Sex activities and risk

Find out about the risks of getting a sexually transmitted infection (STI) from different sexual activities.

In nearly every case, condoms will help protect you against this risk. Learn about the risks associated with various sexual activities.
Vaginal penetrative sex

This is when a man's penis enters a woman's vagina.

If a condom is not used, there's a risk of pregnancy and getting or passing on STIs, including:chlamydia
genital herpes
genital warts
gonorrhoea
HIV
syphilis

Infections can be passed on even if the penis doesn't fully enter the vagina or the man doesn't ejaculate (come). This is because infections can be present in pre-ejaculate fluid (pre-come) and some can be passed on when your genital area touches another person's genitals.

Even shallow insertion of the penis into the vagina (sometimes called dipping) carries risks for both partners. Using a condom can help protect against infections.
Preventing pregnancy

There are many methods of contraception to prevent pregnancy, including the contraceptive injection, contraceptive patch, contraceptive implant and combined pill.

Bear in mind using condoms is the only method of contraception that protects against both pregnancy and STIs, so always use a condom as well as your chosen method of contraception.

Find out more about contraception, including the 15 different methods
Anal penetrative sex

This is when a man's penis enters (penetrates) his partner's anus. Men and women might choose to have anal sex whether they're gay or straight.

Anal sex has a higher risk of spreading STIs than many other types of sexual activity. This is because the lining of the anus is thin and can easily be damaged, which makes it more vulnerable to infection.

STIs and other infections that can be passed on during anal sex include: chlamydia
genital herpes
genital warts
gonorrhoea
HIV
syphilis
hepatitis C

Using stronger condoms designed for anal sex helps protect against STIs.

If you use lubricants, only use water-based ones, which are available from pharmacies. Oil-based lubricants such as lotion and moisturiser can cause condoms to break or fail.

Get tips on using condoms properly.
Oral sex

Oral sex involves sucking or licking the vagina, penis or anus.

There's a risk of getting or passing on STIs if you're giving or receiving oral sex. The risk increases if either of you has sores or cuts around the mouth, genitals or anus. Avoid brushing your teeth or using dental floss before oral sex because it can cause your gums to bleed.

Viruses and bacteria, which may be present in semen, vaginal fluid or blood, can travel more easily into a partner's body through breaks in the skin.

Generally, the risk of infection is lower when you receive oral sex than when you give someone oral sex. However, it is still possible for STIs to be passed on.

STIs and other infections that can be passed on through oral sex include:chlamydia
herpes – type 1 and type 2, which can cause cold sores around the mouth and herpes infection of the genitals or anus
genital warts
gonorrhoea
hepatitis A, hepatitis B and hepatitis C
HIV
syphilis

If you have a cold sore and you give your partner oral sex, you can infect them with the herpes virus. Similarly, herpes can pass from the genitals to the mouth.

The risk of passing on or getting HIV during oral sex is lower than anal or vaginal sex without a condom. However, the risk is increased if there are any cuts or sores in or around the mouth, genitals or anus.

You can make oral sex safer by using a condom as it acts as a barrier between the mouth and the penis.

Choose a condom that does not contain spermicide, because spermicide can increase the risk of passing on HIV. Also, make sure it has the CE mark or BSI kite mark, which means the condom meets high safety standards.
Fingering

This is when someone inserts one or more fingers into their partner's vagina or anus. It's not common for fingering to spread STIs, but there are still risks.

If there are any cuts or sores on the fingers, no matter how small, the risk of passing on or getting an STI increases.

Fingering can also spread small amounts of poo which can cause the STI shigella. Washing your hands after fingering can reduce the change of this.

Some people gradually insert the whole hand into a partner's vagina or anus; this is called fisting. Not everyone chooses to do this.

Again, the risk of infection is higher if either person has any cuts or broken skin that comes into contact with their partner. You can lower the risk by wearing surgical gloves.
Sex toys

This covers a wide range of items, including vibrators and sex dolls. Any object used in sex can be called a sex toy, whether it's designed for this use or not.

It's important to keep sex toys clean. If you're sharing sex toys, make sure you wash them between each use and always put a new condom on them each time.

