Healy-Cullen STaylor JEMorison TRoss K2023-09-042023-11-202021-03-232023-09-042023-11-202022-06SEXUALITY RESEARCH AND SOCIAL POLICY, 20211868-9884http://hdl.handle.net/10179/19804Introduction ‘Porn literacy education’ is emerging as a pedagogical strategy to support youth in navigating the new technological pornography landscape. However, the characteristics of effective porn literacy education according to those who will be most affected by it—young people, their caregivers and educators—is unknown. Yet, end user views are imperative to policy development in sexuality education worldwide. Methods Using Q-methodology, the commonalities and idiosyncrasies of these stakeholder views were explored. In 2019, 30 participants recruited through nine schools in New Zealand completed an online Q sort, and 24 also took part in a follow-up interview. Results There were two distinct discourses regarding porn literacy education among stakeholders: (i) the pragmatic response discourse and (ii) the harm mitigation discourse. Conclusions Stakeholders hold nuanced and ideologically charged perspectives about porn literacy education and educational initiatives more generally. It is therefore important that policy caters for these different perspectives and that a 'one-size-fits-all' policy approach is acknowledged as insufficient. Policy Implications It is crucial that policy development is guided by evidence about what constitutes effective sexuality education. The social discourses reported here are important to consider in developing policy about porn literacy education and require further research to more fully understand the potential of porn literacy as pedagogy.(c) The author/sInternet pornographyPorn literacy educationQ-methodologyJournal article10.1007/s13178-021-00570-14425931553-6610Massey_Dark1117 Public Health and Health Services1303 Specialist Studies in Education1605 Policy and Administration