sex education informative essay

Peter DeWitt's

Finding common ground.

A former K-5 public school principal turned author, presenter, and leadership coach, Peter DeWitt provides insights and advice for education leaders. Former superintendent Michael Nelson is a frequent contributor. Read more from this blog .

Should Sex Education Be Taught in Schools?

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Thinking about sex education conjures up all of those uncomfortable moments as an adolescent when we had to sit at our desks and listen to our health teachers talk about things that we joked about with friends but never wanted to have a conversation about with adults. But things have changed a lot since then.

There has been an increase in the number of LGBT students who have come out while in high school, or sometimes, even middle school. We are surrounded images that inspire conversations about sex education and other images created by fashion that offer so much skin that there is nothing left to the imagination.

AVERT defines Sex Education as

the process of acquiring information and forming attitudes and beliefs about sex, sexual identity, relationships and intimacy. Sex education is also about developing young people’s skills so that they make informed choices about their behaviour, and feel confident and competent about acting on these choices.

First and foremost, there is a debate between the use of sexual education programs, where they openly teach about sex and prevention, and abstinence-only programs, which Advocates for Youth say,

• “has as its exclusive purpose teaching the social, psychological, and health gains to be realized by abstaining from sexual activity;
• teaches abstinence from sexual activity outside of marriage is the expected standard for all school-age children;
• teaches that abstinence from sexual activity is the only certain way to avoid out-of-wedlock pregnancy, sexually transmitted diseases, and other associated health problems;
• teaches that a mutually faithful monogamous relationship in the context of marriage is the expected standard of sexual activity;
• teaches that sexual activity outside the context of marriage is likely to have harmful psychological and physical side effects;
• teaches that bearing children out-of-wedlock is likely to have harmful consequences for the child, the child’s parents, and society;
• teaches young people how to reject sexual advances and how alcohol and drug use increase vulnerability to sexual advances, and
• teaches the importance of attaining self-sufficiency before engaging in sexual activity.”

Advocates for Youth also believe,

Accurate, balanced sex education - including information about contraception and condoms - is a basic human right of youth. Such education helps young people to reduce their risk of potentially negative outcomes, such as unwanted pregnancies and sexually transmitted infections (STIs). Such education can also help youth to enhance the quality of their relationships and to develop decision-making skills that will prove invaluable over life. This basic human right is also a core public health principle that receives strong endorsement from mainstream medical associations, public health and educational organizations, and - most important - parents.

But is it the job of teachers in schools to educate students about sex or is it the job of the parents? According to the National Conference of State Legislatures ,

All states are somehow involved in sex education for public schoolchildren. As of Jan. 1, 2015: 22 states and the District of Columbia require public schools teach sex education (20 of which mandate sex education and HIV education). 33 states and the District of Columbia require students receive instruction about HIV/AIDS. 19 states require that if provided, sex education must be medically, factually or technically accurate. State definitions of “medically accurate” vary, from requiring that the department of health review curriculum for accuracy, to mandating that curriculum be based on information from “published authorities upon which medical professionals rely.” Many states define parents’ rights concerning sexual education: 37 states and the District of Columbia require school districts to allow parental involvement in sexual education programs. Three states require parental consent before a child can receive instruction. 35 states and the District of Columbia allow parents to opt-out on behalf of their children.

Of course, if it’s taught in schools, how properly are the students being educated? This debate between whether it’s the school’s job or a parent’s job will last for a very long time, and quite frankly it is an area that many parents and teachers may agree. There are parents who do not want their children to be taught sex education in schools, just as there are some teachers who don’t think it is their job to teach it.

On the other side are parents and teachers who agree it should be taught in schools and at home because it is a topic that we all cannot escape. And I’m sure there are a bunch of people in the middle who do not even want to discuss the topic at all and just hope for the best.

The NPR story, called “Beyond The Birds And The Bees: Surviving Sex Ed Today” ( which can be heard here ) inspired me to think about all of the places that the topic of sex comes up in conversation. Sometimes it’s through jokes on television or social media, other times it’s in stories on the news, and most times it’s the center of the conversation on the back of a school bus. Whether it makes us uncomfortable or not, we can’t seem to escape the topic.

In the NPR story, Lena Solow, a teacher of ten years,

Covers the topics you’d expect: how to prevent STDs, pregnancy. But Solow talks about way more than going all the way. “One of my biggest goals as a sex educator is to be sex-positive,” she explains, “to talk about pleasure and to talk about sex not just as something that just makes babies.”

Listening to the story made me blush a little as I drove alone in my car through Massachusetts, and made me laugh a bit when Solow said that when she was a student her sex education class was taught by the physical education teacher and revolved around spelling tests.

Yes, spelling tests. She said,

“I definitely had spelling tests as a big part of my sex-ed when I was in middle school: ‘Spell gonorrhea. Spell gonococcus. Now you pass or don’t pass health.’ Literally, that was what was prioritized.”

She wants her students to have a much more knowledgeable experience, and she also explores topics that are unfortunately still controversial in today’s schools, which is the topic of LGBT students. In the NPR story, Garsd writes,

“Beyond the basics, Solow is delving into topics that many teachers would skirt. Things like tolerance. Solow recently asked her students if they thought LGBT people would feel comfortable at the school. A lot of the kids say they didn’t think so.”

It’s definitely a complicated debate, which will last for a very long time. What are your thoughts?

The opinions expressed in Peter DeWitt’s Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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The Importance of Sex Education

This essay will argue for the importance of comprehensive sex education in schools. It will discuss how proper sex education can lead to informed decisions, safer practices, and a reduction in teen pregnancy and sexually transmitted infections. The piece will explore the debate over sex education and the potential benefits of a well-rounded program. At PapersOwl, you’ll also come across free essay samples that pertain to Adolescence.

How it works

“This is the real world, and in the real world, you need protection,” – Cherie Richards. Students, specifically teenagers, need correct information and the right resources to learn, help and protect themselves. When students have no knowledge whatsoever, they turn to media or even pornography to get information because their parents aren’t open enough about sex or the topic. Sex education is a type of teaching where students are taught about sexuality, contraceptive methods, how to prevent sexually transmitted diseases, the importance of protection and attitudes and principles about sex.

There is also another kind of sex education which is abstinence-only. While being abstinence-only, some also teach about the process of sex education which could then lead to students learning how to make the right choices.

Implementing more sex education or different types of sex ed. programs would be very beneficial for students and parents both. Both parties would receive education about the topic without the awkwardness of it all. Some parents prefer the abstinence-only method which is not an accurate way to teach, especially hormonal teenagers. Nolan mentions that “Young people won’t stop having sex because they are not given information and contraceptive advice” (Nolan 1998). Most teens are already curious and saying they can’t do something and then not informing them on the topic makes them want to know about it more. Abstinence also excludes the teaching of healthy adult relationships. Richard Hoefer states in one of his writings that “abstinence-only education is less effective at preventing pregnancy and sexually transmitted infections (STIs) than comprehensive sex education” (Hoefer 2017).

Another issue with abstinence only teaching is that if students don’t use this method they are more prone to STIs and pregnancy. Also abstinence programs usually offer inaccurate medical information and outdated stereotypes and assumptions. Hoefer believes that this “misinformation can contribute to larger societal problems such as sexism and heterosexism, and make it difficult for students to engage in healthy and safe intimacy even into adulthood” (Hoefer 2017). Right now, the rate of teen birth and abortions is the highest among other countries, with over one million teens becoming pregnant every year. In another study aimed towards younger adults and teens (18-24), it showed that they have the highest rate of stds. At the same time, “Africa also has the highest number of teen pregnancies in the world” (UNICEF 2017). And even though the rate of teen marriage and pregnancy has gone down in Malaysia and Indonesia, it is still considered quite high compared to the others.

In Japan and South Korea, more developed countries, their teen pregnancy rates are at 4.6% and 2.9%, which are the lowest in the world. Japan and China, among other countries, use the abstinence-only method, and this is more than likely why their rates are extremely low. If these countries were to implement sex education in their communities, they could possibly lower their teen pregnancy rates in the cases where child marriages are higher, or in the abstinence only countries, they could higher their adult pregnancy rates meaning people would not be scared of getting pregnant. It is proven that sex education can reduce teen pregnancy and teen births. Sex education has lowered the United States’ teen birth rate based on a report done in California. The statistics showed that “the birth rate went from 36.2 to 34.1 per 1,000 births to adolescent mothers” (Ventura County Star, 2008). An epidemiologist, Trisha Mueller, found that sex education does work and it also delays teens having sex which then leads to the teen pregnancy rate lowering. Based on a national survey of 2,019 teens aged 15 to 19 in 2002, it was found that teenage boys were three times more likely to use contraceptive methods compared to those who did not have sex ed. For teenage girls who took sex education, having sex before the age of 15 was reduced 59%, while boys’ was 71%, compared to those who didn’t take sex ed. That specific study concluded that “Sex education provides youth with the knowledge and skills to make healthy and informed decisions about sex, and this study indicates that sex education is making a difference in the sexual behaviors of American youth” (Mueller 2008).

Sex education should be implemented in schools because it can reduce teen pregnancy. Informing students how to protect themselves with different contraceptive methods would urge students to use those instead of having unprotected, uninformed sexual relations. Teaching them about contraceptives would also give students places to get different types of contraceptives, male or female, such as condoms, birth control, spermicide, etc. It’s also better for students to get information about sex and different contraceptives from the right resources like schools, rather than from the media. The media could offer potentially harmful resources or ways to do things if a student is desperate, such as the “plastic bag condom” or “double wrapping” methods. Klopp stated in his article “sometimes the only place left to go for this information are peers and the popular media, both of which often give confusing, misinformed, and even dangerous information regarding sexuality” (Klopp 2003). Sex education in schools can also protect younger children and teenagers in many different forms including molestation at a young age, informing them about their own bodies, among other things. To protect children from violence or sexual abuse, children should be given a brief accurate lesson, or a few, about sex at an early age. We should provide children with an adequate sex education. The only “issue” would be how do we represent this sex education without scaring the children or going too in depth for certain ages. When would it be appropriate to provide sex education to children, and can sex education be guaranteed to avoid sex harassment to children? To figure out how to answer these questions, we’d first have to answer these questions. What is sex education mean? How important is it to teach sex education to children? Who should teach sex education to young children? With the thoughts of early sexeducation, the expectation would be to limit the amount of harassment happening. There are many sexually abused children who never came out or received the attention for what was been done to them. Shame, guilt and the fear of being blamed has leaned them away from telling parents or guardians. This is mainly because the victims, more often than not, do not understand what sexual abuse is and they don’t think about their rights to decline being treated this way.

Sex education has only recently become important in the past few years but child sexual abuse has existed throughout history. Implementing sex education into schools can decrease the rate of child sexual abuse and would provide a way out for children and teenagers. Child sexual abuse is any form of sexual activity forced onto a child whether by a person younger or older than the child. Children and teenagers are vulnerable and can be exposed to sexual abuse without anyone knowing. If they did not receive any counseling or teaching, they do not have full understanding of what being taken advantage of means. It also leaves them in a situation where they could be preyed on again. In America, there are 39 million survivors from child sexual abuse. By their 18th birthday, one in four females and one in six males are sexually abused. Sex education gives children and teenagers information about how to prevent sex abuse, that sexual abuse does not happen to everyone else and that they need to get help if they were abused. It teaches children and teenagers to be well aware of sexual abuse. In order to decrease the rate of child sexual abuse, bringing sex education into schools is well needed because children and teenagers would learn about child abusers and sex abuse and they could distinguish them from the good. Children and teenagers would be more aware of the current situation in this modern society and they would know the actions to be taken if necessary. With that, victims would be able to understand that they are not alone and many are willing to lend a hand. There has also been one sex ed program that was organized where students learned to say no to inappropriate acts committed by someone else.

In this specific program, 10 eighth graders from 3 middle schools participated in a yearlong training program. Its motto was “Diplomas Before Diapers”, and its mission is to reduce teenage pregnancy and prepare young people to become healthy, responsible adults. It does not teach abstinence, but urges safe sex and saying no to sexual acts to prolong the amount of childhood before parenthood. The program wants to help young people postpone sexual involvement and parenting, build self-esteem, develop leadership qualities and improve communication and decision-making skills. The curriculum also covers information and discussion of drug and alcohol use and violence prevention. The program helps the students enrolled and their peers. The students enrolled are trained not to give advice, but to listen and to be the first to refer others to the appropriate help. The New Haven public schools offer both a special school for pregnant students, which is Polly McCabe, and a free day care center at Wilbur Cross High School. Although it was said that “One student thought these services might actually encourage teenagers to have babies” (Tuhus 1998) it is very unlikely. All the rest thought that those programs wouldn’t be nearly enough to make up for the large negative change in the lives of young parents. One of the things they hope to convey to their peers is that “contrary to popular belief, not everyone their age is having sex” (Tuhus 1998). The adults in the program also let students know that they are available to talk if they feel uncomfortable speaking to other adults. There wasn’t very much research on how to implement sex education in schools but I believe there could be quite a few solutions. Federal funding for sex education could be raised so more programs could open. By raising funding, colleges could open classes specifically for sex education, rather than having school nurses or PE teachers teaching the class. Another plus of bringing more funding could mean more classes taught by educated individuals would mean better, more reliable information would be taught.

For young teens and adults, sex ed would provide students with the right resources and information involving sex, their own identities and different contraceptives. With these tools, students would utilize this in their everyday lives, whether it be at a younger age or an adult. Donovan mentioned “if young people can discuss sexual drives both at home and at school, they are more likely to accept their own sexuality and take early advice on family planning” (Donovan 1990). When teens are more comfortable speaking about this topic, they are more likely to ask questions from the correct resources and receive reliable information.

Children and teenagers need reliable and factual information about sex, sexual relationships and other various related issues in order to make a right decision for their present and future. They need to understand about what can happen if there are misconceptions about sex, it in turn becomes dangerous. These children are responsible for bringing up the next generations. The implementation of sex education in schools will be able to prepare them properly. Not only that, based on the evidences and research done as well as collected carefully, it proves that sex education brings many benefits by reducing the rate of teen pregnancy, providing teenagers with accurate and helpful information, and also protecting them from harm.