Sharing sex toys has risks, including getting and passing on STIs such as chlamydia, syphilis and herpes. If there are any cuts or sores around the vagina, anus or penis and there's blood, there's an increased risk of passing on hepatitis B, hepatitis C and HIV.
Urine and faeces

Some people choose to urinate (pee) on a partner as part of their sex life. There's a risk of passing on an infection if the person who's being urinated on has broken skin.

Faeces (poo) carries more of a risk. This is because it contains organisms that can cause illness or infection, for example shigella. This is a bacterial infection of the intestine that causes severe diarrhoea and is often mistaken for food poisoning. It can be caught during oral-anal sex and giving oral sex after anal sex when even a tiny amount of infected poo can get into the mouth and cause infection.

Although faeces don't usually contain HIV (unless they contain blood infected with HIV), they can contain the hepatitis A virus. There's a chance of infection when faeces come into contact with broken skin, the mouth or the eyes.
Cutting

Some people choose to cut their own skin or their partner's skin as part of sex. This is also called piquerism. There's a risk of infections such as HIV, hepatitis B and hepatitis C being passed from person to person through broken skin.

No sexual contact is needed. Simply getting blood on a partner is enough to transmit these infections.

To lower the chances of infection, cutting and piercing equipment should be sterilised and not shared.

More in Sexual health

SOURCE:

https://www.nhs.uk/live-well/sexual-health/sex-activities-and-risk/(accessed 1.7.26)

New study highlights the day-to-day importance of autistic flow

Work by Daniella Wain and colleagues details a non-pathologising view of flow states in autistic individuals, and how they maintain wellbeing

03 March 2026

By Emily Reynolds


Flow state is typically described as the feeling of time falling away as we become completely absorbed in an activity. For autistic people, this kind of deep immersion ("autistic flow") can be especially intense — and, new research suggests, important for day-to-day functioning. Writing in Counselling and Psychotherapy Research, Daniella Wain and colleagues show that flow is not only pleasurable, but plays a crucial role in self-regulation, influencing how autistic people manage emotions, cope with overwhelm, and engage with the world.

To understand what it feels like to move into, be in, and come out of deep states of flow, the researchers interviewed ten UK-based autistic adults using open, flexible questions that allowed participants to describe their experiences in their own words. Participants were treated as experts in autistic flow through their own lived experience, and were later invited to review the team's interpretations to ensure they felt accurate and true.

Three main themes emerged. The first showed how enjoyable flow states can be, and how essential for wellbeing: participants described flow as a source of real relief from everyday stress, especially when compared to noisy, unpredictable, or socially demanding environments. Being in flow supported emotional regulation and a sense of connection to the self and others, with one participant noting that it helped them feel "more calm" and better able to understand their feelings when overstimulated.

The benefits of flow often extended beyond the activity itself, too. Some reported reduced anxiety and overwhelm long afterwards, with flow leaving them feeling more regulated and able to cope with daily life. As one participant put it: "Even when things get a bit noisier, everything still feels a little bit more muted. Kind of like I've got earplugs in."

The second theme focused on how autistic ways of being in the world can intensify experiences both in and out of flow. Participants described a characteristic depth of focus that helped them enter and sustain flow by filtering out distractions, often captured through metaphors such as "tunnel vision," "a bubble," or being "in the zone." This depth of focus could be deeply engaging.

At the same time, this "tunnel vision" meant that interruptions were especially disruptive. Sudden sensory changes could severely cut through focus, making it hard to switch tasks or divide attention. In some cases, deep absorption was dismissively misread by others as being "in a world of [their] own," rather than recognised as a meaningful or regulating state.

The final theme highlighted the importance of predictability. Participants described flow as something that required a sense of safety, closely tied to having control over their environment and knowing what to expect. Unexpected interruptions like sudden noise or changes in routine were often experienced as particularly intrusive and distressing, leading to emotional overload or difficulty returning to flow.

Even anticipating disruption could prevent people from entering flow at all, with some describing the state as "quite fragile" and easily broken. In response, participants developed deliberate strategies to increase predictability, such as choosing quiet times of day to focus, setting clear boundaries with others, or selecting environments with shared expectations around silence, allowing them to feel safe enough to immerse themselves fully.

