One year after the launch of the EVARS (Education to Affective, Relational, and Sexual Life) program, which provides three annual sessions from kindergarten through high school, journalist Maëlle Le Corre published an essay titled Who is afraid of sex education? In it, she revisits the resistance to the program, the misinformation surrounding it, and the broader issues involved in teaching these topics in schools. Le Corre discussed these themes with journalist Pauline Ferrari, who focuses on similar issues in her reporting. Le Corre explained that she wanted to explore how schools are a site of tension around gender issues. She noted that when filmmaker Pap Ndiaye brought sex education back into public conversation, it created an opportunity to examine what these programs represent in schools and society. She emphasized the importance of addressing adult control and the idea of protecting children, while also using EVARS to defend the interests of students. Ferrari highlighted that EVARS plays a key role in the fight against discrimination, especially gender discrimination, in a setting outside the family, which can often be a source of violence. She explained that EVARS allows for discussions on topics that are difficult to address elsewhere, such as consent, cyber violence, gender stereotypes, and the fight against masculinism. The program is designed to provide a framework for teaching according to age, allowing educators to address different themes depending on the school and the needs of their students. However, Ferrari noted that the main challenge is a lack of resources, both financial and in terms of training. Many teachers want to be trained in EVARS and implement these programs, but training is limited. This makes it difficult to bring in external experts, such as those from the Family Planning organization. Some teachers also fear what parents might think, which leads them to stick to the bare minimum and avoid discussing sexuality or sexual violence. Educational teams are not adequately supported to carry out the program effectively. Le Corre pointed out that the National Education system is still dealing with the aftermath of the ABCD of equality program from 2014. She noted that similar concerns remain with new parents, but schools have not yet managed to clearly state that they will support the EVARS program and defend their teaching staff if needed. She added that while media attention on violence against children has made EVARS seem like a powerful tool to combat this issue, it is only one part of a larger picture. Sex education has often been framed in response to crises, like the HIV/AIDS epidemic, and while it has been effective, the question of how to discuss positive aspects of sexuality remains. Le Corre suggested that while EVARS has gained broad support, the real challenge lies in how it is implemented in the future. Ferrari explained that combining the concepts of children and sexuality is often difficult, as there is a tendency to impose an adult view of what sexuality is onto children. She also noted that misinformation from conservative groups, such as the idea that children are taught about masturbation or sexual positions, is problematic because it projects adult fantasies onto children. Le Corre argued that implementing sex education effectively could lead to a broader societal transformation. Teaching students about consent, for instance, could radically change how relationships are viewed. EVARS also challenges the naturalness of the family unit, the couple, and heteronormativity. These concepts are deeply rooted in society, and questioning their "naturalness" could lead to significant change. If done thoroughly, EVARS has the potential to be revolutionary. Ferrari mentioned that far-right and masculinist groups want to restore strict gender norms, claiming that men and women have fixed duties, rights, and characteristics determined at birth. EVARS challenges these ideas. She also noted that these groups often use the argument of protecting children to promote their views. EVARS, however, can counter these arguments by providing factual and material evidence. Le Corre emphasized that EVARS is vital in the fight against violence against children, as schools offer a space for socialization different from the family, where such violence is often normalized. She argued that this fight should not rest solely on children but on adults who must be able to detect, prevent, and respond to children’s concerns. In conclusion, Le Corre asked, "What are we waiting for from sex education, what hope do we put in it?" She suggested that the answer lies in creating a society where children are more fulfilled and free. She noted that teenagers are increasingly advocating for their education and that sending police to them is an example of adult control. She saw a connection with sex education, as it involves respecting children as legal individuals rather than as malleable figures on which adults can impose their will. She found it inspiring that young people are becoming more emancipated and asserting their rights. Ferrari agreed and hoped that EVARS could be a tool for revolution and emancipation for all children. She mentioned that in her work in the 93, budgets are being allocated to "popular neighborhoods" and young people who are racially profiled or of foreign origin, which she described as a racist, Islamophobic, and classist mistake. However, she believed that if interventions are made in these areas, they should at least provide opportunities for these young people to challenge a system that is inherently violent towards them.