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Power to Decide

Why sex education matters.

Maggi LeDuc

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In 2014, a study found that 93% of parents supported having sex education in middle school and 96% supported teaching sex ed in high school. A 2017 study again found that 93% of parents favored sexuality education in schools. These are not isolated results; decades of research support the benefits of comprehensive, inclusive sex education.

Comprehensive sexuality education is also supported by professional organizations such as the American Medical Association, the American Academy of Pediatrics, the Society for Adolescent Health and Medicine, and the 184 organizations—including Power to Decide—who joined in coalition in May 2020 to support the Sex Ed for All movement. 

At the moment, 28 states (and DC) require some kind of sex education and HIV education and seven states only require HIV education. However, only 17 require that education to be medically accurate and 29 states require schools to stress abstinence . Because sex education in schools is legislated on the state (or individual school district) level, not the federal, the quality of what is taught varies widely across the country. The CDC’s 2018 School Health Profiles found that only 43% of high schools and 18% of middle schools taught ‘key’ topics in sex education. Some of the topics the CDC labels as ‘key’ include information on how to prevent STIs and unplanned pregnancy, maintaining healthy relationships, avoiding peer pressure, and using appropriate health services. 

The World Health Organization notes that the focus of sexuality education in Europe has shifted from preventing pregnancy in the 1960’s to preventing HIV in the ‘80’s to today covering these topics alongside such issues as sexism, homophobia, and online bullying gender norms, the sexuality spectrum, and emotional development. In contrast, a 2018 study reported that students in the US were less likely to receive sex education on key topics in 2015-2019 than they were in 1995. The same study found that only 43% of females and 47% of males who had penis-in-vagina sex covered safe sex in school before they engaged in sex for the first time. 

Truly comprehensive sex education includes, but isn't limited to:

• Taught by trained sex educators. 
• Begun early and progresses at an age-appropriate pace. 
• Evidence-based. 
• Inclusive of LGBTQ young people.
• Explicitly anti-racist. 
• Learner-centered. 
• Community-specific. 

Sex ed that is for everyone includes (but isn't limited to) information about:

• Healthy relationships.
• Anatomy and physiology. 
• Adolescent sexual development. 
• Gender identity and expression. 
• Sexual orientation and identity. 
• The full range of birth control methods and pregnancy options. 

All young people have a right to this kind of high-quality, evidence-based information and care to ensure their lifelong sexual and reproductive health. Again , and again , and again both national and international research has found that young people who have experienced comprehensive sexuality education delay having sex for the first time, are less likely to engage in risky behavior, and are more likely to use birth control. 

Plus, beyond giving young people facts, inclusive sex ed provides skills such as effective communication, active listening, and the ability to make informed decisions that will help them to grow and live safe, healthy, and fulfilling lives.   

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Sex Education Essay: Argumentative Essay Sample

At What Age Should Sex Education Be Introduced at Schools?

Introduction

Sex education has vital importance for preventing teen pregnancy and sex-related risks, and providing kids with the knowledge of the proper sexual behavior. While sex education should be introduced in schools, it is also critical that parents educate their children about sex before school even begins. Therefore, sex education should be introduced to children at the earliest age, providing children with information which corresponds to their needs at a certain age. In addition, sex education at schools should be introduced as early as possible, ensuring children’s healthy sexual development.

Parental Role in Starting Sex Education at Home

Sex is a sensitive topic that, as a rule, is not usually discussed by parents with their children. Parents may often feel uncomfortable when asked by their children about how children are conceived and born and other related topics. It is essential to communicate with children regarding sex and name things as they are from an early age, making them understand what may not be appropriate when interacting with other children (“When Is the Right Age to Teach a Child Sex Education”). This should be done as soon as a child goes to kindergarten and is exposed to communication with other boys and girls.

The Benefits of Early Sex Education

While parents should start educating their children as early as possible, there are debates regarding the age at which sex education should be introduced at school. Some parent groups consider that sex education should not start until grade 5 or 6. At the same time, others believe that this should start earlier. Namely, grades 3 and 4 should be suitable for giving students more knowledge about sex and their bodies (Walsh). This would decrease the chances of facing negative effects of the lack of knowledge about the topic for children.

There are numerous reasons why sex education is relevant from an early age. First, it helps children understand their bodies and not be surprised when their bodies start changing during puberty. Second, children will not be ashamed of discussing sex-related topics and not make rude jokes in their groups (Walsh). Third, students will be aware of the risks and negative effects that can arise in the case of improper sexual behavior. Lastly, they will be introduced to safety measures and ways to avoid damaging situations that can harm psychological health of children which can also affect their adult life. Therefore, children will possess sufficient knowledge about the required behavior and will become competent in understanding their bodies and sexuality.

Sex education is also critical considering the exposure of children to media where messages related to sex may not be clear to them. In this way, without necessary knowledge, they can misinterpret the messages of a sexual nature presented in the media and develop incorrect ideas about their bodies. This is especially relevant when it comes to images shown in media representing the bodies of men and women, which are often believed to be role models for children, especially girls, which can later result in eating disorders and low self-esteem.

Finally, sex education should begin in early childhood, with parents giving children an understanding of their bodies and sexuality. Sex education at schools should begin as early as possible, starting in grade 3 or 4, introducing the primary concepts of sexual development. In this way, sex education can help children be more confident in their sexual development and apply safety measures to avoid risks and negative effects of early sexual activity.

Works Cited

“When Is the Right Age to Teach a Child Sex Education.” Punch Newspapers, Punch Newspapers, 4 Feb. 2017, https://punchng.com/right-age-teach-child-sex-education/. Accessed 23 Jan 2019.

Walsh, Jenny. “Sex Education Needs to Begin Earlier.” Australian Federation of AIDS Organisations, Mar. 2013, https://www.afao.org.au/article/sex-education-needs-begin-earlier/. Accessed 23 Jan 2019.

Writing Sex Education Papers Assistance from Pro Writers

Sex education has always been a sensitive topic for discussion. Parents and teachers aren’t always ready to answer children’s questions about sexuality, childbirth, and marriage. These topics are crucial for healthy and timely development of kids. In the sex education essay above, one of our writers insists that sex education should be introduced to children as early as possible. If you have a different view on this topic, you can compose your own argumentative essay on sex education in public schools and use our text as a starting point. We also kindly ask you not to copy our sample, as it’ll be considered plagiarism!

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The Importance of Sex Education

Reading Time: 7 minutes Young people see pornography as a source of information about sexuality. Can an integrated sexual education change this?

According to UNESCO, only 34% of young people worldwide know about HIV prevention and transmission. In addition, two out of three girls in several countries “have no idea what happens to them when they start menstruating.” Hence, the organization calls the educational community to action for comprehensive sexuality education (CSE).

Because sexuality is a complex term, it is difficult to define. However, several experts in public health and sexology have presented a practical definition and conceptual framework to the World Health Organization (WHO) : “‘Sexuality’ can be understood as a central dimension of the human being that includes the knowledge of the human body and our relationship with it; affective bonds and love; sex; gender; gender identity; sexual orientation; sexual intimacy; and pleasure and reproduction. Sexuality is complex and includes biological, social, psychological, spiritual, religious, political, legal, historical, ethical and cultural dimensions that evolve throughout a lifetime.”

In addition, they explain that “it is a subjective experience that is part of the human need to have both intimacy and privacy. At the same time, sexuality is a social construct best understood within a variability of beliefs, practices, behaviors, and identities.”

According to a UNESCO report entitled, International technical guidance on sexuality education: an evidence-informed approach , few students globally are trained to take control and make informed decisions about their sexuality, so the organization highlights the importance of comprehensive sex education programs in all schools worldwide. 

What is Comprehensive Sexuality Education (CSE)?

Unlike subjects like math, sexuality does not have a curriculum for teaching its basics with goals by age range, unlike other issues, for example, mathematics. Thus, comprehensive sexuality education (CSE) aims to prepare young people. 

UNESCO defines CSE as “a curriculum with a process to teach and learn about the cognitive, emotional, physical, and social aspects of sexuality.” Its goal is to provide students with the knowledge, skills, attitudes, and values that empower them through facts and evidence-based content related to sexual and reproductive health (SRH) while considering each student’s age and developmental stage.

UNESCO continues that CSE curricula omit cultural or societal topics and emphasize “the mechanical aspects of reproduction without focusing on responsible sexual behaviors and the importance of healthy and egalitarian relationships.” Another example is menstruation, which in some places is seen as negative to the point that students must isolate themselves from their families and miss school. This only leads to them feeling more uncomfortable about their bodies. Topics about sexual relations, scientific information on pregnancy prevention, and responsible sexual health behavior of young people with disabilities, among other things, are also omitted. Not discussing these issues only contributes to stigma, shame, and ignorance about sexuality. 

Educational institutions are the best places for comprehensive sex education since they have the necessary infrastructure, plus teachers trained to teach according to the students’ ages and developmental stages; the students see their teachers as reliable sources of information. 

Sexual and reproductive health in children and young people

According to UNESCO , sexual and reproductive health (SRH) includes “physical, emotional, mental, and social well-being related to sexuality.” It covers puberty and this stage’s physical, mental, social, and emotional changes. In the case of boys, puberty is linked to sexual feelings, erections, wet dreams, and other changes, while for girls, puberty involves menstruation, a topic not discussed in depth. 

According to the report, both genders need extensive information about puberty. Young males need discussions of masculinity in the program. They often feel that their needs and questions are not addressed because the sexual desires they experience are considered positive. On the other hand, in many countries, many girls have “gaps in knowledge and misconceptions about menstruation that cause fear and anxiety and leave them unprepared when they start menstruating.” 

Another topic to cover more profoundly is pregnancy. According to a report by the World Health Organization , this is one of the leading causes of death among women under 19. In many cases, the young women do not have relevant information about pregnancies and complications, are afraid to seek medical attention, talk to family members about their discomforts, or have limited access to medical services, which leads to their deads.

Crucial content would include modern contraceptives. Often, only the condom is mentioned as a contraceptive, setting aside many concerns and worries about the side effects of other contraceptives, which are not explained nor how they work. Regarding women, there is often no discussion about contraceptives’ impact on their menstruation. Furthermore, many do not have the opportunity to go to a gynecologist.

Discussions about SRH should include gender and sexual violence. According to data provided by UNESCO, one in three women worldwide has experienced physical and/or sexual violence by their family or someone else. Also, approximately 20% of women and five to ten percent of men report having suffered some sexual violence in their childhoods. Violence puts the population, especially girls and women, at risk of contracting a sexually transmitted disease or unplanned pregnancy, among other health and social problems. 

Sexually transmitted infections (STIs) are noteworthy because about 333 million new treatable cases occur each year, and rates are highest among people aged 20 to 24, followed by those aged 15 to 19. Still, the report mentions that although the data detail age and gender, it is hard to get information on whether young people get an infection and can treat it. 

According to the report, one in 10 women over 15 has experienced cyberbullying. That term includes receiving unwanted, offensive, or sexually explicit messages and offensive and inappropriate insinuations. There is also “sexting,” which is the exchange of self-produced sexual photos through messaging or social media. Students need to know how to examine these sexual messages critically and understand the risks associated with these practices. 

Pornography and its role in comprehensive sex education

A critical issue that does not seem covered under CSE is the influence of information and communication technologies (ICT), which facilitates students’ access to pornography. Sadly, that is usually the first exposure to sexuality they have. 

However, Emily F. Rothman , Associate Professor at Boston University School of Public Health, in the article, Without Porn … I Wouldn’t Know Half the Things I Know Now”: A Qualitative Study of Pornography Use Among a Sample of Urban, Low-Income, Black and Hispanic Youth , states that nationally representative data report that 23% of U.S. youth aged 10 to 15 have deliberately sought sexually explicit material in the past year. By age 14, 66% of men and 39% of women have viewed pornography in print, film, or the internet, either on purpose or accidentally. 

A  New York   Times  article about Emily F. Rothman and her course entitled “The Truth About Pornography: A Pornography Literacy Curriculum for High School Students Designed to Reduce Sexual and Dating Violence.” The article describes that this class is based on the reality mentioned in the previous paragraph that most adolescents watch pornography. It seeks to teach them to analyze the message being transmitted. 

Unfortunately, there is not much information about young people’s pornographic consumption, so there is not much data on what gender they see or if it translates into behavior. However, some studies show “that a small number of teens with higher rates of pornography viewership have earlier sex, gender stereotypes, and sexual relationships that are less affectionate than their peers.” 

The biggest problem is that many young people do not know if what they see is false or true. For many, pornography describes imprecisely how sex and pleasure function. In a 2016 survey in England, of 1001 children aged 11 to 16, half said they had viewed pornography; 53% of males and 39% of females said it was realistic. 

The reality is that many young people see pornography as a practical guide and reliable source on how to experience their sexuality. In research on the subject, Emily F. Rothman found that “young adults were more likely to report that pornography was the most useful source of information about how to have sex.” 

In the NYT article, a young man told the reporter, “there is no other place to learn about sex, and porn stars know what they are doing.” In the United States, 26 states do not require sex education in their curricula, and in those states that do need it, sex education primarily focuses on abstinence. Only 13 states require the content to be medically and scientifically accurate. That is why comprehensive sex education must include social media and how to use them safely. Students deserve access to proper sex education, free from prejudice and in tune with the emotions and stages they experience.

The benefits of comprehensive sex education

The UNESCO report states that curriculum-based sex education programs improve attitudes towards sexual and reproductive health and provide “greater knowledge about different aspects of sexuality, behaviors, pregnancy risks, and HIV and other STIs.” Other benefits include delayed initiation of sexual intercourse, less frequent sexual intercourse, fewer sexual partners, fewer risk behaviors, increased condom use, and increased contraceptive use.

Almost all the CSE programs studied by UNESCO to prepare its report demonstrates increased knowledge about the different aspects of sexuality and its risks. However, those that only focus on postponing sexual activity do not achieve their goal. According to the report, “programs that exclusively promote abstinence are ineffective in delaying sexual initiation, reducing the frequency of sexual intercourse, or reducing the number of sexual partners.” However, mixed programs that mention abstinence and cover condom use and contraceptives are effective.

