specific topic of sex education brainly

• Practitioner
• EBP Monthly
• EBP Quarterly
• Event Updates
• Continued Education
• Frontline Pathway
• Leadership Pathway
• MI Skills Day
• Faculty Guidelines
• Joyfields Institute
• Request Demo
• Masterclasses
• Schedule-A-Mentor
• Login/Sign In

The Importance of Comprehensive K-12 Sexual Education Programs

Tatiana M. Smith, University of New Haven

The purpose of this paper is to discuss the current status of existing evidence-based health education programs designed for K-12 students. The content of well-informed K-12 health education programs is intended to clarify definitions and reduce future at-risk and criminal behaviors. This may include evidence-based curriculums encompassing such topics as mental health, sexual education, learning difficulties, sexuality, bullying, suicide, substance abuse, biological puberty, and more. However, the focus here will be on sexual education curriculums for K-12 health education programs. The goal is to evaluate whether existing health programs properly educate K-12 students about recognizing and practicing positive interactions within sexual situations. The intended audience includes legislators and school administrators who effect policy changes in K-12 academic public-school curricula (specifically sex education), with the expectation of enhancing course content to be more comprehensive and to decrease the likelihood of at-risk and criminal behavior in the future, both in the U.S. and perhaps globally (Leung, Shek, Leung, & Shek, 2019).

K-12 Sexual Health Education Programs

According to the Bureau of Justice Statistics (Morgan & Oudekerk, 2018), from 2017 to 2018, the rate of sexual assault among victims 12-years old or older increased from 1.4 to 2.7 per 1,000 persons. This increasing rate of victimization is in line with recent research from the Centers for Disease Control and Prevention (CDC, 2019). An updated release of the National Intimate Partner and Sexual Violence Survey (NISVS) data illustrates the risk to male and female victims, between ages 10-17, to be approximately 1 in 4 and 1 in 3 individuals, respectively (Smith, Zhang, Basile, Merrick, Wang, Kresnow, & Chen, 2018).

These data reveal the ongoing threat of sexual offending and violence among youth. The importance of this information is linked to sexual education programs for K-12 students, which is present in less than 30 states (Fay, 2019). Based upon state laws and corresponding education standards, existing sexual education programs discuss healthy relationships, sexual assault, and/or consent in only 11 states and the District of Columbia (Shapiro & Brown, 2018). In sum, the availability and standards of sex education programs in public schools are widely diverse.

The National Institute of Health reports that between 20 and 27 states only require sexual education on topics that include contraception, sex and/or HIV education, abstinence-only, and sexual activity only being acceptable within marriage (Shapiro & Brown, 2018; National Conference of State Legislatures (NCSL), 2020). Furthermore, states provide parental rights concerning the curriculum that public schools enact, including notification of parents, requiring parental consent, and/or allowing parents to opt-out of sexual education on behalf of their children (NCSL, 2020).

  Background

The history of sex education in the United States has been widely debated for decades, dating to the 1960s, on whether to become more restrictive or more comprehensive (NCSL, 2020; Planned Parenthood, 2016; Schmidt et al., 2015). Sex education has diverged into separate directions across U.S. schools, when it is present. Research has found that previous approaches intending to provide medically comprehensive information about sexual health are not the most successful at reducing risk-taking behaviors among youth (Planned Parenthood. 2016). Rather, studies have uncovered evidence indicating comprehensive programs are successful when they include health goals, preventive methods, physical/psychosocial risk and protective factors, fostering of safe environments, and the incorporation of active participation and multiple activities throughout the course (Planned Parenthood, 2016; Leung et al., 2019).

Sexual Health Education Curricula

The issue of a widely inconsistent and generally lacking sexual education curriculum, both nationally and internationally, is becoming more and more relevant. Rates of sexual violence victimization are not decreasing, but instead have been increasing, even in the context of substantial non-reporting (Smith et al., 2018; Morgan & Oudekerk, 2018; CDC, 2019). The purpose of drawing attention to the improvement of existing sexual education curricula is to decrease rates of sexual violence victimization in the future. The implementation of evidence-based comprehensive programs has shown positive results in prior studies, in that the risk-taking behaviors of youth decreased (Planned Parenthood, 2016). A review of current state legislation indicates, however, at least half of the nation receives limited to no sexual education in K-12 public schools (Planned Parenthood, 2016; Leung et al., 2019; NCSL, 2020).

This educational gap deprives K-12 students from learning about proper sexual health, healthy sexual interactions, the meaning and importance of consent, healthy relationships, sexuality, gender discussions, the significance of behavior, and more (Shegog, Baulmer, Addy, Peskin, & Thiel, 2017; Schmidt, Wandersman, & Hills, 2015; Shapiro & Brown, 2018; Leung et al., 2019; NCSL, 2020). The lack of action to enact new legislation, which could enhance sex education curricula, reduces the likelihood of declines in sexual victimization, including at the developmental stages for K-12 students (Mallet, 2017; CDC, 2019; Leung et al., 2019; NCSL, 2020; Shapiro & Brown, 2018; Smith, Park, Ireland, Elwyn, & Thornberry, 2013).