The study was based on interviews with a fairly small group of autistic adults who used verbal communication, so the findings may not be universal. Many of the participants also had ADHD, meaning the findings may apply more broadly to neurodivergent experiences of flow rather than autism alone.

In light of their findings, the team suggests that autistic flow should be reconceptualised, away from a pathologising lens and towards something more positive and essential for wellbeing. For autistic people, flow may not be a sign of 'withdrawal' or escape, but a rewarding, adaptive way of regulating, coping, and connecting — with others, themselves, and the world.

Read the paper in full:
Wain, D., Williams, G., Charura, D., Hamilton, L. G., Milton, D., Wortman, D., & Heasman, B. (2026). Transitioning in and out of autistic flow: A qualitative study presenting a non‐pathologising approach to autistic well‐being and conceptualising autistic ways of being in clinical and therapeutic settings. Counselling and Psychotherapy Research, 26(1). https://doi.org/10.1002/capr.70073

SOURCE:

https://www.bps.org.uk/research-digest/new-study-highlights-day-day-importance-autistic-flow(accessed 1.7.26)

Unboxing childhood: Parenting in the context of gender stereotypes

Alina Morawska on themes included in her new British Psychological Society book.

29 June 2026


When I was pregnant, 'what are you having?' was one of the most common questions that came my way. The obvious answer to that question is 'a baby' but clearly that's not what people wanted to know. When I revealed our choice not to find out the baby's sex, quite a few responded with surprise and a further question: 'so, how are you going to prepare?' I'd had very limited prior experience with babies, but we had attended all the antenatal classes, read a lot of books, and moreover I had a postgraduate degree in psychology. I was a 'parenting expert'. But was there something that I had missed?

With my scientist hat on, I conducted a systematic review (Morawska, 2020). I also came across a whole host of examples of the recognition given to how culture and gender interact. These included efforts to reduce the sex stereotypical marketing of toys to children (Fine & Rush, 2018); the adoption of policies to encourage girls' participation in STEM; gender-transformative programs (Levy et al., 2020); and debates about the impact of early sexualisation of children.

Once my review was complete, I was left with the feeling that I hadn't missed a step in my personal preparation… but perhaps I had not fully considered the sociocultural influences on the development of gender roles, the part this might play in ongoing gender inequities, and the implications of this for parents.
Expectations, attitudes, and behaviours

The development of stereotyped gender roles appears to be shaped from the earliest months and years of life (Halim et al., 2017). Most children are exposed to a continuing barrage of stereotyped sex roles from birth (Haines et al., 2016). At the most basic level, parents decide whether to dress their baby in pink or blue clothes, what toys to buy, and how to decorate their baby's nursery. They also have expectations and attitudes, both implicit and explicit, about sex roles, which influence how they interact with their child, how they communicate, and what behaviours they model (Endendijk et al., 2017; Morawska et al., 2025). For example, pregnant mothers describe their foetus' movement differently when they know their baby's sex (Rothman, 1986) and mothers have shown differences in expectations of physical performance of crawling babies (Mondschein et al., 2000) and sports and maths competence of primary schoolers (Tenenbaum & Leaper, 2003).

Babies come into the world primed for interaction with others and look for patterns, and gender is a salient cue in early environments. Even before they identify with being a boy or a girl, toddlers can sort items by gender (e.g., Serbin et al., 2001) – trucks are for boys and dolls are for girls. But there is very little evidence that many of the gender differences most of us can readily recite (pink vs blue, ballet vs rugby) are driven by innate differences between sexes.

Actually, there is considerable evidence for greater levels of gender similarity than differences (Hyde, 2014) and even in the areas of greatest difference, there is a huge degree of overlap between men and women (Joel et al., 2015). And there is a cost to emphasising gender differences: parents and other caregivers may overlook their children's abilities and needs because of their gendered expectations. Ultimately, we might be narrowing children's choices and opportunities when we assume that they are not interested in something because of their sex.
So, what can parents do?