UNESCO concludes that to create comprehensive sexuality education, you need to start with:

• Involve experts in human sexuality, behavioral change, and related pedagogical theory. 
• Engage youth, parents, family members, and other community stakeholders.  
• Evaluate the social and SRH needs and behaviors of the children and young people to whom these programs are directed, based on their developmental stage abilities.  
• Evaluate the human, time, and financial resources available to develop and implement effective curricula.

The content must: 

• Focus on clear key objectives, outcomes, and learning to determine content, emphasis, and activities.
• Cover topics in a logical sequence.  
• Design activities that are context-oriented and promote critical reflection.   
• Address consent and life skills.
• Provide scientifically correct information about HIV, AIDS, other STIs, pregnancy prevention, early and unplanned pregnancy, and the efficacy and availability of different protection methods.
• Examine how biological experiences and cultural and gender norms affect how children and young people experience and explore their sexuality and SRH.
• Address specific risks and protective factors that affect certain sexual behaviors.
• Address how to handle specific situations that could lead to HIV infection, other STIs, unwanted or unprotected sex, or violence. 
• Examine individual attitudes and peer group norms regarding condoms and the full range of contraceptives.
• Provide information about available services to address the health needs of children and youth, especially their SRH needs. 

In Latin America and the Caribbean, the health and education ministers committed in 2008 to implement “the multisectoral CSE strategies and the promotion of sexual health, including the prevention of HIV and other STIs.” Even so, more than ten years later, Mexico occupies the first place in adolescent pregnancies. 

The initiative “Mira Que Te Miro (See How I See You),” which monitors the progress of the fulfillment of the commitment, shows that Mexico complies with 70% in terms of the legal, political, and pragmatic framework, but it does not measure its implementation. They emphasize that the country has tremendous challenges in attaining comprehensive sexuality education, accountability, and specialized care for victims of gender violence. Regarding responsibility, for example, Mexico does not have any “specific accountability mechanism.”  

As Emily F. Rothman and the New York Times explained, today, families and teachers are not the only sources of information about sexuality. More and more young people are turning to technology for answers and guidance. Governments and educational institutions must focus on providing comprehensive sex education to prevent young people from continuing to risk sexually transmitted diseases, pregnancies, and violence. 

Tell us what you think of comprehensive sexuality education. What topics do you think should be included? Leave your answers in the comments.

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Comprehensive sexuality education: For healthy, informed and empowered learners

Did you know that only 37% of young people in sub-Saharan Africa can demonstrate comprehensive knowledge about HIV prevention and transmission? And two out of three girls in many countries lack the knowledge they need as they enter puberty and begin menstruating? Early marriage and early and unintended pregnancy are global concerns for girls’ health and education: in East and Southern Africa pregnancy rates range 15-25%, some of the highest in the world. These are some of the reasons why quality comprehensive sexuality education (CSE) is essential for learners’ health, knowledge and empowerment. 

What is comprehensive sexuality education or CSE?

Comprehensive sexuality education - or the many other ways this may be referred to - is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that empowers them to realize their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and understand and ensure the protection of their rights throughout their lives.

CSE presents sexuality with a positive approach, emphasizing values such as respect, inclusion, non-discrimination, equality, empathy, responsibility and reciprocity. It reinforces healthy and positive values about bodies, puberty, relationships, sex and family life.

How can CSE transform young people’s lives?

Too many young people receive confusing and conflicting information about puberty, relationships, love and sex, as they make the transition from childhood to adulthood. A growing number of studies show that young people are turning to the digital environment as a key source of information about sexuality.

Applying a learner-centered approach, CSE is adapted to the age and developmental stage of the learner. Learners in lower grades are introduced to simple concepts such as family, respect and kindness, while older learners get to tackle more complex concepts such as gender-based violence, sexual consent, HIV testing, and pregnancy.

When delivered well and combined with access to necessary sexual and reproductive health services, CSE empowers young people to make informed decisions about relationships and sexuality and navigate a world where gender-based violence, gender inequality, early and unintended pregnancies, HIV and other sexually transmitted infections still pose serious risks to their health and well-being. It also helps to keep children safe from abuse by teaching them about their bodies and how to change practices that lead girls to become pregnant before they are ready.

Equally, a lack of high-quality, age-appropriate sexuality and relationship education may leave children and young people vulnerable to harmful sexual behaviours and sexual exploitation.

What does the evidence say about CSE?

The evidence on the impact of CSE is clear:

• Sexuality education has positive effects, including increasing young people’s knowledge and improving their attitudes related to sexual and reproductive health and behaviors.
• Sexuality education leads to learners delaying the age of sexual initiation, increasing the use of condoms and other contraceptives when they are sexually active, increasing their knowledge about their bodies and relationships, decreasing their risk-taking, and decreasing the frequency of unprotected sex.
• Programmes that promote abstinence as the only option have been found to be ineffective in delaying sexual initiation, reducing the frequency of sex or reducing the number of sexual partners. To achieve positive change and reduce early or unintended pregnancies, education about sexuality, reproductive health and contraception must be wide-ranging.
• CSE is five times more likely to be successful in preventing unintended pregnancy and sexually transmitted infections when it pays explicit attention to the topics of gender and power
• Parents and family members are a primary source of information, values formation, care and support for children. Sexuality education has the most impact when school-based programmes are complemented with the involvement of parents and teachers, training institutes and youth-friendly services .

How does UNESCO work to advance learners' health and education?

Countries have increasingly acknowledged the importance of equipping young people with the knowledge, skills and attitudes to develop and sustain positive, healthy relationships and protect themselves from unsafe situations.

UNESCO believes that with CSE, young people learn to treat each other with respect and dignity from an early age and gain skills for better decision making, communications, and critical analysis. They learn they can talk to an adult they trust when they are confused about their bodies, relationships and values. They learn to think about what is right and safe for them and how to avoid coercion, sexually transmitted infections including HIV, and early and unintended pregnancy, and where to go for help. They learn to identify what violence against children and women looks like, including sexual violence, and to understand injustice based on gender. They learn to uphold universal values of equality, love and kindness.

In its International Technical Guidance on Sexuality Education , UNESCO and other UN partners have laid out pathways for quality CSE to promote health and well-being, respect for human rights and gender equality, and empower children and young people to lead healthy, safe and productive lives. An online toolkit was developed by UNESCO to facilitate the design and implementation of CSE programmes at national level, as well as at local and school level. A tool for the review and assessment of national sexuality education programmes is also available. Governments, development partners or civil society organizations will find this useful. Guidance for delivering CSE in out-of-school settings is also available.

Through its flagship programme, Our rights, Our lives, Our future (O3) , UNESCO has reached over 30 million learners in 33 countries across sub-Saharan Africa with life skills and sexuality education, in safer learning environments. O3 Plus is now also reaching and supporting learners in higher education institutions.

To strengthen coordination among the UN community, development partners and civil society, UNESCO is co-convening the Global partnership forum on CSE together with UNFPA. With over 65 organizations in its fold, the partnership forum provides a structured platform for intensified collaboration, exchange of information and good practices, research, youth advocacy and leadership, and evidence-based policies and programmes.

Good quality CSE delivery demands up to date research and evidence to inform policy and implementation . UNESCO regularly conducts reviews of national policies and programmes – a report found that while 85% of countries have policies that are supportive of sexuality education, significant gaps remain between policy and curricula reviewed. Research on the quality of sexuality education has also been undertaken, including on CSE and persons with disabilities in Asia and East and Southern Africa .

How are young people and CSE faring in the digital space?

More young people than ever before are turning to digital spaces for information on bodies, relationships and sexuality, interested in the privacy and anonymity the online world can offer. UNESCO found that, in a year, 71% of youth aged 15-24 sought sexuality education and information online.

With the rapid expansion in digital information and education, the sexuality education landscape is changing . Children and young people are increasingly exposed to a broad range of content online some of which may be incomplete, poorly informed or harmful.

UNESCO and its Institute of Information Technologies in Education (IITE) work with young people and content creators to develop digital sexuality education tools that are of good quality, relevant and include appropriate content. More research and investment are needed to understand the effectiveness and impact of digital sexuality education, and how it can complement curriculum-based initiatives. Part of the solution is enabling young people themselves to take the lead on this, as they are no longer passive consumers and are thinking in sophisticated ways about digital technology.

A foundation for life and love

• Safe, seen and included: report on school-based sexuality education
• International Technical Guidance on Sexuality Education
• Safe, seen and included: inclusion and diversity within sexuality education; briefing note
• Comprehensive sexuality education (CSE) country profiles
• Evidence gaps and research needs in comprehensive sexuality education: technical brief
• The journey towards comprehensive sexuality education: global status report
• Definition of Sustainable Development Goal (SDG) thematic indicator 4.7.2: Percentage of schools that provided life skills-based HIV and sexuality education within the previous academic year
• From ideas to action: addressing barriers to comprehensive sexuality education in the classroom
• Facing the facts: the case for comprehensive sexuality education
• UNESCO strategy on education for health and well-being
• UNESCO Health and education resource centre
• Campaign: A foundation for life and love
• UNESCO’s work on health and education

Related items

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• Sex education

Importance of Sexual Education in School Research Paper

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Sexual behavior plays an important role in modern life. Nowadays, youths speak about sex without borders. The increased level of youths pregnancy, raised level of sexually transmitted diseases and other problems are put at the first place.

Speaking about sexual behavior among youths, it is possible to correct it and form by means of sexual education. It is essential to deal with professionals while delivering information to youths. Moreover, sexual education is very important both for boys and girls before they have their first sexual experience. Speaking about sexual education and its affect on sexual behavior, it is essential to refer to the studies of Douglas Kirby.

Having written numerous papers devoted to sexual education and its effect on youths, he managed to find something new and add to each of his research. Having developed a hypothesis that sexual behavior depends on education, Douglas Kirby managed to prove that the earlier students receive information about sexual behavior the lower the level of pregnancy among them and the less sexually transmitted diseases are noticed.

Reporting about “The impact of sex education on the sexual behavior of young people”, Douglas Kirby states that sex educational programs affect adolescents’ sexual behavior greatly. The early sex education programs are started, the earlier students understand how their sexual behavior should be organized.

Douglas Kirby is sure that “Sex education programmes do not increase sexual activity among adolescents and young people but they are not always effective at reducing it or in promoting safer sexual behavior” (Kirby “The impact of sex education on the sexual behavior” 10). Nevertheless, Douglas Kirby notices that if sexual education is regularly conducted with structured information delivery the rate of HIV/AIDS infections reduces.

Moreover, apart from the reduction of the infected, sex education “can delay the onset of sexual activity among adolescents and young people, reduce the frequency of intercourse, reduce the frequency of unprotected sex, reduce the number of sexual partners, and increase condom use and contraceptive use” (Kirby “The impact of sex education on the sexual behavior” 10).

Speaking about the level of youths’ pregnancy and the way to reduce its rate, programs are very effective in this case. Starting structured discussion with youths about the ways of protection, the future difficulties and the general unfavorable position of those who fail to protect themselves from pregnancy, it is important to stress on the possibility to have assistance at any stage of sexual relationships.

Sexual education should be conducted among students and their relatives as family treatment of the program is an essential step on the way to correct sexual education. When both boys and girls are aware of the problem of youths pregnancy and the responsibility they are to experience in case of its occurrence, their behavior becomes more valued.

The quarrels about the increased level of sexual activity among adolescents because of sexual education programs do not have any grounds as modern life with the Internet and free access to information has made children aware of all the themes which were forbidden for their parents at their age. Sexual education helps students understand how to protect themselves while sexual behavior (Kirby “Emerging answers” 152).

It is essential to implement sexual behavior programs at school as an obligatory subject. When students are constantly remind about attention and appropriate behavior while sex, when they are explained the level of responsibility and the supportive difficulties they may experience in case of early pregnancy, they become more attentive.

Much research has been conducted in the sphere and Kirby proves that such programs result in “less sexual risk‐taking and lower pregnancy rates” along with “decrease sexual activity and increase condom or contraceptive use” (Kirby “The impact of schools and school programs” 30). Of course, if there is no opportunity to implement sexual education program on the regular basis, the shortcoming programs should be applied. Moreover, students should also understand that from their behavior depends their future.

Setting sex education programs at schools, it is important to speak not only about protection and pregnancy, heath issues should be discussed along with psychological difficulties, and other issues which may be on the way of those who face the problem of early pregnancy and early sexual activity at all. Students are to know that their health depends on their actions and behavior and only knowledge of the problems may prevent them from making mistakes.

Therefore, no matter how sexual education is organized, it affects human behavior. Adolescents should have regular classes devoted to sex behavior in order to be properly brought up. Moreover, family impact has a great affect. When parents and teachers at school have the same vision of sexual behavior and try to give their knowledge to students, double effect is observed.

There are a lot of different pathways to sex, and sexual education should be the starting point for any sexual behavior. Students are to know how they should behave in different situations in order to protect themselves.

Works Cited

Kirby, Douglas. “Emerging answers: Research findings on programs to reduce teen pregnancy.” National campaign to prevent teen pregnancy , May (2001): 1-242. Print.

Kirby, Douglas. “The impact of schools and school programs upon adolescent sexual behavior. Special Issue: Promoting Sexual Health and Responsible Sexual Behavior.” Journal of Sex Research 39.1 (2002): 27-33. Print.

Kirby, Douglas. “The impact of sex education on the sexual behavior of young people.” Population Division 12 (2012): 1-25. Print.

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Building an evidence- and rights-based approach to healthy decision-making

As they grow up, young people face important decisions about relationships, sexuality, and sexual behavior. The decisions they make can impact their health and well-being for the rest of their lives. Young people have the right to lead healthy lives, and society has the responsibility to prepare youth by providing them with comprehensive sexual health education that gives them the tools they need to make healthy decisions. But it is not enough for programs to include discussions of abstinence and contraception to help young people avoid unintended pregnancy or disease. Comprehensive sexual health education must do more. It must provide young people with honest, age-appropriate information and skills necessary to help them take personal responsibility for their health and overall well being. This paper provides an overview of research on effective sex education, laws and policies that shape it, and how it can impact young people’s lives.