Pre-Existing K-12 Sexual Health Education Policies

The American public has been demanding an increased focus in schools on teen pregnancy and unhealthy relationships, but sex education standards vary significantly across states, preventing access to critical intervention tools that would provide more comprehensive sex education for students (Shapiro & Brown, 2018). This unbalanced focus creates vulnerability amongst K-12 students for increased risk of victimization and perpetration.

As previously discussed, sex education is not mandated nationwide, nor is the curriculum consistent across states that have implemented legislation. This disparity continues to impact young adults after graduation, placing them at a higher risk for a variety of social and health problems unknown to them (Fay, 2019). The benefit of updated legislation nationwide, in a comprehensive and uniform manner, would be in producing more informed students who will have the ability to make better decisions (Fay, 2019). Knowledge is power, and nearly half the nation does not have any form of sex education in their K-12 public schools, while the majority of those that have programs focus solely on abstinence, sex within marriage, contraception, and/or medically accurate information (Fay, 2019; Leung et al., 2019; NCSL, 2020).

Despite research showing these restrictive educational curricula to be ineffective, the movement to strengthen legislation on sex education requirements and make programs more comprehensive does not have strong traction nationwide (Fay, 2019; NCSL, 2020; Leung et al., 2019; Smith et al., 2013; Planned Parenthood, 2016). Lack of action by legislators in states with restrictive or non-existent programs suggests there is little desire to change or create policies, despite public health risks (CDC, 2019; Planned Parenthood, 2016; Shapiro & Brown, 2018).

Presently, there are no known specific programs that focus on non-heterosexual orientations, nor do existing sexual education courses give much attention to this topic (Schmidt et al., 2015). Although the majority of sexuality education programs in U.S. schools discuss sexually transmitted diseases, pregnancies, abstinence, and the use of contraception, there is a significant amount of content missing (Schmidt et al., 2015). For instance, such topics as what constitutes a healthy dating relationship, interpersonal violence, consent, and discussion of gender roles often are not included (Children & Families Directorate, 2019; Planned Parenthood, 2016; Schmidt et al., 2015; Shegog et al., 2017).

K-12 Sexual Health Education Policy Options

An initial policy proposal can be modeled after a study that associated professional development of teachers with increases in sexual education content coverage (Clayton, Brener, Barrios, Jayne, & Jones, 2018). This model acknowledges the efficacy of sexual health education for middle and high school students, which could be utilized for policies that provide guidance for K-12 sexual health education (Clayton et al., 2018). The positive impact uncovered in the study suggests that professional development of teachers is essential, as they are more likely to teach an expansive content of sexual health than are teachers without similar experience.

A second policy proposal may be constructed using the Reproductive Health Education (RHE) programs implemented and analyzed through a study focused on middle school students from Lebanon (Mouhanna, DeJon, Afifi, Asmar, Nazha, & Zurayk, 2017). These programs also found positive associations between expanded program content and student outcomes. Furthermore, this study developed a baseline for future research on this issue, to be used in informing future stakeholders and assessing the necessity and implementation of RHE programs in developing countries (Mouhanna et al., 2017).

A third and final policy proposal follows the structure of a peer education program known as Students with a Realistic Mission (SWARM; Butler, Jeter, & Andrades, 2002). This program model was found to be successful in integrating service learning and peer education within the health education curriculum (Butler et al., 2002). The original SWARM program included a focus on drugs, service learning, and healthy living-learning competencies. Additionally, it incorporated student feedback, which had been largely positive but included constructive criticism (Butler et al., 2002). Due to its earlier success and integration into an academic institution, a collaborative approach with education and community aspects likely would be an adaptable policy option for K-12 sexual health education.

Advantages of Each K-12 Sexual Health Education Policy Option

The advantages of the first policy proposal modeled after the combination of professional development of teachers and expanded content coverage in K-12 sexual health education (Clayton et al., 2018) may include:

 Focus on preventing adverse sexual behavior and subsequent consequences.  Professional development specifically targeted to teaching sexual health content.  Focus on teaching four domains (including several specific topics under each domain):

o Human sexuality o Pregnancy prevention o HIV prevention o Sexually transmitted diseases prevention.

 Middle and high school sexual education courses.  Reducing sexual risk behaviors and increasing adult/parental support for school-based sexual health education.  Teachers achieving expertise through preservice training.