A good starting point is to reflect on your own expectations in relation to your child's sex and their interests, preferences and activities. To what extent are those expectations shaped by stereotypes? How do these expectations and attitudes shape your parenting and interactions with your child? It's also important to consider the extent to which these expectations and attitudes are consistent with your broader values and ways you want to parent. If they're not, then consider what needs to change.

Another important element is to think about what you are modelling for your child. This can be the different roles parents play in families, such as who does which chores, but also how sex and gender are spoken about, what jokes are made about men and women and how parents talk about themselves and about their child. You might also consider what your child is exposed to in the media and online that might shape their views and attitudes.

Tune into and listen to what your child prefers and is interested in without making assumptions based on their sex. Just because they have chosen to play with the doll (or not) doesn't necessarily imply anything about their sex-based preferences. To create an environment that is responsive to a child's individual preferences, it is important to offer diversity of choices in toys, clothes, activities, and chores, that signal to your child that they can pick and choose what interests them and that you value their individuality.

When children do make choices – whether those be stereotypical or counter-stereotypical ones – watch your own reactions. What are your thoughts? Do they confirm your assumptions? How does the choice make you feel? And importantly how do you react – do you applaud the stereotypical choice or make a big deal out of a counter-stereotypical choice? Your reaction provides implicit signals to your child about what is ok and what is not.

As children get older, talk to them about diversity and individual differences and choices. Create an environment where children are willing to talk and ask questions that help them understand the complexities of their environment. Gender stereotypes exist and children are likely to be exposed to sexism at some point, so helping them recognise what's happening and find ways to respond in ways that promote agency and a sense of self-efficacy are important.

Talk to other caregivers about your approach – not everyone is going to necessarily share the same values and attitudes, but you can be clear on your approach to parenting.
The complexities of gendered environments

Ultimately, the aim is not to create an environment where sex and gender do not exist, but one that offers choices and options that are responsive to the child's individual needs and preferences and their developmental stage. For older children, it's about providing opportunities to understand gender stereotypes and how these can be navigated.

At this stage, while broad-based effective, evidence-based strategies to support parents in promoting the development of skills and capabilities in all children exist (Doyle et al., 2023) ones that focus on aspects of gendered stereotypes and environments do not. Parents report they are interested in supporting less stereotyped environments (Gates et al., 2026) so we need more research to better understand how parents and children can be best supported to navigate the complexities of gendered environments.


Alina Morawska, PhD; Parenting and Family Support Centre, School of Psychology, The University of Queensland
Key Topics in Parenting and Family Psychology, by Alina Morawska and Amy Mitchell, is published as part of the British Psychological Society’s ‘Key Topics’ series, in association with Routledge.
See also our ‘Parenting’ collection.


The Parenting and Family Support Centre is partly funded by royalties stemming from published resources of the Triple P – Positive Parenting Program, which is developed and owned by The University of Queensland (UQ). Royalties are also distributed to the Faculty of Health, Medicine and Behavioural Sciences at UQ and contributory authors of published Triple P resources. Triple P International (TPI) Pty Ltd is a private company licensed by Uniquest Pty Ltd on behalf of UQ, to publish and disseminate Triple P worldwide. Dr Morawska has no share or ownership of TPI, but does receive royalties from TPI. TPI had no involvement in the writing of this manuscript. Dr Morawska is an employee at UQ.
References

Doyle, F. L., Morawska, A., Higgins, D. J., et al. (2023). Policies are needed to increase the reach and impact of evidence-based parenting supports: A call for a population-based approach to supporting parents, children, and families. Child Psychiatry & Human Development, 54, 891–904. doi:10.1007/s10578-021-01309-0

Endendijk, J. J., Groeneveld, M. G., van der Pol, L. D., et al. (2017). Gender differences in child aggression: Relations with gender-differentiated parenting and parents' gender-role stereotypes. Child development, 88(1), 299–316. doi:10.1111/cdev.12589

Fine, C., & Rush, E. (2018). "Why Does all the Girls have to Buy Pink Stuff?" The Ethics and Science of the Gendered Toy Marketing Debate. Journal of Business Ethics, 149(4), 769-784. doi:10.1007/s10551-016-3080-3

