Key Social Norms Take-aways Social and cultural expectations appear to shape university students’ attitudes toward and engagement with sexual and reproductive health. The discussion suggests that male students may face stigma and gendered expectations that discourage seeking information or showing interest in reproductive health, while broader gendered socialization and unequal access to resources may reinforce gender differences. Family context also matters: the authors suggest that cultural and social norms in extended families may discourage discussion of sexual and reproductive health, whereas greater parent–child openness may support more positive attitudes. Rural students may additionally face distinct societal and cultural norms alongside poorer access to education and services. Importantly, however, the study did not directly measure social norms, stigma, or cultural expectations; these were interpretations offered in the discussion to explain observed differences in attitudes and practices.

Objectives To assess attitudes and practices related to sexual and reproductive health among university students in Bangladesh and identify sociodemographic factors associated with these outcomes.

Methods This quantitative cross-sectional study included 422 undergraduate students from Jahangirnagar University, recruited through convenience sampling from September 2023 to April 2024. Data were collected through interviewer-administered, face-to-face questionnaires covering sociodemographic characteristics, attitudes toward sexual and reproductive health, and involvement in related practices; the questionnaire had a Cronbach’s alpha of 0.81 and was pilot-tested with ten students. Descriptive statistics and logistic regression analyses were used to examine associations. The measures captured individual attitudes and practices rather than direct measures of descriptive or injunctive social norms.

Results Overall, 54.3% of students had positive attitudes and 51.4% had good sexual and reproductive health practices. Attitudes differed significantly by sex, maternal education, family income, family structure, and residence. Males had lower adjusted odds of positive attitudes than females, and students under age 22 had lower odds than those over 23. Male students were also substantially less likely than females to report good practices (adjusted odds ratio 0.31, 95% confidence interval 0.18–0.52). Lower maternal education, lower family income, and rural residence were also associated with poorer practices.

Conclusions Sociodemographic inequalities substantially shape students’ sexual and reproductive health attitudes and behaviors. The authors recommend targeted, gender-sensitive and culturally appropriate programming, particularly for male, rural, and socioeconomically disadvantaged students, including comprehensive university-based education and confidential counseling services to support informed decision-making and healthier behaviors.