The advantages of the second policy proposal, constructed using RHE programs with a focus on middle school students from Lebanon (Mouhanna et al., 2017), may include:

 Advocacy and effective implementations of RHE programs for greater numbers and types of youth.  Tailored interventions for the needs, concerns, and expectations of students.  Young people being educated to make informed decisions for their sexual health.  Expanded health education topics reviewed in school.

Finally, the advantages of the third policy proposal follow the structure of the SWARM program, which provides integrated service learning and peer education in the health education curriculum (Butler et al., 2002), and may include:

 Aspects of the community, peers, youth, and academic collaboration in the health education curriculum.  Primary focus on HIV/AIDS, STD prevention, alcohol, and drug education, with possible incorporation of sexual health education  Student feedback, including thoughtful and constructive criticism.

Disadvantages of Each K-12 Sexual Health Education Policy Option

The disadvantages of the first policy proposal (Clayton et al., 2018) may include:

 The preservice and ongoing educational training required may be a challenge due to issues with training, funding, and administrational support.  This could result in time management issues (i.e., overburdening teachers with requirements and little or no support).  Subjects such as mandating the use of condom instruction and discussing sexual orientation might be challenging.

The disadvantages of the second policy proposal (Mouhanna et al., 2017) may include:

 Lack of generalizability and replication of research on this program.  Variation in culture, attitudes, religion, and political orientation might impact implementation and effectiveness.

The disadvantages of the third policy proposal (Butler et al., 2002) may include:

 Limited research on the continued success of SWARM.  Little research on whether significant challenges have been identified since the initial analysis.

Recommendations for a K-12 Sexual Health Education Policy

An overall general recommendation would be to utilize an evidence-based program to restructure sexual health education in K-12 schools in the United States, with an emphasis on a collaborative approach at the micro and macro levels (Schmidt et al., 2015; Whillier, Spence, Giuriato, & Chiro, 2019). This could include, for instance, collaboration between academics, researchers, legislators, community leaders, and school personnel. Evidence-based curricula have been shown to be successful in U.S. school settings. However, for successful implementation, the curricula cannot be compromised by content and competing academic priorities (Shegog et al., 2017).

Based upon the three proposed policy options, the most effective and realistic option would likely be based on the first policy model. Research successfully associated ongoing professional development of teachers with a current, well developed curriculum in K-12 school-based sexual health education programs (Clayton et al., 2018). Ongoing professional development requirements for sexual health educators, combined with their educational pedigree upon entry into their position, could create a highly informed and comprehensive curricula in K-12 schools.

The addition of qualified sexual health educators and ongoing professional development requirements could aid in implementing K-12 school-based sexual health educational programs nationwide. This may be especially influential for policy legislators and in generating parental support, particularly in areas where sexual health education is presently limited or non-existent. The choice of this recommendation is intended to minimize at-risk behaviors, in addition to reducing both criminal victimization and perpetration.

Annotated Bibliography

Butler, K. L., Jeter, A., & Andrades, R. (2002). SWARMing for a solution: Integrating service learning and peer education into the health education curriculum. American Journal of Health Education, 33(4), 240-244. https://eric.ed.gov/?id=EJ854088 Butler, Jeter, & Andrades (2002) evaluated the program Students with a Realistic Mission (SWARM), which focused on health concerns such as drugs, alcohol, HIV/AIDS, and STD prevention. This article provides the framework for an integrated health education program that could be the basis for proposed legislation for comprehensive sexual education. This framework is especially resourceful as it has a successful history, and feedback had been both largely positive and constructive.

Centers for Disease Control and Prevention (CDC). (2019). CDC healthy school. National health education standards. https://www.cdc.gov/healthyschools/sher/standards/index.htm The Centers for Disease Control and Prevention provides an outline for National Health Education Standards (NHES) that pertain to education frameworks and curricula created for K-12 students. There are eight standards that discuss the required depth of ability students much reach at each stage. Furthermore, there is assistance provided to use characteristics associated with the creation of an effective health education curriculum.

Children and Families Directorate. (2019, May 17). Key messages for young people on healthy relationships and consent: A resource for professionals working with young people. Scottish Government. https://www.gov.scot/publications/key-messages-young-people-healthy-relationships-consent-resource-professionals-working-young-people/pages/3/ The Children and Families Directorate provides a resource for professionals to consult when creating well-informed curricula in sex education for young people. It provides a model created recently by the Scottish Government which is concise and informative, especially regarding legislation and/or curricula that may not have an existing framework to amend or build upon.

Clayton, H. B., Brener, N. D., Barrios, L. C., Jayne, P. E., & Jones, S. E. (2018). Professional development on sexual health education is associated with coverage of sexual health topics. Pedagogy in Health Promotion: The Scholarship of Teaching and Learning, 4(2), 115-124. doi: 10.1177/2373379917718562 This article examined sexual health education programs emphasizing the professional development of teachers with a focus on middle and high school health education courses. This study illustrates the importance of comprehensive sexual health education, as it is essential in the prevention of sexual behavior consequences. This structure for professional development associated with school-based sexual health education has proven to be effective, with a positive impact on both the health content covered and the students.