Gates, S., Morawska, A., Lee, H. M., & Hepburn, S. (2026). Parental perceptions of gender-neutral parenting. Journal of Child and Family Studies 35, 947–962. doi:10.1007/s10826-026-03262-9

Haines, E. L., Deaux, K., & Lofaro, N. (2016). The times they are a-changing … or are they not? A comparison of gender stereotypes, 1983–2014. Psychology of Women Quarterly, 40(3), 353-363. doi:10.1177/0361684316634081

Halim, M. L. D., Ruble, D. N., Tamis-LeMonda, C. S., et al. (2017). Gender Attitudes in Early Childhood: Behavioral Consequences and Cognitive Antecedents. Child development, 88(3), 882-899. doi:10.1111/cdev.12642

Hyde, J. S. (2014). Gender Similarities and Differences. Annual Review of Psychology, 65(1), 373-398. doi:10.1146/annurev-psych-010213-115057

Joel, D., Berman, Z., Tavor, I., et al. (2015). Sex beyond the genitalia: The human brain mosaic. Proceedings of the National Academy of Sciences, 112(50), 15468-15473. doi:10.1073/pnas.1509654112

Levy, J. K., Darmstadt, G. L., Ashby, C., et al. (2020). Characteristics of successful programmes targeting gender inequality and restrictive gender norms for the health and wellbeing of children, adolescents, and young adults: a systematic review. The Lancet Global Health, 8(2), e225-e236. doi:10.1016/S2214-109X(19)30495-4

Mondschein, E. R., Adolph, K. E., & Tamis-LeMonda, C. S. (2000). Gender bias in mothers' expectations about infant crawling. J Exp Child Psychol, 77(4), 304-316. doi:10.1006/jecp.2000.2597

Morawska, A. (2020). The effects of gendered parenting on child development outcomes: A systematic review Clinical Child and Family Psychology Review, 23(4), 553-576. doi:0.1007/s10567-020-00321-5

Morawska, A., Baker, S., & Hepburn, S. (2025). Sex-based parent attributions for child behaviour. Child Psychiatry & Human Development. doi:10.1007/s10578-025-01942-z

Rothman, B. K. (1986). The Tentative Pregnancy: Prenatal Diagnosis and the Future of Motherhood New York, NY: Penguin Books.

Serbin, L. A., Poulin-Dubois, D., Colburne, K. A., et al. (2001). Gender stereotyping in infancy: Visual preferences for and knowledge of gender-stereotyped toys in the second year. International Journal of Behavioral Development, 25(1), 7-15. doi:10.1080/01650250042000078

Tenenbaum, H. R., & Leaper, C. (2003). Parent-child conversations about science: The socialization of gender inequities? . Developmental Psychology, 39(1), 34-47. doi:10.1037/0012-1649.39.1.34

SOURCE:

https://www.bps.org.uk/psychologist/unboxing-childhood-parenting-context-gender-stereotypes(accessed 29.6.26)

Sex and Menopause: Treatment for Symptoms

Some women have vaginal dryness when their bodies experience the menopausal transition. This can make sex painful. Women may also experience a tightening of the vaginal opening, burning, itching, and dryness (called vaginal atrophy). Fortunately, there are options for women to address these issues. Talk with your doctor, who can suggest treatment options.
Sex is becoming painful: What can I do?

Pain during sexual activity is called dyspareunia. Like other symptoms of the menopausal transition, dyspareunia may be minor and not greatly affect a woman’s quality of life. However, some women experience severe dyspareunia that prevents them from engaging in any sexual activity without pain.


Many find relief from vaginal dryness during sex by using a nonprescription, water-based lubricant, a variety of which can be found at most grocery and drug stores.

Other women try over-the-counter vaginal moisturizers, which are used regularly and not just during sex to replenish moisture and relieve dryness.

Your doctor might suggest prescription hormones. Local vaginal treatments (such as estrogen creams, rings, or tablets) are often used to treat this symptom. These treatments provide lower hormone doses to the rest of the body than a pill or patch.

