Background: Pornography exposure among Indonesian adolescents is a growing concern, as limited sexuality education and cultural taboos restrict open discussion of sexuality related issues. This study aimed to explore adolescents’ lived experiences of pornography exposure and its psychological impacts, identify their educational needs, and examine the perspectives of key stakeholders.
Methods: This qualitative study was conducted in East Kalimantan, Indonesia, between January and April 2025 following a preliminary screening survey to identify students with diverse exposure histories. Data were collected through two focus group discussions (FGDs) with adolescents and stakeholders, and six in-depth interviews (IDIs) with students. Data were analyzed thematically following Braun and Clarke’s framework, with methodological triangulation applied to enhance trustworthiness.
Results: Thirteen participants were involved, consisting of six senior high school students (including two peer educators) and seven stakeholders (two school counselors, one clinical psychologist, two public health academics, one youth task force representative, and one officer from the Population and Family Planning Office). This composition of participants was selected to allow triangulation between adolescents’ lived experiences and stakeholders’ professional perspectives. Three overarching themes emerged: (1) ambivalent perceptions and lived experiences of pornography, (2) psychological, academic, and social consequences, including intrusive thoughts, sleep disturbance, declining performance, aggression, and imitative risk taking; (3) educational needs and preferences. Adolescents reported curiosity, guilt, secrecy, intrusive thoughts, sleep difficulties, and reduced concentration. They preferred short digital videos and supportive peer led discussions over conventional seminars. Stakeholders emphasized stronger school family collaboration.
Conclusions: Adolescents described pornography exposure as intertwined with curiosity, guilt, and secrecy, alongside perceived difficulties in daily life. Findings support the development of culturally sensitive, peer led digital education with school and family involvement.