What is sexual health education?

Sex education is the provision of information about bodily development, sex, sexuality, and relationships, along with skills-building to help young people communicate about and make informed decisions regarding sex and their sexual health. Sex education should occur throughout a student’s grade levels, with information appropriate to students’ development and cultural background. It should include information about puberty and reproduction, abstinence, contraception and condoms, relationships, sexual violence prevention, body image, gender identity and sexual orientation. It should be taught by trained teachers. Sex education should be informed by evidence of what works best to prevent unintended pregnancy and sexually transmitted infections, but it should also respect young people’s right to complete and honest information. Sex education should treat sexual development as a normal, natural part of human development.

Why is sexual health education important to young people’s health and well-being?

Comprehensive sexual health education covers a range of topics throughout the student’s grade levels. Along with parental and community support, it can help young people:

• Avoid negative health consequences. Each year in the United States, about 750,000 teens become pregnant, with up to 82 percent of those pregnancies being unintended.[1,2] Young people ages 15-24 account for 25 percent of all new HIV infections in the U.S.[3] and make up almost one-half of the over 19 million new STD infections Americans acquire each year.4 Sex education teaches young people the skills they need to protect themselves.
• Communicate about sexuality and sexual health. Throughout their lives, people communicate with parents, friends and intimate partners about sexuality. Learning to freely discuss contraception and condoms, as well as activities they are not ready for, protects young people’s health throughout their lives. Delay sexual initiation until they are ready. Comprehensive sexual health education teaches abstinence as the only 100 percent effective method of preventing HIV, STIs, and unintended pregnancy – and as a valid choice which everyone has the right to make. Dozens of sex education programs have been proven effective at helping young people delay sex or have sex less often.[5]
• Understand healthy and unhealthy relationships. Maintaining a healthy relationship requires skills many young people are never taught – like positive communication, conflict management, and negotiating decisions around sexual activity. A lack of these skills can lead to unhealthy and even violent relationships among youth: one in 10 high school students has experienced physical violence from a dating partner in the past year.[6] Sex education should include understanding and identifying healthy and unhealthy relationship patterns; effective ways to communicate relationship needs and manage conflict; and strategies to avoid or end an unhealthy relationship.[7]
• Understand, value, and feel autonomy over their bodies. Comprehensive sexual health education teaches not only the basics of puberty and development, but also instills in young people that they have the right to decide what behaviors they engage in and to say no to unwanted sexual activity. Furthermore, sex education helps young people to examine the forces that contribute to a positive or negative body image.
• Respect others’ right to bodily autonomy. Eight percent of high school students have been forced to have intercourse[8], while one in ten students say they have committed sexual violence.[9] Good sex education teaches young people what constitutes sexual violence, that sexual violence is wrong, and how to find help if they have been assaulted.
• Show dignity and respect for all people, regardless of sexual orientation or gender identity. The past few decades have seen huge steps toward equality for lesbian, gay, bisexual, and transgender (LGBT) individuals. Yet LGBT youth still face discrimination and harassment. Among LGBT students, 82 percent have experienced harassment due to the sexual orientation, and 38 percent have experienced physical harassment.[10]
• Protect their academic success. Student sexual health can affect academic success. The Centers for Disease Control and Prevention (CDC) has found that students who do not engage in health risk behaviors receive higher grades than students who do engage in health risk behaviors. Health-related problems and unintended pregnancy can both contribute to absenteeism and dropout.[11]

What does the research say about effective sex education?

• A 2012 study that examined 66 comprehensive sexual risk reduction programs found them to be an effective public health strategy to reduce adolescent pregnancy, HIV, and STIs.[12]
• Research from the National Survey of Family Growth assessed the impact of sexuality education on youth sexual risk-taking for young people ages 15-19 and found that teens who received comprehensive sex education were 50 percent less likely to experience pregnancy than those who received abstinence-only-until-marriage programs.[13]
• Even accounting for differences in household income and education, states which teach sex education and/or HIV education that covers abstinence as well as contraception, tend to have the lowest pregnancy rates.[14]
• National Sexuality Education Standards provide a roadmap. The National Sexuality Education Standards, developed by experts in the public health and sexuality education field and heavily influenced by the National Health Education Standards, provide guidance about the minimum essential content and skills needed to help students make informed decisions about sexual health.15 The standards focus on seven topics as the minimum, essential content and skills for K–12 education: Anatomy and Physiology, Puberty and Adolescent Development, Identity, Pregnancy and Reproduction, Sexually Transmitted Diseases and HIV, Healthy Relationships, and Personal Safety. Topics are presented using performance indicators—what students should learn by the end of grades 2, 5, 8, and 12.[16] Schools which are developing comprehensive sexual health education programs should consult the National Sexuality Education Standards to provide students with the information and skills they need to develop into healthy adults.
• 16 programs demonstrated a statistically significant delay in the timing of first sex.
• 21 programs showed statistically significant declines in teen pregnancy, HIV or other STIs.
• 16 programs helped sexually active youth to increase their use of condoms.
• 9 programs demonstrated success at increasing use of contraception other than condoms.
• 40 percent delayed sexual initiation, reduced number of sexual partners, or increased condom or contraceptive use;
• 30 percent reduced the frequency of sex, including return to abstinence; and
• 60 percent reduced unprotected sex.[17]
• The Office of Adolescent Health, a division of the U.S. Department of Health and Human Services, keeps a list of evidence-based interventions, with ratings based on the rigor of program impact studies and strength of the evidence supporting the program model. Thirty-one programs meet the OAH’s effectiveness criteria and that were found to be effective at preventing teen pregnancies or births, reducing sexually transmitted infections, or reducing rates of associated sexual risk behaviors (defined by sexual activity, contraceptive use, or number of partners).[18]

What’s wrong with abstinence-only-until-marriage programs?

Many students receive abstinence-only-until marriage programs instead of or in addition to more comprehensive programs. These programs:

• Depict abstinence until heterosexual marriage as the only moral choice for young people
• Mention contraception only in terms of failure rates
• Focus on heterosexual youth, ignoring the needs of LGBTQ youth
• Often use outdated gender roles, urging “modesty” for all girls while painting all boys as sexual aggressors.
• Have been found to contain false information
• Are not supported by the majority of Americans.[19]

Only one abstinence-only program has ever been proven effective at helping young people delay sex; yet in withholding information about contraception, it leaves those who do have sex completely at risk. Studies show that 99 percent of people will use contraception in their lifetimes,[20] and that the provision of information about contraception does not hasten the onset of sexual debut or increase sexual activity.[10] Meanwhile, thirty years of public health research clearly demonstrate that comprehensive sex education can help young people delay sexual initiation while also assisting them to use protection when they do become sexually active. We want young people to behave responsibly when it comes to decisions about sexual health, and that means society has the responsibility to provide them with honest, age-appropriate comprehensive sexual health education; access to services to prevent pregnancy and sexually transmitted infections; and the resources to help them lead healthy lives.

All young people need comprehensive sexual health education, while others also need sexual health services. Youth at disproportionate risk for sexual health disparities may also need targeted interventions designed specifically to build self efficacy and agency. Further, administrators and other policy makers must recognize that structural determinants, socio-cultural factors and cultural norms have been shown to have a strong impact on youth sexual health and must be tackled to truly redress sexual health disparity fueled by social inequity.

How is the content of a student’s sex education decided?

Many factors help shape the content of a student’s sex education. These include:

• State and federal funding the school district receives
• State laws and standards regarding sex education
• School district level policies and/or standards regarding curricula and content
• The program or curriculum a district or individual school selects
• The individual(s) who delivers the program.

With thousands of school districts around the nation, students’ experiences can vary drastically from district to district and school to school.

What are federal, state, and local structures that affect sex education?

In the United States, education is largely a state and local responsibility, as dictated by the 10th Amendment of the U.S. Constitution. This amendment states that “the powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.”[3] Because the Constitution doesn’t specifically mention education, the federal government does not have any direct authority regarding curriculum, instruction, administration, personnel, etc. In 1980, the U.S. Department of Education was created. While this move centralized federal efforts and responsibilities into one office, it did not come with an increase in federal jurisdiction over the educational system.

The U.S. Department of Education currently has no authority over sexual health education. However, there have been federal funds allocated, primarily through the Department of Health and Human Services that school systems and community-based agencies have used throughout the last three decades to provide various forms of sex education.[21]

• Federal funding: Until FY2010, there was no designated funding for a comprehensive approach to sex education. In 1982, federal support of abstinence-only programs began, and in 1996, expanded drastically. From 1996-2010, over $1.5 billion in federal funding went to abstinence-only programs, which were conducted with little oversight and were proven ineffective. While one large stream of funding for abstinence-only programs was cancelled in 2010, at publication one still exists (as authorized by Congress through Title V funding) and is funded at $50 million per year.[22]

In 2010, two streams of funding became available for evidence-based sex education interventions.[22]

• PREP: The Personal Responsibility Education Program (PREP) was authorized by Congress as a part of the Affordable Care Act of 2010. PREP provides grants ($75 million over five years) for programs which teach about both abstinence and contraception in order to help young people reduce their risk for unintended pregnancy, HIV, and STIs. In Fiscal Year 2012, 45 states applied for PREP. PREP grants are issued to states, typically the state health departments. All programs implemented with PREP funding are to educate adolescents about both abstinence and contraception for the prevention of pregnancy and STIs, including HIV/AIDS, and must cover at least three adulthood preparation subjects such as healthy relationships, adolescent development, financial literacy, educational and career success, and healthy life skills.
• The President’s Teen Pregnancy Prevention Initiative (TPPI) funds medically-accurate and age-appropriate programs to reduce teen pregnancy. Seventy-five grantees in 32 states received TPPI funds in FY 2012. TPPI grants are distributed by the Office of Adolescent Health to local public and private entities. Grantees must implement an evidence-based program which has been proven effective at preventing teen pregnancy. According to OAH, 31 programs meet these criteria, including one abstinence-only-until-marriage program.
• States may accept PREP, TPPI, or Title V funds. Many states accept funds for both abstinence-only programs and evidence-based interventions. In 2013, 19 SEAs and 17 LEA received five year cooperative agreements from CDC/DASH to implement ESHE within their school systems.

In addition, in 2013, CDC/Division of School Health issued a request for proposals to fund State Education Agencies (SEAs) and Large Municipal Education Agencies (LEAs) to implement Exemplary Sexual Health Education (ESHE). ESHE is defined as a systematic, evidence-informed approach to sexual health education that includes the use of grade-specific, evidence-based interventions, but also emphasizes sequential learning across elementary, middle, and high school grade levels.[23]

States may accept PREP, TPPI, or Title V funds. Many states accept funds for both abstinence-only programs and evidence-based interventions. In 2013, 19 SEAs and 17 LEAs received five year cooperative agreements from CDC/DASH to implement ESHE within their school systems.[22]

• The Real Education for Healthy Youth Act: While there is as yet no law that supports comprehensive sexual health education, there is pending legislation. The Real Education for Healthy Youth Act (S. 372/H.R. 725), introduced in February 2013 by the late Senator Frank Lautenberg (D-NJ) and Representative Barbara Lee (D-CA), would ensure that federal funding is allocated to comprehensive sexual health education programs that provide young people with the skills and information they need to make informed, responsible, and healthy decisions. This legislation sets forth a vision for comprehensive sexual health education programs in the United States.
• 30 states have no law that governs sex education, and schools are not required to provide it
• 25 states mandate that sex education, if taught, must include abstinence, but do not require it to include contraception.
• Six states mandate that sex education include either a ban on discussing homosexuality, or material about homosexuality that is overtly discriminatory.[22]

Each state has a department of education headed by a chief state school officer, more commonly known as the Superintendent of Public Instruction or the Commissioner of Education (titles vary by state). State departments of education are generally responsible for disbursing state and federal funds to local school districts, setting parameters for the length of school day and year, teacher certification, testing requirements, graduation requirements, developing learning standards and promoting professional development. Generally, the chief state school officer is appointed by the Governor, though in a few states they are elected.[23]

State departments of education may also have Standards which provide benchmark measures that define what students should know and be able to do at specified grade levels. These sometimes, but not always, address sexual health education. For instance, Connecticut and New Jersey have standards similar to the National Sexuality Education Standards in place and which address reproduction, prevention of STIs and pregnancy, and healthy relationships. A number of other states have general health education standards which do not directly address sexual health, while others make mention of HIV/STI prevention and abstinence but don’t demand the most thorough instruction in sexual health.[24]

• Local Policy: At the school district level, Pre-K-12 public schools are generally governed by local school boards (with the exception of Hawaii which does not have any local school board system). Local school boards are typically comprised of 5 to 7 members who are either elected by the public or appointed by other government officials.[21]

Local school boards are responsible for ensuring that each school in their district is in compliance with the laws and policies set by the state and federal government. Local school board also have broad decision and rule-making authority with regards to the operations of their local school district, including determining the school district budget and priorities; curriculum decisions such as the scope and sequence of classroom content in all subject areas; and textbook approval authority. [21]

Typically, school boards set the sex education policy for a school district. They must follow state law. Some school boards provide guidelines or standards, while others select specific curricula for schools to deliver. Most school boards are advised by School Health Advisory Councils (SHACs). SHAC members are individuals who represent the community and who provide advice about health education.[21]

How can I work for comprehensive sexual health education for students in my community?

There are a number of ways to help ensure that students get the information they need to live healthy lives, build healthy relationships, and take personal responsibility for their health and well being.

• Urge your Members of Congress to support the Real Education for Healthy Youth Act, in person, by phone, or online.
• Contact your school board and urge them to adopt the National Sexuality Education Standards and require comprehensive sexual health programs.
• Join a School Health Advisory Council in your area – both young people and adults are eligible to serve on most.
• Organize within your community – a group of individuals, or a coalition of like-minded organizations – to do one or all of the above.

Young people have the right to lead healthy lives. As they develop, we want them to take more and more control of their lives so that as they get older, they can make important life decisions on their own. The balance between responsibility and rights is critical because it sets behavioral expectations and builds trust while providing young people with the knowledge, ability, and comfort to manage their sexual health throughout life in a thoughtful, empowered and responsible way. But responsibility is a two-way street. Society needs to provide young people with honest, age-appropriate information they need to live healthy lives, and build healthy relationships, and young people need to take personal responsibility for their health and well being. Advocates must also work to dismantle barriers to sexual health, including poverty and lack of access to health care.