The U.S. Food and Drug Administration has approved two nonhormone medications, called ospemifene and prasterone, to treat moderate to severe dyspareunia caused by vaginal changes that occur with menopause. Your doctor can tell you about the risks and benefits of these medications.





Explore this fact sheet (PDF, 154KB) provided by the NIH-funded Study of Women’s Health Across the Nation for more information on sexual functioning and vaginal Health.

Learn more about menopause, and symptoms like hot flashes and sleep problems. You can also visit MyMenoPlan, an evidence-based tool developed by NIA-funded researchers, to learn about treatments and coping strategies and create a personalized plan.
You may also be interested inReading more about sexuality and intimacy in older adults
Learning how to talk with your doctor about sensitive issues
Finding general information about menopause

SOURCE:

https://www.nia.nih.gov/health/menopause/sex-and-menopause-treatment-symptoms(accessed 25.6.26)

Are you too old to worry about safe sex?

Age does not protect you from sexually transmitted diseases (STDs). Older people who are sexually active may be at risk for diseases including syphilis, gonorrhea, chlamydial infection, genital herpes, hepatitis B, genital warts, and trichomoniasis.

People who are sexually active, no matter their age, may also be at risk of being infected with HIV, the virus that causes AIDS. In fact, the number of older people with HIV/AIDS is growing. You are at risk for HIV/AIDS if you or your partner has more than one sexual partner, if you are having unprotected sex, or if either you or your partner is sharing needles.

To protect yourself, always use a condom during vaginal or anal sex and use a dental dam or other barrier method during oral sex. Learn more about using condoms, dental dams, and other ways you can prevent STDs.

Talk with your health care provider about ways to protect yourself from STDs and infections during your regular check-ups and if you have any concerns between visits. Remember, you are never too old to be at risk.
What can you do?

There are approaches you can take for an active and enjoyable sex life. If you have a partner, talk openly with them about the changes you are experiencing, and try not to blame yourself or your partner. Take time to enjoy each other and to understand the changes you both may be facing. This time in your life can be an opportunity to form more intimate bonds and explore your sexual relationship in a new way.

You may also find it helpful to talk with a therapist, either alone or with your partner. Some therapists have special training in helping people with sexual problems. If you sense changes in your partner’s attitude toward sex, don’t assume they are no longer interested in you or in having an active sex life with you. Many of the things that cause sexual problems in older adults can be rectified.

For example, if you are experiencing pain due to vaginal dryness, your health care professional or a pharmacist can suggest over-the-counter lubricants or moisturizers to use. Water-based lubricants can be used to make sex more comfortable, whereas moisturizers can be used regularly over time to replenish moisture and reduce dryness. Your provider also might suggest prescription hormones, such as a vaginal estrogen, or nonhormone medications that are also approved by the U.S. Food and Drug Administration to treat painful sex.

If ED is the problem, it can often be managed with medications or other treatments. A health care professional may suggest lifestyle changes, such as limiting alcohol or increasing physical activity, to help reduce ED. A health care professional may also prescribe testosterone for people with low levels of this hormone. Although taking testosterone may help with ED, it may also lead to serious side effects and can affect how other medicines work. Make sure to talk with your health care provider about testosterone therapy and testing your testosterone levels. Be wary of any dietary or herbal supplements promising to treat ED. These products may have dangerous side effects or interact with prescription medicines. Always talk to a health care provider before taking any herb or supplement. Another important reason to see your health care provider for ED is that it may be a sign of an underlying health problem that should be treated, such as clogged blood vessels or nerve damage from diabetes.

Physical problems can change your sex life as you get older. If you are single, dating may be easier later in life when you’re more confident and sure of what you want. If you’re in a relationship, you and your partner may discover new ways to be together as you grow older. Talk to your partner or partners about your needs.
You may also be interested inReading about treatment for sexual symptoms of menopause
Finding suggestions for talking with your doctor about sensitive issues
Learning about bladder health and incontinence

SOURCE:

https://www.nia.nih.gov/health/sexuality/sexuality-and-intimacy-older-adults#are-you-too-old-to-worry-about-safe-sex(accessed 25.6.26)