The Ethics of Sex Education:
Beyond “to teach or not to teach”
to... “how much and when?”
By: Kimberly Albert
Kelly Blair
Heidi-Marie Clemens
Lara Cole
Lori Decker
EDU 6085 Moral Issues in Education, Prof. Keuss, Winter 2012
The History of Sex Education
(and the beginning of a long-standing debate)
•
The idea that schools share the responsibility for educating students
about sex is relatively modern.
•
Prior to the 20th century an adolescent's sex education was a
haphazard agglomeration of parent teaching, observations of animal
behavior, and school yard "mythology". Girls were expected to
abstain until marriage, and contrary expectations for boys meant that
may visit a brothel for their initiation into manhood.
•
In the 1830's, reformers and ministers began to publish pamphlets
designed to educate and urge young men leaving home for a job to
abstain. These materials seldom addressed young women, as most
believed that young girls would remain under the protection of their
parents or husbands.
The History of Sex Education (cont'd)
•
The formal movement for Sex Education started to resemble what
we know today in the early 1900's, as rapid urbanization took hold.
•
Dense populations of immigrants and migrants in urban areas
contributed to the alarming growth of diseases such as syphilis and
gonorrhea in women and men.
•
Many native-born Americans considered city life immoral as
evidenced by prostitution and the spread of the disease and
attributed to this moral decay to the lack of the "ennobling
influences" of life on the farm.
•
The American Social Hygiene Association (formed in 1914)
proposed the first program in Sex Education for high school aged
youth.
The History of Sex Education (cont'd)
•
Although proponents of Sex Education tried to utilize
churches, parents, and public lectures as vehicles to spread
their message, they quickly settled on schools as
compulsory education laws pressed young people into
schools, and kept them their longer.
•
Although the themes of early programs differed from today's
standards (squelch curiosity about sex and instil the fear of
contracting syphilis from males) these efforts laid the
underpinnings for our current debates.
(Encyclopedia of Children and Childhood in History and Society)
Our initial focus: To teach or not to teach: should sex
education be included in the school curriculum?
•
As we wrestled with this question, it became clear that the
debate is a bit more complicated than we had originally
defined it.
•
The "To teach or not to teach" debate is still present, but
another, more contemporary question has evolved: If we
teach, how much, and when?
"The introduction of sex education in the classroom was originally met
with substantial controversy, but today the debate no longer is about
whether sex education should be taught but rather what content should
be taught."
(Miller and Weiser, 2010)
Why is Sex Education an Ethical and
Controversial Issue?
•
The heart of the controversy stems from differences in what
people perceive as "right" and "good". Economic status,
cultural differences, and religion are just some of the factors
contributing toward the ongoing, heated debates on this
topic.
•
Another feature contributing toward our longstanding and
passionate feelings on this topic is our stake in the
debate. Humans are sexual beings, and it follows that we
all have an inherent interest in the outcome of these
arguments. Our values and behavior are influenced by the
norms of those around us.
Arguments for
"Comprehensive" Sex Education
•
Advocates for Comprehensive Sex Education acknowledge that
teen pregnancy is on the rise, and many blame "abstinence only"
approaches.
"A January 26 report by the Guttmacher Institute, which produces sexual and
reproductive health resources, found that the national rate of teen pregnancy is on the
rise, with some experts claiming that the Bush-era emphasis on abstinence education
is to blame." (District Administration, 2010)
•
The most recent Guttmacher report claims that teen pregnancies
are on the decline, largely due to wider & correct use of
contraceptives:
"Strong evidence suggests that comprehensive approaches to sex education help
young people both to withstand the pressures to have sex too soon and to have
healthy, responsible and mutually protective relationships when they do become
sexually active.” (Guttmacher Institute, 2012)
Arguments for
"Comprehensive" Sex Education (cont'd)
•
Research overwhelmingly indicates that abstinence-only
education is ineffective in preventing teen pregnancy,
reducing STD transmission rates, and delaying initiation of
sexual intercourse (Miller and Weiser, 2010).
•
Many believe that "abstinence only" programs include
information that is intentionally in accurate in order to
influence or frighten young people. In 2004, US
Congressman Waxman called for an extensive evaluation of
the content included in abstinence only programs:
"The Waxman Report, as it is commonly known, concluded that 80% of
abstinence only programs contained false information about contraception,
abortion and risks of sexual activity, blurred the boundaries between religion and
science, promoted gender stereotypes, and contained a number of general
science errors." (Miller and Weiser, 2010)
Arguments for
"Comprehensive" Sex Education (cont'd)
•
Supporters assert that young people need to be fully
informed as to all aspects of human sexuality (including the
benefits of abstinence) in order to make informed choices.
•
Many argue that most young people will engage in sexual
activity before marriage regardless of sex education and that
programs must include information on contraception and
disease prevention to address this reality.
•
Some believe that "abstinence only" approaches encourage
risky behavior because adolescent opinions about abstinence
(either for or against) are not predictive of their actual
behavior (Miller and Weiser, 2010).
Arguments for
"Comprehensive" Sex Education (cont'd)
•
Many argue that there is wide spread support for comprehensive
programs as evidence by large scale surveys including a study
by the Kaiser Family Foundation in 2004 (Miller and Weiser,
2010).
•
Although critics argue that comprehensive programs encourage
sexual activity, the World Health Organization examined a
number of sex education programs around the world and
determined that there is no evidence to support this belief
(Masland, 2012).
