Sex education is a vital part of the curriculum and plays an important role in the physical and mental development of children and young adolescents. But children’s and young adolescents’ access to sex-related knowledge is a controversial issue and a source of social tension.

The study examines science textbooks using the conceptual framework of oppression to expose the systemic oppression affecting learners’ ability to access, acquire, and understand knowledge about sexuality.

We used a qualitative method, based on the content analysis. The content of the textbooks served as the data source and the main assessment instrument was UNESCO’s assessment guideline.

Results show that the textbooks were designed and provided by the educational authorities, and the topics and content about sexuality covered by the textbooks were very limited, leading to learners’ oppression by hindering their access to sexual knowledge.

By recognizing the oppression of sexual knowledge, educators can adopt alternative approaches that challenge systemic oppression in the textbooks.