Emily Bridges, MLS, and Debra Hauser, MPH

Advocates for Youth © May 2014

1. CDC. Youth Risk Behavior Surveillance, 2011. Atlanta: US Department of Health and Human Services, Centers for Disease Control and Prevention; 2012.

2. Finer LB et al., Disparities in rates of unintended pregnancy in the United States, 1994 and 2001, Perspectives on Sexual and Reproductive Health, 2006, 38(2):90–96.

3. Centers for Disease Control and Prevention. Sexually Transmitted Disease Surveillance 2011. Atlanta: U.S. Department of Health and Human Services; 2012.

4. Centers for Disease Control and Prevention. Sexually Transmitted Disease Surveillance 2012. Atlanta: U.S. Department of Health and Human Services; 2013.

5. Alford S, et al. Science and Success: Sex Education and Other Programs that Work to Prevent Teen Pregnancy, HIV & Sexually Transmitted Infections. 2nd ed. Washington, DC: Advocates for Youth, 2008;

6. Dating Matters: Strategies to Promote Health Teen Relationships. Atlanta: Center for Disease Control and Prevention; 2013.

7. National Sexual Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. 2012: 6-9. http://www.futureofsexed.org/documents/josh-fose-standards-web.pdf. Accessed October 2, 2013.

8. Davis A. Interpersonal and Physical Dating Violence among Teens. National Council on Crime and Delinquency, 2008. Retrieved November 15, 2013 from http://www.nccdglobal.org/sites/default/files/publication_pdf/focus-dating-violence.pdf

9. Ybarra ML and Mitchell KJ. “Prevalence Rates of Male and Female Sexual Violence Perpetrators in a National Sample of Adolescents.” JAMA Pediatrics, December 2013.

10. Gay, Lesbian, and Straight Education Network. The 20011 National School Climate Survey: The School Related Experiences of Our Nation’s Lesbian, Gay, Bisexual and Transgender Youth. New York, NY: GLSEN, 2012.

11. CDC. Sexual Risk Behaviors and Academic Achievement. Atlanta, GA: CDC, (2010); http://www.cdc.gov/HealthyYouth/ health_and_academics/pdf/sexual_risk_behaviors.pdf; last accessed 5/23/2010. 12. Chin B et al. “The effectiveness of group-based comprehensive risk-reduction and abstinence education interventions to prevent or reduce the risk of adolescent pregnancy, human immunodeficiency virus, and sexually transmitted infections: two systematic reviews for the Guide to Community Preventive Services.” American Journal of Preventive Medicine, March 2012.

13. Kohler PK, Manhart LE, Lafferty WE. Abstinence-Only and Comprehensive Sex Education and the Initiation of Sexual Activity and Teen Pregnancy. Journal of Adolescent Health. 2007; 42(4): 344-351.

14. Stanger-Hall KF, Hall DW. “Abstinence-only education and teen pregnancy rates: why we need comprehensive sex education in the U.S.

15. National Sexual Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. 2012: 6-9. http://www.futureofsexed.org/documents/josh-fose-standards-web.pdf. Accessed October 2, 2013.

16. National Sexual Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. 2012: 6-9. http://www.futureofsexed.org/documents/josh-fose-standards-web.pdf. Accessed October 2, 2013.

17. Kirby D. Emerging Answers 2007. Washington, DC: National Campaign to Prevent Teen Pregnancy, 2007. 18. Office of Adolescent Health. “Evidence-Based Programs (31 Programs). Accessed March 5, 2014 from http://www.hhs.gov/ash/oah/oah-initiatives/teen_pregnancy/db/programs.html

19. Public Religion Research Institute. Survey – Committed to Availability, Conflicted about Morality: What the Millennial Generation Tells Us about the Future of the Abortion Debate and the Culture Wars. 2011. Accessed from http://publicreligion.org/research/2011/06/committed-to-availability-conflicted-about-morality-what-the-millennial-generation-tells-us-about-the-future-of-the-abortion-debate-and-the-culture-wars/ on May 13, 2014.

20. Daniels K, Mosher WD and Jones J, Contraceptive methods women have ever used: United States, 1982–2010,National Health Statistics Reports, 2013, No. 62, <http://www.cdc.gov/nchs/data/nhsr/nhsr062.pdf>, accessed Mar. 20, 2013.

21. Future of Sex Education. “Public Education Primer. “ Accessed from http://www.futureofsexed.org/documents/public_education_primer.pdf on May 13, 2014.

22. Sexuality Information and Education Council of the United States, Siecus State Profiles, Fiscal Year 2012. Accessed from http://www.siecus.org/index.cfm?fuseaction=Page.ViewPage&PageID=1369 on May 13, 2014.

23. Centers for Disease Control and Prevention. “In Brief: Rationale for Exemplary Sexual Health Education (ESHE) for PS13-1308. Accessed from http://www.cdc.gov/healthyyouth/fundedpartners/1308/strategies/education.htm on May 13, 2014.

24. Answer. “State sex education policies by state.” Accessed from http://answer.rutgers.edu/page/state_policy/ on May 13, 2014.

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Comprehensive sexuality education

Comprehensive sexuality education (CSE) gives young people accurate, age-appropriate information about sexuality and their sexual and reproductive health, which is critical for their health and survival.

While CSE programmes will be different everywhere, the United Nations’ technical guidance – which was developed together by UNESCO, UNFPA, UNICEF, UN Women, UNAIDS and WHO – recommends that these programmes should be based on an established curriculum; scientifically accurate; tailored for different ages; and comprehensive, meaning they cover a range of topics on sexuality and sexual and reproductive health, throughout childhood and adolescence.

Topics covered by CSE, which can also be called life skills, family life education and a variety of other names, include, but are not limited to, families and relationships; respect, consent and bodily autonomy; anatomy, puberty and menstruation; contraception and pregnancy; and sexually transmitted infections, including HIV.

Sexuality education equips children and young people with the knowledge, skills, attitudes and values that help them to protect their health, develop respectful social and sexual relationships, make responsible choices and understand and protect the rights of others. 

Evidence consistently shows that high-quality sexuality education delivers positive health outcomes, with lifelong impacts. Young people are more likely to delay the onset of sexual activity – and when they do have sex, to practice safer sex – when they are better informed about their sexuality, sexual health and their rights.

Sexuality education also helps them prepare for and manage physical and emotional changes as they grow up, including during puberty and adolescence, while teaching them about respect, consent and where to go if they need help. This in turn reduces risks from violence, exploitation and abuse.

Children and adolescents have the right to be educated about themselves and the world around them in an age- and developmentally appropriate manner – and they need this learning for their health and well-being.

Intended to support school-based curricula, the UN’s global guidance indicates starting CSE at the age of 5 when formal education typically begins. However, sexuality education is a lifelong process, sometimes beginning earlier, at home, with trusted caregivers. Learning is incremental; what is taught at the earliest ages is very different from what is taught during puberty and adolescence.

With younger learners, teaching about sexuality does not necessarily mean teaching about sex. For instance, for younger age groups, CSE may help children learn about their bodies and to recognize their feelings and emotions, while discussing family life and different types of relationships, decision-making, the basic principles of consent and what to do if violence, bullying or abuse occur. This type of learning establishes the foundation for healthy relationships throughout life.

Many people have a role to play in teaching young people about their sexuality and sexual and reproductive health, whether in formal education, at home or in other informal settings. Ideally, sound and consistent education on these topics should be provided from multiple sources. This includes parents and family members but also teachers, who can help ensure young people have access to scientific, accurate information and support them in building critical skills. In addition, sexuality education can be provided outside of school, such as through trained social workers and counsellors who work with young people. 

Well-designed and well-delivered sexuality education programmes support positive decision-making around sexual health. Evidence shows that young people are more likely to initiate sexual activity later – and when they do have sex, to practice safer sex – when they are better informed about sexuality, sexual relations and their rights.

CSE does not promote masturbation. However, in our documents, WHO recognizes that children start to explore their bodies through sight and touch at a relatively early age. This is an observation, not a recommendation. 

The UN’s guidance on sexuality education aims to help countries, practitioners and families provide accurate, up-to-date information related to young people’s sexuality, which is appropriate to their stage of development. This may include correcting misperceptions relating to masturbation such as that it is harmful to health, and – without shaming children – teaching them about their bodies, boundaries and privacy in an age-appropriate way.

There is sound evidence that unequal gender norms begin early in life, with harmful impacts on both males and females. It is estimated that 18%, or almost 1 in 5 girls worldwide, have experienced child sexual abuse.

Research shows, however, that education in small and large groups can contribute to challenging and changing unequal gender norms. Based on this, the UN’s international guidance on sexuality education recommends teaching young people about gender relations, gender equality and inequality, and gender-based violence. 

By providing children and young people with adequate knowledge about their rights, and what is and is not acceptable behaviour, sexuality education makes them less vulnerable to abuse. The UN’s international guidance calls for children between the age of 5 and 8 years to recognize bullying and violence, and understand that these are wrong. It calls for children aged 12–15 years to be made aware that sexual abuse, sexual assault, intimate partner violence and bullying are a violation of human rights and are never the victim’s fault. Finally, it calls for older adolescents – those aged 15–18 – to be taught that consent is critical for a positive sexual relationship with a partner. Children and young people should also be taught what to do and where to go if problems like violence and abuse occur.

Through such an approach, sexuality education improves children’s and young people’s ability to react to abuse, to stop abuse and, finally, to find help when they need it. 

There is clear evidence that abstinence-only programmes – which instruct young people to not have sex outside of marriage – are ineffective in preventing early sexual activity and risk-taking behaviour, and potentially harmful to young people’s sexual and reproductive health.

CSE therefore addresses safer sex, preparing young people – after careful decision-making – for intimate relationships that may include sexual intercourse or other sexual activity. Evidence shows that such an approach is associated with later onset of sexual activity, reduced practice of risky sexual behaviours (which also helps reduce the incidence of sexually transmitted infections), and increased contraception use.

On sexuality education, as with all other issues, WHO provides guidance for policies and programmes based on extensive research evidence and programmatic experience.

The UN global guidance on sexuality education outlines a set of learning objectives beginning at the age of 5. These are intended to be adapted to a country’s local context and curriculum. The document itself details how this process of adaptation should occur, including through consultation with experts, parents and young people, alongside research to ensure programmes meet young people’s needs.

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The Importance of Access to Comprehensive Sex Education

Comprehensive sex education is a critical component of sexual and reproductive health care.

Developing a healthy sexuality is a core developmental milestone for child and adolescent health.

Youth need developmentally appropriate information about their sexuality and how it relates to their bodies, community, culture, society, mental health, and relationships with family, peers, and romantic partners.

AAP supports broad access to comprehensive sex education, wherein all children and adolescents have access to developmentally appropriate, evidence-based education that provides the knowledge they need to:

• Develop a safe and positive view of sexuality.
• Build healthy relationships.
• Make informed, safe, positive choices about their sexuality and sexual health.

Comprehensive sex education involves teaching about all aspects of human sexuality, including:

• Cyber solicitation/bullying.
• Healthy sexual development.
• Body image.
• Sexual orientation.
• Gender identity.
• Pleasure from sex.
• Sexual abuse.
• Sexual behavior.
• Sexual reproduction.
• Sexually transmitted infections (STIs).
• Abstinence.
• Contraception.
• Interpersonal relationships.
• Reproductive coercion.
• Reproductive rights.
• Reproductive responsibilities.

Comprehensive sex education programs have several common elements:

• Utilize evidence-based, medically accurate curriculum that can be adapted for youth with disabilities.
• Employ developmentally appropriate information, learning strategies, teaching methods, and materials.
• Human development , including anatomy, puberty, body image, sexual orientation, and gender identity.
• Relationships , including families, peers, dating, marriage, and raising children.
• Personal skills , including values, decision making, communication, assertiveness, negotiation, and help-seeking.
• Sexual behavior , including abstinence, masturbation, shared sexual behavior, pleasure from esx, and sexual dysfunction across the lifespan.
• Sexual health , including contraception, pregnancy, prenatal care, abortion, STIs, HIV and AIDS, sexual abuse, assault, and violence.
• Society and culture , including gender roles, diversity, and the intersection of sexuality and the law, religion, media, and the arts.
• Create an opportunity for youth to question, explore, and assess both personal and societal attitudes around gender and sexuality.
• Focus on personal practices, skills, and behaviors for healthy relationships, including an explicit focus on communication, consent, refusal skills/accepting rejection, violence prevention, personal safety, decision making, and bystander intervention.
• Help youth exercise responsibility in sexual relationships.
• Include information on how to come forward if a student is being sexually abused.
• Address education from a trauma-informed, culturally responsive approach that bridges mental, emotional, and relational health.

Comprehensive sex education should occur across the developmental spectrum, beginning at early ages and continuing throughout childhood and adolescence :

• Sex education is most effective when it begins before the initiation of sexual activity.
• Young children can understand concepts related to bodies, gender, and relationships.
• Sex education programs should build an early foundation and scaffold learning with developmentally appropriate content across grade levels.
• AAP Policy outlines considerations for providing developmentally appropriate sex education throughout early childhood, middle childhood, adolescence, and young adulthood.

Most adolescents report receiving some type of formal sex education before age 18. While sex education is typically associated with schools, comprehensive sex education can be delivered in several complementary settings:

• Schools can implement comprehensive sex education curriculum across all grade levels
• The Sexuality Information and Education Council of the United States (SIECUS) provides guidelines for providing developmentally appropriate comprehensive sex education across grades K-12.
• Pediatric health clinicians and other health care providers are uniquely positioned to provide longitudinal sex education to children, adolescents, and young adults.
• Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents outlines clinical considerations for providing comprehensive sex education at all developmental stages, as a part of preventive health care.
• Research suggests that community-based organizations should be included as a source for comprehensive sexual health promotion.
• Faith-based communities have developed sex education curricula for their congregations or local chapters that emphasize the moral and ethical aspects of sexuality and decision-making.
• Parents and caregivers can serve as the primary sex educators for their children, by teaching fundamental lessons about bodies, development, gender, and relationships.
• Many factors impact the sex education that youth receive at home, including parent/caregiver knowledge, skills, comfort, culture, beliefs, and social norms.
• Virtual sex education can take away feelings of embarrassment or stigma and can allow for more youth to access high quality sex education.