Fay, L. (2019, April 1). Just 24 states mandate sex education for K-12 students, and only 9 require any discussion of consent. See how your state stacks up. The 74 Media: The Big Picture. https://www.the74million.org/article/just-24-states-mandate-sex-education-for-k-12-students-and-only-9-require-any-discussion-of-consent-see-how-your-state-stacks-up/ Fay discusses the attention that sexual education programs in the United States are receiving, both in content and state education requirements. This article further states that during Sexual Assault Awareness Month, lawmakers have been considering legislation related to sex education for K-12 students. It is important to stress that the bills vary in whether the comprehensive nature of the sex education course requirements will be strengthened or restricted.

Leung, H., Shek, D. T. L., Leung, E., & Shek, E. Y. W. (2019). Development of contextually- relevant sexuality education: Lessons from a comprehensive review of adolescent sexuality education across cultures. International Journal of Environmental Research and Public Health, 16(4), 1-24. doi: 10.3390/ijerph16040621 The authors provide a comprehensive review of literature of sexuality education in the United States as well as abroad. This article reviews the policy, practice, training, evaluation, and research associated with the sex education programs in each of the evaluated countries. This highly comprehensive approach illustrates concern over the effectiveness of sexuality programs has been increasing globally, with youth specified as the target population. Furthermore, this review also supports the need for a more informed perspective and curricula that will enhance the effectiveness of these programs.

Mallett, C. A. (2017). The school-to-prison pipeline: Disproportionate impact on vulnerable children and adolescents. Education and Urban Society, 49(6), 563-592. doi: 10.1177/0013124516644053 Mallet presents the significant effect that a punitive school environment can have upon child and adolescent groups, specifically in urban schools. This study examines how certain traits may act as vulnerabilities such as their sexual orientation, socioeconomic class, race, disabilities, and more place these individuals at risk for what has become known as the school-to-prison pipeline. It is important to consider not only academics, but also the environmental factors that may increase an individual’s vulnerability to future criminal victimization or perpetration.

Morgan, R. E., & Oudekerk, B. A. (2019). Criminal victimization, 2018. The Bureau of Justice Statistics. U.S. Department of Justice: Office of Justice Programs. https://www.bjs.gov/content/pub/pdf/cv18.pdf This brief provides the most recently collected data from the Bureau of Justice Statistics regarding a range of criminal victimization, such as aggravated assault, sexual assault, robbery, and stranger violence. The authors provide data on the current rate of victimization regarding sexual assault victims from 2017 to 2018, which subsequently suggests a rise in victimization.

Mouhanna, F., DeJong, J., Afifi, R., Asmar, K., Nazha, B., & Zurayk, H. (2017). Student support for reproductive health education in middle schools: Findings from Lebanon. Sex Education, 17(2), 195-208. doi: 10.1080/14681811.2017.1280011 The authors present a study that acknowledges the critical developmental phase of youth can be more vulnerable to risky sexual behaviors and the associated negative health outcomes. This study is significant as it recognizes the importance of school-based health programs that are well-informed, as well as the significance of grade level and exposure to additional health education topics. This design would be a valuable model to replicate, as effective programs enhance positive attitudes and their implementation could be tailored to key interventions with specific individuals.

National Conference of State Legislatures (NCLS). (2020, April 1). State policies on sex education in schools. Why is sexual education taught in schools? https://www.ncsl.org/research/health/state-policies-on-sex-education-in-schools.aspx The National Conference of State Legislators provides updated information as of March 1, 2020 regarding the sex education for public schools in all states. The brief includes summaries of state laws for the medical accuracy in sex or HIV education specifically. However, it does not include the same comprehensive summaries about other sex education programs and their content.

Planned Parenthood. (2016). History of sex education in the U.S. https://www.plannedparenthood.org/uploads/filer_public/da/67/da67fd5d-631d-438a-85e8-a446d90fd1e3/20170209_sexed_d04_1.pdf This Planned Parenthood brief reviews the history of sex education in the United States. This is significant brief, as it includes the World Health Organization’s (WHO) definition of sexual health, in addition to the curriculums and programs offered nationally and worldwide, including content evaluations, roles of the educators, agency roles, and parental roles. Furthermore, this brief acknowledges the concerns of this education curricula, the evolving differences in understanding sex education, as well as associated goals.

Schmidt, S. C., Wandersman, A., & Hills, K. J. (2015). Evidence-based sexuality education programs in schools: Do the align with the national sexuality education standards? American Journal of Sexuality, 10(2), 177-195. doi: 10.1080/15546128.2015.1025937 This article presents an evidence-based review of sexuality education programs in a sample of 10 schools from the Office of Adolescent Health (OAH). This analysis assesses whether the programs are following a comprehensive education model endorsed by the National Sexuality Education Standards. This review is essential, as it highlights pros and cons of the sexuality education programs based upon the level of comprehensiveness regarding the content.

