In a society where sexual health still remains a taboo topic, many young people face misinformation, fear, and hesitation when it comes to seeking medical help. The lack of sexual education in schools and prevailing social stigma often push young people toward unreliable sources and risky decisions. In this interview for Mollëkuqja.mkDr. Blerina Qamili speaks from a professional perspective about the importance of sexual education, infection prevention, and the necessity of a non-judgmental medical approach toward young people.
How important is sexual education from a medical perspective? Are sexually transmitted infections preventable?
“From a medical perspective, sexual education is a fundamental preventive tool. Its purpose is not to encourage sexual behavior or promote uncontrolled eroticization, but to reduce the health risks associated with it.”
Qamili emphasizes that the majority of sexually transmitted infections can be prevented.
“This is only possible if people have accurate information and apply it correctly. Regular condom use significantly reduces the risk of HIV and most bacterial sexually transmitted infections. HPV vaccination reduces the incidence of infection and its long-term consequences, including cervical cancer. Early testing and appropriate treatment prevent serious complications such as infertility and chronic damage to the reproductive system.”
Due to stigma and the fact that this topic is still taboo in our society, young people often hesitate to visit a doctor, even when symptoms appear. What would you say to them?
“One of the main problems we encounter in medical practice is delayed medical consultation due to shame and fear of judgment. I would say clearly to young people: symptoms do not disappear if we ignore them. On the contrary, many infections become chronic precisely because of delayed diagnosis.”
Any sign such as burning during urination, unusual discharge, pain during sexual intercourse, or changes in the genital area requires medical evaluation. A doctor is a healthcare professional, not a moral authority—their role is to diagnose and treat, not to judge. Seeking medical help in time is a rational action that protects health and, consequently, quality of life.”
Since sexual education is absent in schools, young people mostly turn to Google for information about sexually transmitted diseases. What is the risk of this?
“The internet does not lack information—it lacks a medical filter. When young people rely solely on search engines, they are exposed to partial, often contradictory information without clinical context. This can lead either to unnecessary panic or to underestimating real risks.”
“No symptom can be interpreted without medical history, physical examination, and laboratory tests—elements that Google cannot replace. The internet may be useful for initial orientation, but health decisions should not be based solely on online searches,” added Dr. Blerina Qamili.
From a medical standpoint, what are the most common myths and misconceptions among adolescents regarding sexuality and reproductive health?
“In practice, several recurring misconceptions are observed:
- The belief that pregnancy cannot occur during the first sexual intercourse is biologically incorrect.
- A person’s physical appearance is not an indicator of the absence of sexually transmitted infections, as many are asymptomatic.
- A negative test does not guarantee permanent protection, as risk depends on ongoing exposure.
- Condoms do not significantly reduce sexual pleasure; on the contrary, feeling safe reduces anxiety and improves the experience.
- Hormonal contraceptives do not cause permanent infertility; fertility returns after discontinuation.
If these myths are not addressed, they lead to unsafe decisions and real health consequences.”
How do you assess the approach of health and educational institutions toward sexual education in the country?
“The current approach of health and educational institutions to sexual education is insufficient and fragmented. In practice, sexual education is not treated as an essential part of public health, but rather as a sensitive topic that is often avoided.
Within the education system, there is a lack of a structured and sustainable sexual education program. Topics related to sexual health are addressed only superficially or theoretically, without practical information or space for questions. This leaves young people to rely on unreliable sources or peers, increasing misinformation and health risks.
On the other hand, health institutions usually react only after a problem has occurred—following an infection, an unintended pregnancy, or other complications. The focus remains more on treatment than prevention, while counseling and proactive education are limited.
Overall, there is a lack of coordinated cooperation between the education and health sectors. Without a joint, evidence-based approach, sexual education remains unclear and unequal, leaving young people unprepared to make informed and safe decisions about their health.”
What measures should be taken at the institutional level to ensure young people have access to accurate, safe, and understandable information about sexual health?
“From a medical and institutional perspective, several clear steps are necessary:
- Introducing comprehensive sexual education into the education system, adapted to age.
- Training professionals who work with young people in accurate, non-stigmatizing communication.
- Establishing youth-friendly health services with confidential access.
- Public campaigns based on scientific evidence, not fear-based messaging.
- Easy access to protective methods, testing, and vaccination.
- Involving parents to break silence and intergenerational misinformation.”
Currently, schools in North Macedonia do not have a dedicated subject for sexual education. Although efforts have been made over the years to introduce comprehensive sexual education as an elective subject and pilot programs have been implemented in certain educational institutions, this initiative has not yet been fully integrated into school curricula.
