Over the last decade, various provisions have been enshrined in law to encourage the implementation of Information and Communication Technology (ICT) and Comprehensive sexuality Education in Chilean schools. However, it is unknown whether appropriate steps have been taken to advance the right to sex and sexuality education, incorporating the use of ICTs as part of existing plans. The objective of this study was to identify the role that schools and schooling might play in relation to online environments, social networks and pornography as they affect children and adolescents' sex and sexuality education in Chile. The research took the form of a qualitative study in which 30 education professionals were interviewed to identify needs, challenges and opportunities for incorporating the use of social networks and pornography in sex and sexuality education plans. We found that teachers and school managers rarely intervene in students' sexualised digital media consumption. While being aware of and concerned about the effects it might have, they broadly delegate responsibility to families. There is a need to create educational communities with a greater knowledge of how to spearhead innovative and participatory internal policies and practices to ensure students' access to good quality sex and sexuality education in online environments.