Shapiro, S., & Brown, C. (2018, May 9). Sex education standards across the states. Center for American Progress. https://www.americanprogress.org/issues/education-k-12/reports/2018/05/09/450158/sex-education-standards-across-states/ Shapiro and Brown present a brief that discusses the importance of states moving towards a comprehensive sex education curriculum and current state sex education standards. This brief also highlights the significant diversity in state sex education standards in public schools nationally, but also cautions against focusing on limited topics like teen pregnancy and abstinence. The authors further emphasize the importance of consistent messaging as opposed to the current structure, which may produce inconsistent, confusing, and/or misleading information about sex education.

Shegog, R., Baumler, E., Addy, R. C., Peskin, M., & Thiel, M. A. (2017). Sexual health education for behavior change: How much is enough? Journal of Applied Research on Children: Informing Policy for Children at Risk, 8(1), 1-13. This article highlights the importance of an evidence-based program on sexual health curricula at the K-12 education levels. The authors discuss the significant impact of competing academic priorities, such as standardized testing schedules, which do not always enable students to receive effective sexual health curricula through both the quantity and quality of a program’s exposure.

Smith, C. A., Park, A., Ireland, T. O., Elwyn, L., & Thornberry, T. P. (2013). Long-term outcomes of young adults exposed to maltreatment: The role of educational experiences in promoting resilience to crime and violence in early adulthood. Journal of Interpersonal Violence, 28(1), 121-156. doi: 10.1177/0886260512448845 This study examines whether educational experiences in adolescence may have any mitigating impact on exposure to maltreatment and/or violence in early adulthood. The authors found that while a high G.P.A. had the most positive association with resilience to crime and violence, that the study’s results were consistent with literature that associates promotion of school achievement to increase resilience in urban youth.

Smith, S. G., Zhang, X., Basile, K. C., Merrick, M. T., Wang, J., Kresnow, M., & Chen, J. (2018). The national intimate partner and sexual violence survey (NISVS): Data brief – Updated release. Atlanta: GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, 1-25. The National Intimate Partner and Sexual Violence Survey (NISVS), originally collected in 2015 and recently updated in 2018, includes qualitative and quantitative data that relates to current victimization rates. These surveys provide rates that may not have been captured in other data sets to more accurately highlight the risk of sexual violence in the United States among different gender, age, and racial groups.

Whillier, S., Spence, N., Giuriato, R., & Chiro, G. D. (2019). A collaborative process for a program redesign for education in evidence-based health care. The Journal of Chiropractic Education, 33(1), 40-48. doi: 10.7899/JCE-17-31 The authors provide a perspective, not focused on sexual education curricula for K-12 students, which advocates for the importance of a restructured program created through a collaborative process. This supports the need for sexual education to be restructured nationally while acknowledging that this cannot be accomplished nor implemented successfully without collaboration. For instance, a program that is created with research experts, academics, professionals, community leaders, and state officials.

Photo by Aaron Burden on Unsplash

Blog Categories

• News & Announcements
• Continued Evidence-Based Education

Recent Articles

Evidence-Based Professionals' Monthly - May 2024

Understanding the Criminal Pathways of Victimized Youth

The Price of Punishment: Exclusionary Discipline in Connecticut PreK-12 Schools

Breaking the Cycle of Absenteeism: Strategies for Prevention

Evidence-Based Professionals' Monthly - March 2024

Quarterly for Evidence-Based Professionals - Volume 8, Number 3

Evidence-based professionals' monthly - april 2024.

Unlock the Power of Cognitive Behavioral Therapy (CBT): Elevate Your Practice!

MI Days-2.0

Get Your  Free Article to...

"Becoming An Evidence-Based Organization (EBO)

Five Key Components To Consider" by David L. Myers, PhD.

Would You Like To Set Your Leadership Apart from The Typical?

"Becoming An Evidence-Based Practitioner (EBP)

How To Set Yourself Apart" By Mark M. Lowis, MINT

Would You Like To Set Your Yourself Apart from The Typical Practitioner?

Masterclass Options

We offer a Masterclass & Certification for LEADERS and PRACTITIONERS. Which are you interested in exploring?

Three Decades of Research: The Case for Comprehensive Sex Education

Affiliations.

• 1 Department of Public Health, Montclair State University, Montclair, New Jersey. Electronic address: [email protected].
• 2 Department of Public Health, Montclair State University, Montclair, New Jersey.
• PMID: 33059958
• DOI: 10.1016/j.jadohealth.2020.07.036

Purpose: School-based sex education plays a vital role in the sexual health and well-being of young people. Little is known, however, about the effectiveness of efforts beyond pregnancy and sexually transmitted disease prevention. The authors conducted a systematic literature review of three decades of research on school-based programs to find evidence for the effectiveness of comprehensive sex education.