Comprehensive sex education provides children and adolescents with the information that they need to:

• Understand their body, gender identity, and sexuality.
• Build and maintain healthy and safe relationships.
• Engage in healthy communication and decision-making around sex.
• Practice healthy sexual behavior.
• Understand and access care to support their sexual and reproductive health.

Comprehensive sex education programs have demonstrated success in reducing rates of sexual activity, sexual risk behaviors, STIs, and adolescent pregnancy and delaying sexual activity. Many systematic reviews of the literature have indicated that comprehensive sex education promotes healthy sexual behaviors:

• Reduced sexual activity.
• Reduced number of sexual partners.
• Reduced frequency of unprotected sex.
• Increased condom use.
• Increased contraceptive use.

However, comprehensive sex education curriculum goes beyond risk-reduction, by covering a broader range of content that has been shown to support social-emotional learning, positive communication skills, and development of healthy relationships.

A 2021 review of the literature found that comprehensive sex education programs that use a positive, affirming, and inclusive approach to human sexuality are associated with concrete benefits across 5 key domains:

Benefits of comprehensive sex education programs 

When children and adolescents lack access to comprehensive sex education, they do not get the information they need to make informed, healthy decisions about their lives, relationships, and behaviors.

Several trends in sexual health in the US highlight the need for comprehensive sex education for all youth.

Education about condom and contraceptive use is needed:

• 55% of US high school students report having sexual intercourse by age 18 .
• Self-reported condom use has decreased significantly among high school students.
• Only 9% of sexually active high school students report using both a condom for STI-prevention and a more effective form of birth control to prevent pregnancy .

STI prevention is needed:

• Adolescents and young adults are disproportionately impacted by STIs.
• Cases of chlamydia, gonorrhea, and syphilis are rising rapidly among young people.
• When left untreated , these infections can lead to infertility, adverse pregnancy and birth outcomes, and increased risk of acquiring new STIs.
• Youth need comprehensive, unbiased information about STI prevention, including human papillomavirus (HPV) .

Continued prevention of unintended pregnancy is needed:

• Overall US birth rates among adolescent mothers have declined over the last 3 decades.
• There are significant geographic disparities in adolescent pregnancy rates, with higher rates of pregnancy in rural counties and in southern and southwestern states.
• Social drivers of health and systemic inequities have caused racial and ethnic disparities in adolescent pregnancy rates.
• Eliminating disparities in adolescent pregnancy and birth rates can increase health equity, improve health and life outcomes, and reduce the economic impact of adolescent parenting.

Misinformation about sexual health is easily available online:

• Internet use is nearly universal among US children and adolescents.
• Adolescents report seeking sexual health information online .
• Sexual health websites that adolescents visit can contain inaccurate information .

Prevention of sex abuse, dating violence, and unhealthy relationships is needed:

• Child sexual abuse is common: 25% of girls and 8% of boys experience sexual abuse during childhood .
• Youth who experience sexual abuse have long-term impacts on their physical, mental, and behavioral health.
• 1 in 11 female and 1 in 14 male students report physical DV in the last year .
• 1 in 8 female and 1 in 26 male students report sexual DV in the last year .
• Youth who experience DV have higher rates of anxiety, depression, substance use, antisocial behaviors, and suicide risk.

The quality and content of sex education in US schools varies widely.

There is significant variation in the quality of sex education taught in US schools, leading to disparities in attitudes, health information, and outcomes. The majority of sex education programs in the US tend to focus on public health goals of decreasing unintended pregnancies and preventing STIs, via individual behavior change.

There are three primary categories of sex educational programs taught in the US :

• Abstinence-only education , which teaches that abstinence is expected until marriage and typically excludes information around the utility of contraception or condoms to prevent pregnancy and STIs.
• Abstinence-plus education , which promotes abstinence but includes information on contraception and condoms.
• Comprehensive sex education , which provides medically accurate, age-appropriate information around development, sexual behavior (including abstinence), healthy relationships, life and communication skills, sexual orientation, and gender identity.

State laws impact the curriculum covered in sex education programs. According to a report from the Guttmacher Institute :

• 26 US states and Washington DC mandate sex education and HIV education.
• 18 states require that sex education content be medically accurate.
• 39 states require that sex education programs provide information on abstinence.
• 20 states require that sex education programs provide information on contraception.

US states have varying requirements on sex education content related to sexual orientation :

• 10 states require sex education curriculum to include affirming content on LGBTQ2S+ identities or discussion of sexual health for youth who are LGBTQ2S+.
• 7 states have sex education curricular requirements that discriminate against individuals who are LGBTQ2S+.Youth who live in these states may face additional barriers to accessing sexual health information.

Abstinence-only sex education programs do not meet the needs of children and adolescents.

While abstinence is 100% effective in preventing pregnancy and STIs, research has conclusively shown that abstinence-only sex education programs do not support healthy sexual development in youth.

Abstinence-only programs are ineffective in reaching their stated goals, as evidenced by the data below:

• Abstinence-only programs are unsuccessful in delaying sex until marriage .
• Abstinence-only sex education programs do not impact the rates of pregnancy, STIs, or HIV in adolescents .
• Youth who take a “virginity pledge” as part of abstinence-only education programs have the same rates of premarital sex as their peers who do not take pledges, but are less likely to use contraceptives .
• US states that emphasize abstinence-only education have higher rates of adolescent pregnancy and birth .

Abstinence-only programs can harm the healthy sexual and mental development of youth by:

• Withholding information or providing inaccurate information about sexuality and sexual behavior .
• Contributing to fear, shame, and stigma around sexual behaviors .
• Not sharing information on contraception and barrier protection or overstating the risks of contraception .
• Utilizing heteronormative framing and stigma or discrimination against students who are LGBTQ2S+ .
• Reinforcing harmful gender stereotypes .
• Ignoring the needs of youth who are already sexually active by withholding education around contraception and STI prevention.

Abstinence-plus sex education programs focus solely on decreasing unintended pregnancy and STIs.

Abstinence-plus sex education programs promote abstinence until marriage. However, these programs also provide information on contraception and condom use to prevent unintended pregnancy and STIs.

Research has demonstrated that abstinence-plus programs have an impact on sexual behavior and safety, including:

• HIV prevention.
• Increase in condom use .
• Reduction in number of sexual partners .
• Delay in initiation of sexual behavior .

While these programs add another layer of education, they do not address the broader spectrum of sexuality, gender identity, and relationship skills, thus withholding critical information and skill-building that can impact healthy sexual development.

AAP and other national medical and public health associations support comprehensive sex education for youth.

Given the evidence outlined above, AAP and other national medical organizations oppose abstinence-only education and endorse comprehensive sex education that includes both abstinence promotion and provision of accurate information about contraception, STIs, and sexuality.

National medical and public health organizations supporting comprehensive sex education include:

• American Academy of Pediatrics .
• American Academy of Family Physicians.
• American College of Obstetricians and Gynecologists .
• American Medical Association .
• American Public Health Association .
• Society for Adolescent Health and Medicine .

Pediatric clinics provide a unique opportunity for comprehensive sex education.

Pediatric health clinicians typically have longitudinal care relationships with their patients and families, and thus have unique opportunities to address comprehensive sex education across all stages of development.

The clinical visit can serve as a useful adjunct to support comprehensive sex education provided in schools, or to fill gaps in knowledge for youth who are exposed to abstinence-only or abstinence-plus curricula.

AAP policy and Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents provide recommendations for comprehensive sex education in clinical settings, including:

• Encouraging parent-child discussions on sexuality, contraception, and internet/media use.
• Understanding diverse experiences and beliefs related to sexuality and sex education and meeting the unique needs of individual patients and families.
• Including discussions around healthy relationships, dating violence, and intimate partner violence in clinical care.
• Discussing methods of contraception and STI/HPV prevention prior to onset of sexual intercourse.
• Providing proactive and developmentally appropriate sex education to all youth, including children and adolescents with special health care needs.

Perspective

Karen Torres, Youth activist

There were two cardboard bears, and a person explained that one bear wears a bikini to the beach and the other bear wears shorts – that is the closest thing I ever got to sex ed throughout my entire K-12 education. I often think about that bear lesson because it was the day our institutions failed to teach me anything about my body, relationships, consent, and self-advocacy, which became even more evident after I was sexually assaulted at 16 years old. My story is not unique, I know that many young people have been through similar traumas, but many of us were also subjected to days, months, and years of silence and embarrassment because we were never given the knowledge to know how to spot abuse or the language to ask for help. Comprehensive sex ed is so much more than people make it out to be, it teaches about sex but also about different types of experiences, how to respect one another, how to communicate in uncomfortable situations, how to ask for help and an insurmountable amount of other valuable lessons.

From these lessons, people become well-rounded, people become more empathetic to other experiences, and people become better. I believe comprehensive sex ed is vital to all people and would eventually work as a part to build more compassionate communities.

Many US children and adolescents do not receive comprehensive sex education; and rates of formal sex education have declined significantly in recent decades.

Barriers to accessing comprehensive sex education include:

Misinformation, stigma, and fear of negative reactions:

• Misinformation and stigma about the content of sex education curriculum has been the primary barrier to equitable access to comprehensive sex education in schools for decades .
• Despite widespread parental support for sex education in schools, fears of negative public/parent reactions have led school administrators to limit youth access to the information they need to make healthy decisions about their sexuality for nearly a half-century.
• In recent years, misinformation campaigns have spread false information about the framing and content of comprehensive sex education programs, causing debates and polarization at school board meetings .
• Nearly half of sex education teachers report that concerns about parent, student, or administrator responses are a barrier to provision of comprehensive sex education.
• Opponents of comprehensive sex education often express concern that this education will lead youth to have sex; however, research has demonstrated that this is not the case . Instead, comprehensive sex ed is associated with delays in initiation of sexual behavior, reduced frequency of sexual intercourse, a reduction in number of partners, and an increase in condom use.
• Some populations of youth lack access to comprehensive sex education due to a societal belief that they are asexual, in need of protection, or don’t need to learn about sex. This barrier particularly impacts youth with disabilities or special health care needs .
• Sex ed curricula in some schools perpetuate gender/sex stereotypes, which could contribute to negative gender stereotypes and negative attitudes towards sex .

Inconsistencies in school-based sex education:

• There is significant variation in the content of sex education taught in schools in the US, and many programs that carry the same label (eg, “abstinence-plus”) vary widely in curriculum.
• While decisions about sex education curriculum are made at the state level, the federal government has provided funding to support abstinence-only education for decades , which incentivizes schools to use these programs.
• Since 1996, more than $2 billion in federal funds have been spent to support abstinence-only sex education in schools.
• 34 US states require schools to use abstinence-only curriculum or emphasize abstinence as the main way to avoid pregnancy and STIs.
• Only 16 US states require instruction on condoms or contraception.
• It is not standard to include information on how to come forward if a student is being sexually abused, and many schools do not have a process for disclosures made.
• Because of this, abstinence-only programs are commonly used in US schools, despite overwhelming evidence that they are ineffective in delaying sexual behavior until marriage, and withhold critical information that youth need for healthy sexual and relationship development.

Need for resources and training:

• Integration of comprehensive sex education into school curriculum requires financial resources to strengthen and expand evidence-based programs.
• Successful implementation of comprehensive sex education requires a trained workforce of teachers who can address the curriculum in age-appropriate ways for students in all grade-levels.
• Education, training, and technical assistance are needed to support pediatric health clinicians in addressing comprehensive sex education in clinical settings, as a complement to school-based education.

Lack of diversity and cultural awareness in curricula:

• A history of systemic racism, discrimination, and long-standing health, social and systemic inequities have created racial and ethnic disparities in access to sexual health services and representation in sex education materials. The legacy of intergenerational trauma in the medical system should be acknowledged in sex education curricula.
• Sex education curriculum is often centered on a white audience, and does not address or reflect the role of systemic racism in sexuality and development .
• Traditional abstinence-focused sex education programs have a heteronormative focus and do not address the unique needs of youth who are LGBTQ2S+ .
• Sex education programs often do not address reproductive body diversity, the needs of those with differences in sex development, and those who identify as intersex .
• Sex education programs often do not reflect the unique needs of youth with disabilities or special health care needs .
• Sex education programs are often not tailored to meet the religious considerations of faith communities.
• There is a need for sex education programs designed to help youth navigate sexual health and development in the context of their own culture and community .

Disparities in access to comprehensive sex education.

The barriers listed above limit access to comprehensive sex education in schools and communities. While these barriers impact youth across the US, there are some populations who are less likely to have access to comprehensive to sex education.

Youth who are LGBTQ2S+:

• Only 8% of students who are LGBTQ2S+ report having received sexual education that was inclusive .
• Students who are LGBTQ2S+ are 50% more likely than their peers who are heterosexual to report that sex education in their schools was not useful to them .
• Only 13% of youth who are bisexual+ and 10% of youth who are transgender and gender expansive report receiving sex education in schools that felt personally relevant.
• Only 20% of youth who are Black and LGBTQ2S+ and 13% of youth who are Latinx and LGBTQ2S+ report receiving sex education in schools that felt personally relevant.
• Only 10 US states require affirming content on LGBTQ2S+ relationships in sex education curriculum.

Youth with disabilities or special health care needs:

• Youth with disabilities or special health care needs have a particular need for comprehensive sex education, as these youth are less likely to learn about sex or sexuality form their parents , healthcare providers , or peer groups .
• In a national survey, only half of youth with disabilities report that they have participated in sex education .
• Typical sex education may not be sufficient for youth with Autism Spectrum Disorder, and special methods and curricula are necessary to match their needs .
• Lack the desire or maturity for romantic or sexual relationships.
• Are not subject to sexual abuse.
• Do not need sex education.
• Only 3 states explicitly include youth with disabilities within their sex education requirements.

