The religion teacher told us that sex with a condom is a greater sin than sex outside of marriage.

Religion curricula in Romania incorporate discussions on topics such as contraception, abortion, divorce, and the LGBTQ+ community, with specific manuals varying by religious cult, such as the Roman-Catholic one where contraception is labeled "immoral." Students are enrolled in religion classes based on their affiliation, and the curriculum and manuals are developed by the Ministry of Health. The structure of religious education differs across grade levels; primary grades focus on moral behavior and family concepts, junior high addresses themes like the first family, and high school covers topics such as the Christian family, defending life against violence, and intimate life. Student testimonies reveal complex, conflicting views among teachers regarding sensitive topics like abortion, with differing approaches to presenting moral stances. Furthermore, teachers must receive approval from the respective religious cults to teach religion.

The observed variance in religious instruction regarding sensitive topics like sex, abortion, and LGBTQ+ issues suggests a significant tension between institutional doctrine, state-mandated curriculum development, and teacher autonomy. The way foundational moral concepts are framed—for instance, the differential treatment of contraception or the definition of life—demonstrates that religious education functions not merely as knowledge transmission but as an arena for value negotiation. When manuals omit information on rape consequences or legal realities concerning abortion, it implies a selective construction of reality, where external legal or lived experience is excluded from the established framework. The conflict arising from student testimonies highlights that pedagogical delivery, influenced by individual teacher interpretations and public discourse, directly impacts student well-being, suggesting that the structure of authority in education can either reinforce communal values or generate profound dissonance among learners. The reliance on religious cult approval for teaching reinforces the power dynamics within the system.