Methods: Researchers searched the ERIC, PsycINFO, and MEDLINE. The research team identified papers meeting the systematic literature review criteria. Of 8,058 relevant articles, 218 met specific review criteria. More than 80% focused solely on pregnancy and disease prevention and were excluded, leaving 39. In the next phase, researchers expanded criteria to studies outside the U.S. to identify evidence reflecting the full range of topic areas. Eighty articles constituted the final review.

Results: Outcomes include appreciation of sexual diversity, dating and intimate partner violence prevention, development of healthy relationships, prevention of child sex abuse, improved social/emotional learning, and increased media literacy. Substantial evidence supports sex education beginning in elementary school, that is scaffolded and of longer duration, as well as LGBTQ-inclusive education across the school curriculum and a social justice approach to healthy sexuality.

Conclusions: Review of the literature of the past three decades provides strong support for comprehensive sex education across a range of topics and grade levels. Results provide evidence for the effectiveness of approaches that address a broad definition of sexual health and take positive, affirming, inclusive approaches to human sexuality. Findings strengthen justification for the widespread adoption of the National Sex Education Standards.

Keywords: CSE; K-12; National Sex Education Standards; National Sexuality Education Standards; Sex education; Sexuality education; Systematic Literature Review; comprehensive sex education.

Copyright © 2020 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Publication types

• Research Support, Non-U.S. Gov't
• Systematic Review
• Sex Education*
• Sexual Behavior
• Sexually Transmitted Diseases*

• Investigative Stories
• Entertainment
• Life & Living
• Tech & Startup
• Rising Star
• Star Literature
• Daily Star Books
• Roundtables
• Star Holiday
• weekend read
• Environment
• Supplements
• Brand Stories
• Law & Our Rights

Most Viewed

Bangladesh Bank again dissolves National Bank board

Bangladesh to loosen interest rate on IMF prescription

Taka to trade more freely by next month

Garment exports to US continue to decline

Why sex education is important, now more than ever

Adolescents in our country are growing up in a world where circumstances are quite different now ,concerning the benefits and risks in life, from those of their parents or grandparents. They need proper support not only to navigate the biological, social and cognitive transitions of their life but also to prevent cases of sexual harassment and abuse which are now increasing at an alarming rate.

Sex education is an essential tool to help them learn about a broad range of topics related to biological, psychological and sociocultural perspectives of individual beings as well as a key intervention to prevent and reduce sexual harassment, assault and abuse. It just needs to be delivered in an age-appropriate and engaging way based on science and facts.

For all latest news, follow The Daily Star's Google News channel.

However, this important subject is still taboo in our conservative society due to some misconceptions or lack of appropriate knowledge about sex ed. Here are two myths that need to be addressed:

Myth: It is only about sex

Fact: Sex ed covers a wide range of issues related to health, sexuality, safety, gender norms, identity, respect, kindness, self-expression and power dynamics which are not just about sex. It teaches us about the variation in human bodies, how our bodies work and the rights that we have over our body.

Moreover, it provides adolescents with a chance to practice key skills such as decision-making, negotiation, critical thinking, leadership and communication skills. Whether it is about maintaining better health or to explore attitudes and make informed choices in life, a proper curriculum of sex education can be worthwhile.

Myth: Sex education is not for children's ears, especially of male children

Fact: When we discuss sexual health, we don't often associate this subject with young people. But teaching them about their sexual health and well-being is much needed in an age-appropriate approach because being minors do not imply that they cannot be abused. They must understand when and how to say 'no' to unwanted and improper touch and here comes sex ed to fill up this information gap regarding consent, body rights and safety. And not to forget, it is important for both male and female children.

We have a social stigma that men/boys cannot be sexually harassed and so they don't need sex ed to learn about body rights and safety. However, the increase in the sexual assault and harassment of male children is urging the importance of providing well-structured sex education to all irrespective of gender.

Sexual harassment prevention and sex education

The continuous rise in rates of sexual harassment and violence in every phase of our society represents an alarming situation that needs to be pulled up by the roots. Due to conservatism and social beliefs, Bangladesh is yet to introduce sex ed effectively.

WeMen View, a voluntary social welfare organisation aiming to counter sexual harassment has come with some innovative approach to tackle the condition. Before stepping into more complex and detailed concepts of sex education, they are teaching children, mostly male children some essential basics to avoid unpleasant events like what personal space is and topics related to body rights and body autonomy including consent, good touch and bad touch.