Youth from historically underserved communities:

• Students who are Black in the US are more likely than students who are white to receive abstinence-only sex education , despite significant support from parents and students who are Black for comprehensive sex education.
• Youth who are Black and female are less likely than peers who are white to receive education about where to obtain birth control prior to initiating sexual activity.
• Youth who are Black and male and Hispanic are less likely than their peers who are white to receive formal education on STI prevention or contraception prior to initiating sexual activity.
• Youth who are Hispanic and female are less likely to receive instruction about waiting to have sex than youth of other ethnicities.
• Tribal health educators report challenges in identifying culturally relevant sex education curriculum for youth who are American Indian/Alaska Native.
• In a 2019 study, youth who were LGBTQ2S+ and Black, Latinx, or Asian reported receiving inadequate sex education due to feeling unrepresented, unsupported, stigmatized, or bullied.
• In survey research, many young adults who are Asian American report that they received inadequate sex education in school.

Youth from rural communities:

• Adolescents who live in rural communities have faced disproportionate declines in formal sex education over the past two decades, compared with peers in urban/suburban areas.
• Students who live in rural communities report that the sex education curriculum in their schools does not serve their needs .

Youth from communities and schools that are low-income:

• Data has shown an association between schools that are low-resource and lower adolescent sexual health knowledge, due to a combination of fewer school resources and higher poverty rates/associated unmet health needs in the student body.
• Youth with family incomes above 200% of the federal poverty line are more likely to receive education about STI prevention, contraception, and “saying no to sex,” than their peers below 200% of the poverty line.

Youth who receive sex education in some religious settings:

• Most adolescents who identify as female and who attended church-based sex education programs report instructions on waiting until marriage for sex, while few report receiving education about birth control.
• Young people who received sex education in religious schools report that education focused on the risks of sexual behavior (STIs, pregnancy) and religious guilt; leading to them feeling under-equipped to make informed decisions about sex and sexuality later in life.
• Youth and teachers from religious schools have identified a need for comprehensive sex education curriculum that is tailored to the needs of faith communities .

Youth who live in states that limit the topics that can be covered in sex education:

• Students who live in the 34 states that require sex education programs to stress abstinence are less likely to have access to critical information on STI prevention and contraception.
• Prohibitions on addressing abortion in sex education or mandates that sex education curricula include medically inaccurate information on abortion designed to dissuade youth from terminating a pregnancy.
• Limitations on the types of contraception that can be covered in sex education curricula.
• Requirements that sex education teachers promote heterosexual, monogamous marriage in sex education.
• Lack of requirements to address healthy relationships and communication skills.
• Lack of requirements for teacher training or certification.

Comprehensive sex education has significant benefits for children and adolescents.

Youth who are exposed to comprehensive sex education programs in school demonstrate healthier sexual behaviors:

• Increased rates of contraception and condom use.
• Fewer unplanned pregnancies.
• Lower rates of STIs and HIV.
• Delayed initiation of sexual behavior.

More broadly, comprehensive sexual education impacts overall social-emotional health , including:

• Enhanced understanding of gender and sexuality.
• Lower rates of homophobia and related bullying.
• Lower rates of dating violence, intimate partner violence, sexual assault, and child sexual abuse.
• Healthier relationships and communication skills.
• Understanding of reproductive rights and responsibilities.
• Improved social-emotional learning, media literacy, and academic achievement.

Comprehensive sex education curriculum goes beyond risk reduction, to ensure that youth are supported in understanding their identity and sexuality and making informed decisions about their relationships, behaviors, and future. These benefits are critical to healthy sexual development.

Impacts of a lack of access to comprehensive sex education.

When youth are denied access to comprehensive sex education, they do not get the information and skill-building required for healthy sexual development. As such, they face unnecessary barriers to understanding their gender and sexuality, building positive interpersonal relationships, and making informed decisions about their sexual behavior and sexual health.

Impacts of a lack of comprehensive sex education for all youth can include :

• Less use of condoms, leading to higher risk of STIs, including HIV.
• Less use of contraception, leading to higher risk of unplanned pregnancy.
• Less understanding and increased stigma and shame around the spectrum of gender and sexual identity.
• Perpetuated stigma and embarrassment related to sex and sexual identity.
• Perpetuated gender stereotypes and traditional gender roles.
• Higher rates of youth turning to unreliable sources for information about sex, including the internet, the media, and informal learning from peer networks.
• Challenges in interpersonal communication.
• Challenges in building, maintaining, and recognizing safe, healthy peer and romantic relationships.
• Lower understanding of the importance of obtaining and giving enthusiastic consent prior to sexual activity.
• Less awareness of appropriate/inappropriate touch and lower reporting of child sexual abuse.
• Higher rates of dating violence and intimate partner violence, and less intervention from bystanders.
• Higher rates of homophobia and homophobic bullying.
• Unsafe school environments.
• Lower rates of media literacy.
• Lower rates of social-emotional learning.
• Lower recognition of gender equity, rights, and social justice.

In addition, the lack of access to comprehensive sex education can exacerbate existing health disparities, with disproportionate impacts on specific populations of youth.

Youth who identify as women, youth from communities of color, youth with disabilities, and youth who are LGBTQ2S+ are particularly impacted by inequitable access to comprehensive sex education, as this lack of education can impact their health, safety, and self-identity. Examples of these impacts are outlined below.

A lack of comprehensive sex education can harm young women.

• Female bodies are more prone to STI infection and more likely to experience complications of STI infection than male bodies.
• Female bodies are disproportionately impacted by long-term health consequences of STIs , including pelvic inflammatory disease, infertility, and ectopic pregnancy.
• Female bodies are less likely to have or recognize symptoms of certain STI infections .
• Human papillomavirus (HPV) is the most common STI in young women , and can cause long-term health consequences such as genital warts and cervical cancer.
• Women bear the health and economic effects of unplanned pregnancy.
• Comprehensive sex education addresses these issues by providing medically-accurate, evidence based information on effective strategies to prevent STI infections and unplanned pregnancy.
• Students who identify as female are more likely to experience sexual or physical dating violence than their peers who identify as male. Some of this may be attributed to underreporting by males due to stigma.
• Students who identify as female are bullied on school property more often than students who identify as male.
• Young women ages 16-19 are at higher risk of rape, attempted rape, or sexual assault than the general population.
• Comprehensive sex education addresses these issues by guiding the development of healthy self-identities, challenging harmful gender norms, and building the skills required for respectful, equitable relationships.

A lack of comprehensive sex education can harm youth from communities of color.

• Youth of color benefit from seeing themselves represented in sex education curriculum.
• Sex education programs that use a framing of diversity, equity, rights, and social justice , informed by an understanding of systemic racism and discrimination, have been found to increase positive attitudes around reproductive rights in all students.
• There is a critical need for sex education programs that reflect youth’s cultural values and community .
• Comprehensive sex education can address these needs by developing curriculum that is inclusive of diverse communities, relationships, and cultures, so that youth see themselves represented in their education.
• Racial and ethnic disparities in STI and HIV infection.
• Racial and ethnic disparities in unplanned pregnancy and births among adolescents.
• Nearly half of youth who are Black ages 13-21 report having been pressured into sexual activity .
• Adolescent experience with dating violence is most prevalent among youth who are American Indian/Alaska Native, Native Hawaiian/Pacific Islander, and multiracial.
• Adolescents who are Latinx are more likely than their peers who are non-Latinx to report physical dating violence .
• Youth who are Black and Latinx and who experience bullying are more likely to suffer negative impacts on academic performance than their white peers.
• Students who are Asian American and Pacific Islander report bullying and harassment due to race, ethnicity, and language.
• Comprehensive sex education addresses these issues by guiding the development of healthy self-identities, challenging harmful stereotypes, and building the skills required for respectful, equitable relationships.
• Young people of color—specifically those from Black , Asian-American , and Latinx communities– are often hyper-sexualized in popular media, leading to societal perceptions that youth are “older” or more sexually experienced than their white peers.
• Young men of color—specifically those from Black and Latinx communities—are often portrayed as aggressive or criminal in popular media, leading to societal perceptions that youth are dangerous or more sexually aggressive or experienced than white peers.
• These media portrayals can lead to disparities in public perceptions of youth behavior , which can impact school discipline, lost mentorship and leadership opportunities, less access to educational opportunities afforded to white peers, and greater involvement in the juvenile justice system.
• Comprehensive sex education addresses these issues by including positive representations of diverse youth in curriculum, challenging harmful stereotypes, and building the skills required for respectful relationships.

A lack of comprehensive sex education can harm youth with disabilities or special health care needs.

• Youth with disabilities need inclusive, developmentally-appropriate, representative sex education to support their health, identity, and development .
• Youth with special health care needs often initiate romantic relationships and sexual behavior during adolescence, similar to their peers.
• Youth with disabilities and special health care needs benefit from seeing themselves represented in sex education to access the information and skills to build healthy identities and relationships.
• Comprehensive sex education addresses this need by including positive representation of youth with disabilities and special health care needs in curriculum and providing developmentally-appropriate sex education to all youth.
• When youth with disabilities and special health care needs do not get access to the comprehensive sex education that they need, they are at increased risk of sexual abuse or being viewed as a sexual offender.
• Youth with disabilities and special health care needs are more likely than peers without disabilities to report coercive sex, exploitation, and sexual abuse.
• Youth with disabilities and special health care needs report more sexualized behavior and victimization online than their peers without disabilities.
• Youth with disabilities are at greater risk of bullying and have fewer friend relationships than their peers.
• Comprehensive sex education addresses these issues by providing education on healthy relationships, consent, communication, and bodily autonomy.

A lack of comprehensive sex education can harm youth who are LGBTQ2S+.

• Most sex education curriculum is not inclusive or representative of LGBTQ2S+ identities and experiences.
• Because school-based sex education often does not meet their needs, youth who are LGBTQ2S+ are more likely to seek sexual health information online , and thus are more likely to come across misinformation.
• The majority of parents support discussion of sexual orientation in sex education classes.
• Comprehensive sex education addresses these issues by including positive representation of LGBTQ2S+ individuals, romantic relationships, and families.
• Sex education curriculum that overlooks or stigmatizes youth who are LGBTQ2S+ contributes to hostile school environments and harms the healthy sexual and mental development .
• Youth who are LGBTQ2S+ face high levels of discrimination at school and are more likely to miss school because of bullying or victimization .
• Ongoing experiences with stigma, exclusion, and harassment negatively impact the mental health of youth who are LGBTQ2S+.
• Comprehensive sex education provides inclusive curriculum and has been shown to improve understanding of gender diversity, lower rates of homophobia, and reduce homophobic bullying in schools.
• Youth who are LGBTQ2S+ are more likely than their heterosexual peers to report not learning about HIV/STIs in school .
• Lack of education on STI prevention leaves LGBTQ2S+ youth without the information they need to make informed decisions, leading to discrepancies in condom use between LGBTQ2S+ and heterosexual youth.
• Some LGBTQ2S+ populations carry a disproportionate burden of HIV and other STIs: these disparities begin in adolescence , when youth who are LGBTQ2S+ do not receive sex education that is relevant to them.
• Comprehensive sex education provides the knowledge and skills needed to make safe decisions about sexual behavior , including condom use and other forms of STI and HIV prevention.
• Youth who are LBGTQ2S+ or are questioning their sexual identity report higher rates of dating violence than their heterosexual peers.
• Youth who are LGBTQ2S+ or are questioning their sexual identity face higher prevalence of bullying than their heterosexual peers.
• Comprehensive sex education teaches youth healthy relationship and communication skills and is associated with decreases in dating violence and increases in bystander interventions .

A lack of comprehensive sex education can harm youth who are in foster care.

• More than 70% of children in foster care have a documented history of child abuse and or neglect.
• More than 80% of children in foster care have been exposed to significant levels of violence, including domestic violence.
• Youth in foster care are racially diverse, with 23% of youth identifying as Black and 21% of identifying as Latinx, who will have similar experiences as those highlighted in earlier sections of this report.
• Removal is emotionally traumatizing for almost all children. Lack of consistent/stable placement with a responsive, nurturing caregiver can result in poor emotional regulation, impulsivity, and attachment problems.
• Comprehensive sex education addresses these issues by providing evidence-based, culturally appropriate information on healthy relationships, consent, communication, and bodily autonomy.

Sex education is often the first experience that youth have with understanding and discussing their gender and sexual health.

Youth deserve to a strong foundation of developmentally appropriate information about gender and sexuality, and how these things relate to their bodies, community, culture, society, mental health, and relationships with family, peers, and romantic partners.

Decades of data have demonstrated that comprehensive sex education programs are  effective  in reducing risk of STIs and unplanned pregnancy. These benefits are critical to public health. However, comprehensive sex education goes even further, by instilling youth with a broad range of knowledge and skills that are  proven  to support social-emotional learning, positive communication skills, and development of healthy relationships.

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The case for starting sex ed in kindergarten (hula hoops recommended)

Lee V. Gaines

Elizabeth Miller

A class of fifth-graders are sitting through an hour-long sex-ed lesson at Louis B. Russell Jr. School 48 in Indianapolis. Some fidget, others giggle. And they have a lot of questions.

How old do you have to be to start using tampons?

What's acne?

It's April, and sex ed teacher Haileigh Huggins does her best to answer them all.

One boy asks, "Can boys have babies?"

"No, they cannot get pregnant," she tells him.

"Because they both would have sperm cells right? There wouldn't be an egg cell."

Huggins is trained to teach age-appropriate, comprehensive sex education. But she only has an hour with these students — and that's just enough time to cover the basics, like puberty and reproduction.

When most people think of sex ed, those are the lessons that often come to mind. But comprehensive sex ed goes beyond that. It's defined by sex ed advocates as a science-based, culturally and age-appropriate set of lessons that start in early grades and go through the end of high school. It covers sexuality, human development, sexual orientation and gender, bodily autonomy and consent, as well as relationship skills and media literacy.

With abortion access changing in many states, advocates for comprehensive sex ed say it's more important than ever. But, like so many things related to schools, sex education is highly politicized.

