dei, has been seeking to introduce new educational materials on moral and sexual education in Latvian schools.
Fernández-González’s approach to sex education differs on several issues from that of Papardes zieds, an organisation that has long provided information and practical support to young people, parents and educators on sexual and reproductive health and rights.
The Education Ministry maintains that the planned curriculum is not based on any particular religious or ideological approach.
According to the ministry, its preliminary research included recommendations from the World Health Organization (WHO), UNESCO and the United Nations, alongside existing Latvian education standards, model subject curricula and 22 foreign educational programmes.
The international comparison examined Finland’s approach to health education, Estonia’s Human Studies subject, educational frameworks in Ireland, England and Wales, Ontario’s Family Studies curriculum and the United States’ Family and Consumer Sciences standards.
These sources were used to assess the scope of the proposed topics and their progression across different stages of education.
In matters relating to family relationships and development, the ministry referred to research on Bowen family systems theory, which considers the family an interconnected emotional system regardless of its composition.
The ministry also examined studies addressing personal boundaries, intergenerational influences, change and resilience.
For topics concerning human development, identity and health, the ministry cited James Gross’s 2015 theoretical review of emotion regulation.
In the areas of relationships, sexuality and safety, the ministry examined a 2023 meta-analysis by Kang and colleagues covering 34 studies.
According to the ministry, this research supports a structured, age-appropriate approach to sexuality and reproductive health education.
It also referred to a 2021 literature review by Goldfarb and Lieberman addressing healthy relationships, violence prevention and media literacy.
Regarding parenting and children’s needs, the ministry cited a 1983 paper by McCubbin and Patterson outlining a model of how families adapt to stressors, accumulated demands, available resources, interpretations of circumstances and coping strategies.
In its response, the ministry also confirmed that it had met with Fernández-González,
who leads the project Promoting Values-Based Moral and Sexual Education for Family Formation in Latvia’s Education System.
However, the ministry stated that only one recommendation from the project’s policy proposals had been considered: strengthening values education within the framework of existing educational standards and upbringing guidelines.
According to the ministry, Fernández-González is not expected to participate as an author in the further development of the module.
The ministry pledged that the compulsory national curriculum would not promote any particular religious or ideological understanding of the family.
Instead, it would incorporate only values established in education standards and upbringing guidelines, together with learning outcomes supported by legal, scientific and pedagogical considerations.
Education specialists, sector experts, teachers, social partners and other stakeholders are expected to participate in developing and reviewing the curriculum.
The ministry said this process would ensure compliance with human rights, equality, non-discrimination and the principle of the best interests of the child.
It also referred to constitutional provisions guaranteeing freedom of religion and the separation of church and state, as well as provisions in Latvia’s Education Law concerning the separation of education and religion.
At the conclusion of Wednesday’s meeting of the Saeima’s Public Requests Committee, MPs rejected the inquiry submitted by the Progressives.
As previously reported, the Education Ministry intends to continue improving Latvia’s general education curriculum, including strengthening the teaching of family values and health literacy.
These plans were outlined in an informational report considered by the government in early October.
The family values and health literacy module is scheduled to be developed by 30 April 2027, in consultation with social partners and other stakeholders.
Relevant model subject curricula will subsequently be updated.
However, the proposal has faced opposition from representatives of the education sector.
During the government meeting, Inga Vanaga, head of the Latvian Trade Union of Education and Science Employees (LIZDA), called for the proposed family health education component to be removed.
She argued that the initiative appeared to reflect political and ideological influences and suggested that the ministry was promoting ideas associated with the Teen Star programme.
In a publication earlier in 2026, Latvian magazine Ir reported that Fernández-González’s research on moral and sexual education for young people had highlighted Teen Star as a recommended educational resource.
According to the magazine, the programme promotes a critical attitude towards what it describes as the promotion of contraception and safe sex.
Fernández-González has developed methodological materials for teachers covering how to teach virtues to children from preschool through the final year of secondary school.
In a section titled Sex Education Toolbox, Teen Star is listed as the first recommended programme.
Teen Star is a sex education programme developed in the United States during the 1980s.
The magazine reported that the programme had faced criticism in several European countries over allegations that it reinforces gender stereotypes and promotes medically inaccurate educational content.
Critics have argued that such approaches could endanger young people’s health and violate provisions of the European Social Charter.
In Bavaria, Germany, the programme has also faced accusations of homophobia and Christian fundamentalism.
Nevertheless, Latvia’s Minister of Education and Science, Ilze Indriksone (National Alliance), has rejected claims that the planned educational changes are ideologically motivated.