Nabila J. Jalil, a founding member of WeMen View shared some of her organisation's success stories and barriers with us as they try to fulfil the information gap about basic concepts of health and body through different workshops and activities. According to her, the success of the program was visible when children were asked to share their thoughts and experience after the series of sessions through letters. Some shared how they didn't understand before that they were somehow sexually harassed.

Children who attended these sessions also shared the tips regarding safety and security with other friends and supported the spread of these important issues broadly. Participants of such sessions now have reliable sources to know about the changes of their body and how to react to different approaches of others, unlike unsafe sources such as TV shows, movies or random friends.

Nabila shared how some teachers were relieved when they came with their proposal of sessions as they were too uncomfortable to talk with their students about these sensitive but important issues and the same goes with parents too. However, both parents and teachers happen to be the best sources of such information.

Starting the education at home

If you want to educate children of your family with basic sex education to prevent sexual harassment, here is what to do as per Nabila. Create a safe space in your home so that children can tell you about any inappropriate physical approach from someone without any fear. Teach them that none should touch some specific areas of their body and what are a good touch and bad touch with age-appropriate wordings. Also, while creating a safe space, establish the concept of consent and respect their boundaries. For example, do not hug or touch them if they don't want to or ask them before hugging them.

As a society, it is our responsibility to teach young people to protect themselves. As such, we need to move beyond taboos and acknowledge the importance of sex education to ensure a safer future for our younger ones. 

আমরা কোনো বেকায়দায় নেই: সিইসি

‘এটা নিয়ম রক্ষার ভোট কি না, এটা মোটেই নিয়ম রক্ষার ভোট না। নির্বাচন অনিবার্যভাবে প্রয়োজন।’

অস্ত্র মামলার পর বিশেষ ক্ষমতা আইনের মামলাতেও খালাস ‘গোল্ডেন’ মনির

What Works In Schools : Sexual Health Education

CDC’s  What Works In Schools  Program improves the health and well-being of middle and high school students by:

• Improving health education,
• Connecting young people to the health services they need, and
• Making school environments safer and more supportive.

What is sexual health education?

Quality provides students with the knowledge and skills to help them be healthy and avoid human immunodeficiency virus (HIV), sexually transmitted infections (STI) and unintended pregnancy.

A quality sexual health education curriculum includes medically accurate, developmentally appropriate, and culturally relevant content and skills that target key behavioral outcomes and promote healthy sexual development. 1

The curriculum is age-appropriate and planned across grade levels to provide information about health risk behaviors and experiences.

Sexual health education should be consistent with scientific research and best practices; reflect the diversity of student experiences and identities; and align with school, family, and community priorities.

Quality sexual health education programs share many characteristics. 2-4 These programs:

• Are taught by well-qualified and highly-trained teachers and school staff
• Use strategies that are relevant and engaging for all students
• Address the health needs of all students, including the students identifying as lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ)
• Connect students to sexual health and other health services at school or in the community
• Engage parents, families, and community partners in school programs
• Foster positive relationships between adolescents and important adults.

How can schools deliver sexual health education?

A school health education program that includes a quality sexual health education curriculum targets the development of functional knowledge and skills needed to promote healthy behaviors and avoid risks. It is important that sexual health education explicitly incorporate and reinforce skill development.

Giving students time to practice, assess, and reflect on skills taught in the curriculum helps move them toward independence, critical thinking, and problem solving to avoid STIs, HIV, and unintended pregnancy. 5

Quality sexual health education programs teach students how to: 1

• Analyze family, peer, and media influences that impact health
• Access valid and reliable health information, products, and services (e.g., STI/HIV testing)
• Communicate with family, peers, and teachers about issues that affect health
• Make informed and thoughtful decisions about their health
• Take responsibility for themselves and others to improve their health.

What are the benefits of delivering sexual health education to students?

Promoting and implementing well-designed sexual health education positively impacts student health in a variety of ways. Students who participate in these programs are more likely to: 6-11

• Delay initiation of sexual intercourse
• Have fewer sex partners
• Have fewer experiences of unprotected sex
• Increase their use of protection, specifically condoms
• Improve their academic performance.

In addition to providing knowledge and skills to address sexual behavior , quality sexual health education can be tailored to include information on high-risk substance use * , suicide prevention, and how to keep students from committing or being victims of violence—behaviors and experiences that place youth at risk for poor physical and mental health and poor academic outcomes.

*High-risk substance use is any use by adolescents of substances with a high risk of adverse outcomes (i.e., injury, criminal justice involvement, school dropout, loss of life). This includes misuse of prescription drugs, use of illicit drugs (i.e., cocaine, heroin, methamphetamines, inhalants, hallucinogens, or ecstasy), and use of injection drugs (i.e., drugs that have a high risk of infection of blood-borne diseases such as HIV and hepatitis).

What does delivering sexual health education look like in action?

To successfully put quality sexual health education into practice, schools need supportive policies, appropriate content, trained staff, and engaged parents and communities.