Only three states require schools to teach age-appropriate, comprehensive sex education: Washington, California and Oregon. That's according to SEICUS, a group that advocates for progressive sex education policies. In other states, what students learn about sex ed depends on what school leaders choose to teach.

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And yet, research shows these lessons can lead to better health outcomes for students.

"The major finding of the research is that comprehensive sex education scaffolded across grades, embedded in supportive school environments and across subject areas, can improve sexual, social and emotional health, as well as academic outcomes for young people," says Eva Goldfarb, a researcher at Montclair State University in New Jersey. She is co-author of a 2020 paper on the topic.

"Even though it may seem like sex education is controversial, it absolutely is not," says Nora Gelperin, director of sex education and training at Advocates for Youth — an organization that promotes access to comprehensive sex education.

She says comprehensive sex ed is "always in the best interest of young people."

Here's what it looks like, for different age levels from grades K-12:

Elementary school: Consent, personal boundaries and healthy relationships

Age-appropriate sex ed for kindergartners introduces topics like consent, identifying who is in your family and the correct names for body parts.

"When we're talking about consent with kindergartners, that means getting permission before you touch someone else; asking if it's OK if you borrow somebody's toy or pencil or game, so that kids start to learn about personal boundaries and consent in really age- and developmentally appropriate ways," says Gelperin, who was part of a team that released the first national sex education standards in 2012.

Gelperin loves to use hula hoops to teach young kids about bodily autonomy: Each student gets one, and is instructed to ask for permission to go inside someone else's hula hoop. The hoops are an analogy for boundaries.

"If someone is touching you inside your boundary in a way that makes you uncomfortable, it's OK to say no and talk to a trusted adult," Gelperin tells students.

Another good lesson for younger children is how to identify those trusted adults. Mariotta Gary-Smith, a sex ed instructor based in Oregon, asks students to write a list of people they trust in their communities: "People that you know care about you, people who are accessible to you, people who could support you."

The list can include peers, immediate and extended family members or chosen family members. Then Gary-Smith, who co-founded the Women of Color Sexual Health Network, asks students to think about how they would talk to the people on their list about safety, respect and boundaries.

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"When they knew that they had trust and safety in their circle, they felt like they could express themselves without judgment," she explains.

As students head into third grade, Gelperin says they should start learning the characteristics of healthy relationships with friends and family.

"Sometimes there's teasing and bullying that's going on in those grade levels. So you want to talk about how to interrupt teasing and bullying and how to stand up for others that may be getting teased or bullied," she explains.

There should also be a focus on respecting others' differences, including different family makeups, cultural backgrounds and faith traditions.

Gelperin says lessons on consent should continue throughout elementary school. And she recommends lessons on puberty begin in fourth grade, because that's when some students begin to see and experience changes in their bodies.

Middle school: Real talk about puberty

As students transition from elementary school to middle school, they should learn about the details of reproduction, including biological terms and why some people menstruate while others create sperm.

"That for me is a real hallmark of middle school sex education, is kind of really starting to understand how those parts and systems work together for reproduction," Gelperin says.

A new puberty guide for kids aims to replace anxiety with self-confidence

It's also a good time to connect the physical effects of puberty and hormones with the feelings of attraction that come along with them.

"Who gives you butterflies in your stomach? Who makes your palm sweaty?" Gelperin says. "Because we know with puberty, one of the changes is experiencing new hormones that make us feel feelings of attraction often for other people in a new and different way."

Students should also learn about sexually transmitted infections, like HIV, and how they're transmitted.

Sex education often leaves out queer people. Here's what to know

And middle school is a good time to start learning about gender expression and sexual orientation, as well as gender stereotypes. One Advocates for Youth lesson includes a scavenger hunt homework assignment where students look for gender stereotypes in the world around them, like a sports ad that only features men or an ad for cleaning supplies that only features women.

High school: When conversations about healthy relationships get deeper

Healthy relationships are a "hallmark" of comprehensive sex education, Gelperin says. As students move into high school, the conversation should expand from family and friends to partners and intimate relationships.

"What makes a relationship healthy? How do you know if a relationship is not healthy?" Gelperirn says.

Those conversations should also cover sexual abuse, sexual harassment and sexual assault.

At Mountainside High School in Beaverton, Ore., school health teacher Jenn Hicks shares statistics with students about the disproportionate rates of sexual violence for women, women of color and members of the LGBTQ communiity.

"Sexual violence can happen to anyone," she tells her class, "but it doesn't happen equally to everyone."

That leads to a conversation about consent.

"We have to talk about how we treat each other better, why consent is so important and why we need to listen to each other and protect each other," Hicks says. "Again, violence is used as a form of control to keep groups of people disempowered and fearful."

What Your Teen Wishes You Knew About Sex Education

And then, of course, come the classic lessons of high school sex ed, about pregnancy, how to prevent sexually transmitted infections and how to use contraception – a lesson Gelperin says is especially important.

"We can't expect young people to know how to use condoms correctly unless we help them learn how to do that."

One classic method: bananas. Specifically, having students practice placing a condom on a banana, as one Advocates for Youth lesson recommends.

Finally, there are lessons that don't have anything to do with sex (or fruit) — like how to find credible sources of information.

Think about all the rumors about sex that can circulate in a high school – those rumors are also all over the internet. And for a kid looking for information, it can be hard to know what to believe.

"We're allowing children to learn what's out there, and they are," says sex ed researcher Lisa Lieberman, who co-authored that Montclair State University paper. "They are accessing pornography; they are accessing the internet. They are learning in ways that are not the message that most parents and schools want children to have."

Advocates for Youth recommends asking students to evaluate different sexual health websites, and identify the ones that are trustworthy.

For Hicks, the goal of all this is to give every student the tools they need to stay safe.

"It's recognizing everybody that's in the room and giving them the knowledge and skills to make the best possible decisions for themselves and to lead a happy, fulfilled life."

Sex ed recommendations are always evolving

Mariotta Gary-Smith, with the Women of Color Sexual Health Network, says 10 years ago sex education wasn't culturally reflective or respectful to everyone, including to communities of color.

"The images that are used, that have been used historically ... you don't see bodies that are not white, able-bodied, cis, slender, slim," she explains. "You don't see or hear about young people who choose to parent if they become pregnant. You hear about teen pregnancy as this thing to be stopped, but not honoring that there are cultures and communities where young people who choose to parent are celebrated."

Texas got a sex ed update, but students and educators say there's still a lot missing

Gary-Smith has helped create more inclusive lessons through the Women of Color Sexual Health Network, and the sex ed standards Gelperin helped create in 2012 were updated in 2020 to include racism, inequality and their impact on sexual health. An Advocates for Youth lesson points students to examples of how racism has impacted the health and reproductive rights of low-income women of color, among other groups.

The national sex ed standards were also updated to touch on gender identity, sexual orientation, reproductive justice and sexually explicit media.

"It really allowed us to reflect the times in 2020 and what young people were saying was their lived experiences that they were so hungry to learn and talk about," Gelperin says.

Keeping sex ed inclusive and culturally reflective means teaching about systemic oppression, discrimination and the history and impacts of racism on certain communities, Gary-Smith explains. For example, a lesson on reproductive health might discuss historical examples of forced sterilization of Indigenous women or Black women, or the criminal justice system as it connects to family relationships.

These lessons may seem a far cry from those on consent or gender, and Gary-Smith understands that.

"Everything I'm talking about now, 10 years ago, we weren't talking about it," she explains.

That highlights one of the most important characteristics of sex ed for Gary-Smith: It should always be evolving.

"It needs to shift and change because things shift and change."

Lee Gaines is from member station WFYI, and Elizabeth Miller is from member station OPB. Nicole Cohen edited this story for broadcast and digital.

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• The Other Side: the Importance of Sex Education in High School
• The Ongoing Debate Over Sex Education and Its Influence on Our Children
• Why Sex Education for Children Is Very Important
• The Importance of Sex Education in Today’s Schools
• The Religious and Cultural Aspect of Sex Education
• Single Sex Education Are Becoming More Complicated Countries
• Why There Should Be Comprehensive Sex Education in Schools
• The Reasons Why Sex Education Will Help Reduce Teen Pregnancy
• The Importance and Need for Sex Education to Deal with Teenage Pregnancy
• What Sex Education Topics Are Most Effective in Elementary Schools
• Gender Discrimination for Single Sex Education
• How Sex Education Can Change Teenage Sexual Behaviour
• Why Teens Need Comprehensive Sex Education

Good Essay Topics on Sex Education

• The Importance of Sex Education in America and to American Teenagers
• The Main Features of Sex Education in Traditional Societies and Its Importance
• The Effects of State‐Mandated Abstinence‐Based Sex Education on Teen Health Outcomes
• Why Sex Education Should Be Taught in Schools
• The Issue of Teaching Sex Education in Public Schools
• The Importance of Teaching Sex Education and Homosexuality
• The Three Forms of Sex Education in the United States
• The Inclusion of Sex Education in the School Curriculum
• When Values Clash with Faith: Sex Education in Religious Based Schools”
• What Are the Pros and Cons of Sex Education in Hong Kong Secondary Schools
• Should Sex Education Be Increased in Schools to Curb Problems in Society?
• The Impact of Single Sex Education on Girl ‘S Academic Performance
• The Need for a Comprehensive Sex Education in American Schools
• The Benefits of Sex Education in Public Schools
• Why High schools Should Have Sex Education Starting Freshman Year

Research Questions About Sex Education

• What Age Should Sex Education Be Taught?
• How Should Sex Education Be Taught?
• What Are the Pros and Cons of Sex Education in Hong Kong Secondary Schools?
• Can Single-Sex Education Improve Students’ Academic Achievement in Middle School?
• What Sex Education Topics Are Most Effective in Elementary Schools?
• Has the Media and School-Based Sex Education Reduced the Prevalence of Sexually Transmitted Diseases?
• Why Should High schools Have Sex Education Starting Freshman Year?
• Does Sex Education Influence Sexual and Reproductive Behaviour of Women?
• Why Is Same-Sex School Education Better?
• How Far Should Schools Teach Sex Education?
• Why Is Sex Education for Children Very Important?
• Does Sex Education Work?
• Why Should Sex Education Be Taught in Schools?
• How Can Sex Education Change Teenage Sexual Behaviour?
• Why Do Teens Need Comprehensive Sex Education?
• Will You Choose CoEd or Single-Sex Education?
• Our Current Sex Education, Why Doesn’t It Work?
• Demand for Sexual Services in Britain: Does Sex Education Matter?
• Co-Education and Single-Sex Education: Which Will Benefit Children More?
• Why Do Teens Need Sex Education?
• When Values Clash with Faith: Sex Education in Religious Based Schools?
• Should LGBT History Be Taught in Schools?
• Which City or Country Has Sexual Education for Parents of Children with Autism Spectrum Disorder?
• How to Educate the 4th-6th Elementary Student About Sex?
• How Successful Is Abstinence-Only Sex Education in Reduce Teen Pregnancy?
• Is Introduction Sex Education in Schools Useful?
• Does the School Provide Enough Information on Sex Education?

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Sex education essay.

Progressive, comprehensive sex education encompasses the myriad issues related to human sexuality, including birth control, disease prevention, sexual orientation, gender roles, relationships, and intimacy. Such programs provide age appropriate information throughout primary and secondary education and support student exploration and development of emotions, attitudes, values, and identity as well as interpersonal communication and decision-making skills.

Sex education developed in the early 1900s, most prominently out of crusades against gonorrhea and syphilis and spurred by a sense that the youth of the day were morally and physically endangered by loosening mores. Then as now, sex education faced the tension between its potentially immunizing effects against the dangers of sexuality and the possibility that such education would itself dangerously arouse those being educated. While most educators presented sex negatively, focusing on danger and fear, a few— such as Mary Ware Dennett—rejected this stance and emphasized the joy and beauty of sexuality.

The years following World War II brought a resurgence of Victorian prudery and new devotion to a sanitized ideal of the nuclear family. While the production of penicillin reduced fears of sexually transmitted disease (STD) infection, the Kinsey reports on sexual behavior gave evidence to some of society’s slide into moral depravity. Though few, if any, of the study’s participants had received formal sex education, detractors vilified such programs. In the 1950s, sex education largely yielded to family life education, which focused on dating etiquette and home economics more than anything sexual. Reacting to this reconstituted void in education, the Sexuality Information and Education Council of the United States (SIECUS) emerged in 1964. SIECUS remains the only national organization dedicated solely to sex education and, with a membership that reads like a who’s who of expert and professional organizations related to the field, it has become the clearinghouse for research and policy in the area.

Overwhelming public support exists for comprehensive sex education programs. The percentage of public approval varies with the contentiousness of the particular topic in question, the age of the students, and the specific population surveyed, but it ranges no lower than 60 percent and reaches near unanimity for junior and senior high school programs. The current U.S. debate centers on “abstinence-only” programs narrowly restricted to the biological basics that teach that the only acceptable sexual activity is within the context of heterosexual marriage, emphasize the dangers of any deviation from this norm, and exclude all information on birth control or STD prevention. While several laws specifically prohibit federal prescription of sex education curriculum, conservative Christian influence has enabled exclusive funding of abstinence programs since 1981. Renewed and expanded in the 1990s, this funding topped $100 million at the turn of the new millennium and exceeded $241 million in 2007.

In assessing sex education, mounting evidence reveals that comprehensive curricula both delay onset of sexual activity and increase the likelihood of the use of safer sex techniques. In contrast, few studies indicate that abstinence-only programs affect rates or timing of sexual activity, and some indicate that they decrease the use of safer sex techniques. A comparison of U.S. statistics with those from Western Europe, where comprehensive sex education dominates, supports the utility of the European programs. However, sex education is far broader than classroom activities, and the more positive, healthier attitude toward sex and sexuality found in Western Europe might be an even more important factor.

Bibliography:

• Chen, Constance M. 1996. The Sex Side of Life: Mary Ware Dennett’s Pioneering Battle for Birth Control and Sex Education. New York: New Press.
• Moran, Jeffrey P. 2000. Teaching Sex: The Shaping of Adolescence in the 20th Century. Cambridge, MA: Harvard University Press.
• Sexuality Information and Education Council of the United States. ( http://www.siecus.org/ ).

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