Schools can put these four elements in place to support sex ed.

• Implement policies that foster supportive environments for sexual health education.
• Use health content that is medically accurate, developmentally appropriate, culturally inclusive, and grounded in science.
• Equip staff with the knowledge and skills needed to deliver sexual health education.
• Engage parents and community partners.

Include enough time during professional development and training for teachers to practice and reflect on what they learned (essential knowledge and skills) to support their sexual health education instruction.

By law, if your school district or school is receiving federal HIV prevention funding, you will need an HIV Materials Review Panel (HIV MRP) to review all HIV-related educational and informational materials.

This review panel can include members from your School Health Advisory Councils, as shared expertise can strengthen material review and decision making.

For More Information

Learn more about delivering quality sexual health education in the Program Guidance .

Check out CDC’s tools and resources below to develop, select, or revise SHE curricula.

• Health Education Curriculum Analysis Tool (HECAT), Module 6: Sexual Health [PDF – 70 pages] . This module within CDC’s HECAT includes the knowledge, skills, and health behavior outcomes specifically aligned to sexual health education. School and community leaders can use this module to develop, select, or revise SHE curricula and instruction.
• Developing a Scope and Sequence for Sexual Health Education [PDF – 17 pages] .This resource provides an 11-step process to help schools outline the key sexual health topics and concepts (scope), and the logical progression of essential health knowledge, skills, and behaviors to be addressed at each grade level (sequence) from pre-kindergarten through the 12th grade. A developmental scope and sequence is essential to developing, selecting, or revising SHE curricula.
• Centers for Disease Control and Prevention. Health Education Curriculum Analysis Tool, 2021 , Atlanta: CDC; 2021.
• Goldfarb, E. S., & Lieberman, L. D. (2021). Three decades of research: The case for comprehensive sex education. Journal of Adolescent Health, 68(1), 13-27.
• Centers for Disease Control and Prevention (2016). Characteristics of an Effective Health Education Curriculum .
• Pampati, S., Johns, M. M., Szucs, L. E., Bishop, M. D., Mallory, A. B., Barrios, L. C., & Russell, S. T. (2021). Sexual and gender minority youth and sexual health education: A systematic mapping review of the literature.  Journal of Adolescent Health ,  68 (6), 1040-1052.
• Szucs, L. E., Demissie, Z., Steiner, R. J., Brener, N. D., Lindberg, L., Young, E., & Rasberry, C. N. (2023). Trends in the teaching of sexual and reproductive health topics and skills in required courses in secondary schools, in 38 US states between 2008 and 2018.  Health Education Research ,  38 (1), 84-94.
• Coyle, K., Anderson, P., Laris, B. A., Barrett, M., Unti, T., & Baumler, E. (2021). A group randomized trial evaluating high school FLASH, a comprehensive sexual health curriculum.  Journal of Adolescent Health ,  68 (4), 686-695.
• Marseille, E., Mirzazadeh, A., Biggs, M. A., Miller, A. P., Horvath, H., Lightfoot, M.,& Kahn, J. G. (2018). Effectiveness of school-based teen pregnancy prevention programs in the USA: A systematic review and meta-analysis. Prevention Science, 19(4), 468-489.
• Denford, S., Abraham, C., Campbell, R., & Busse, H. (2017). A comprehensive review of reviews of school-based interventions to improve sexual-health. Health psychology review, 11(1), 33-52.
• Chin HB, Sipe TA, Elder R. 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. Am J Prev Med 2012;42(3):272–94.
• Mavedzenge SN, Luecke E, Ross DA. Effective approaches for programming to reduce adolescent vulnerability to HIV infection, HIV risk, and HIV-related morbidity and mortality: A systematic review of systematic reviews. J Acquir Immune Defic Syndr 2014;66:S154–69.

To receive email updates about this page, enter your email address:

Exit Notification / Disclaimer Policy

• The Centers for Disease Control and Prevention (CDC) cannot attest to the accuracy of a non-federal website.
• Linking to a non-federal website does not constitute an endorsement by CDC or any of its employees of the sponsors or the information and products presented on the website.
• You will be subject to the destination website's privacy policy when you follow the link.
• CDC is not responsible for Section 508 compliance (accessibility) on other federal or private website.

< Back to my filtered results

Comprehensive sexuality education topics: what to cover from early childhood - 18+

This CSE Topics overview accompanies our overall programme standards - Putting the C in CSE. It describes Plan International’s vision of sexuality, learning and the healthy development of children, adolescents and young people. It seeks to clarify the different domains or topics of comprehensive sexuality education (CSE) that need to be included, and for which approximate age group. The information is arranged into three sections: 1) Knowledge: what children, adolescents and young people will understand; 2) Attitudes: what children, adolescents and young people will appreciate and recognise; 3) Skills: what children, adolescents and young people will be able to do.