"A November 2007 report found that “two-thirds of the 48 comprehensive programs that
supported both abstinence and the use of condoms and contra- ceptives for sexually
active teens had positive behavioral effects.” Many either delayed or reduced sexual
activity, reduced the number of sexual partners, or increased the use of condoms or other
contraceptives."
(Guttmacher Institute, 2012)
Arguments for
"Abstinence Only" Sex Education
•
Supporters argue that "Abstinence Only" approaches can help to
delay teen sex and cite a study included in the February 2010
issue of Archives of Pediatrics and Adolescent Medicine which
suggested that this approach can curb teenage sexual activity
over the long term (District Administration, 2010).
•
Less sexual activity means less pregnancy and less sexually
transmitted infections. Abstinence-only programs foster a belief
in postponing sex and therefore eliminate all the risks associated
with it (pregnancy, STI's, etc.)
"Teens are waiting longer to have sex than they did in the recent past. In 2006–2008,
some 11% of never-married females aged 15–19 and 14% of never- married males that
age had had sex before age 15, compared with 19% and 21%, respectively, in 1995."
(Guttmacher Institute, 2012)
Arguments for
"Abstinence Only" Sex Education (cont'd)
•
Many believe that schools have no role with respect to
teaching young people about sex and despite the
prevalence of "opt out" policies utilized by schools, the
provision of sex education to any degree is inappropriate
and infringes upon parental rights and responsibilities.
•
Many argue that instruction in contraception leads to
increased sexual activity in young people.
•
Many believe that comprehensive approaches are fatally
flawed in that they offer young people more information
about risky behaviors that they should simply be taught to
avoid (Masland, 2012).
Arguments for
"Abstinence Only" Sex Education (cont'd)
•
There is evidence that abstinence-only programs that are
tailored to the local community's moral values can delay
sexual behavior:
"Although there is no evidence indicating that federally-funded
abstinence-only-until-marriage education is effective, a recent
randomized controlled trial found that in specific cases, abstinenceonly education programs that are specifically tailored to the local
community and do not criticize contraceptives nor advocate
abstinence until marriage can be effective in delaying sexual debut
among younger teens."
(Guttmacher Institute, 2012)
Local Context:
Where are we in Washington State?
RCW 28A.300.475 Medically accurate sexual health education- curriculaparticipation excused- parental review. (1)By September 1, 2008, every
public school that offers sexual health education must assure that sexual health
education is medically and scientifically accurate, age-appropriate, appropriate
for students regardless of gender, race, disability status, or sexual orientation,
and includes information about abstinence and other methods of preventing
unintended pregnancy and sexually transmitted diseases. All sexual health
information, instruction, and materials must be medically and scientifically
accurate. Abstinence may not be taught to the exclusion of other materials and
instruction on contraceptives and disease prevention. A school may choose to
use separate, outside speakers or prepared curriculum to teach different content
areas or units within the comprehensive sexual health program as long as all the
speakers, curriculum, and materials are in compliance with this section. Sexual
health education must be consistent with the January 2005 guidelines for sexual
health information and disease prevention developed by the department of health
and the office of the superintendent of public instruction. (Note: this is commonly
referred to as "The Healthy Youth Act")
So...what does this mean?
•
Public school districts in Washington State must offer a
Comprehensive Sex Education Program.
•
While school districts may select the materials they use to
deliver a comprehensive program, they must adhere to the
requirements of this RCW and may not supplant the
requirements listed in the law with an "Abstinence Only"
program.
•
The RCW also requires that school districts provide a
means for parents to review materials and "opt-out" of the
instruction if they choose to do so.
•
Note that this RCW does not apply in private secular or nonsecular schools.
Examples from local schools
and districts
Seattle Public Schools
•
Currently, most of the Seattle Public School District uses the
Family Life and Sexual Health Curricula (F.L.A.S.H) that was
developed by the Public Health Department of King
County.
•
The Seattle Public School District has 91 total schools
serving over 47,000 students.
•
According to the Seattle Public Schools Professional
Development Plan for 2010-2011, F.L.A.S.H. training is part
of the required professional development continuum for 5th,
7th, 8th and 9th grade teachers.
(http://professionaldevelopment.district.seattleschools.org/modules/locker/files/get_group_file.phtml?fid=9994402&
gid=2213995&sessionid=)
Seattle Public Schools
Case study: Loyal Heights Elementary
•
Two 5th grade elementary teachers have been using the
FLASH program for over 10 years. Both teachers have
been formally trained and think highly of the program.
One teacher shared the following comments:
“We teach FLASH in the spring and give parents several weeks notice
and a chance to view the curriculum and to opt out. I have been
formally trained. I think it is a wonderful program and appropriate for
their age level. It deals a lot with self-esteem and the changes you go
through during puberty. We do learn about the reproductive system in a
factual way but in no way do I share my personal beliefs or values. My
class and I had the best time last year with some really great
discussions. I find that students at ages 10 and 11 already have a lot of
misconceptions and will ask questions in the “anonymous box” that
they would never ask their parents.”
Seattle Public Schools
Case study: Loyal Heights Elementary (cont'd)
•
Another teacher said that he especially appreciates the
beginning lessons of the 4/5/6 curriculum.
•
These important and introductory lessons discuss family,
self-esteem, gender roles, friendship and decision making.
•
The teacher felt that a strong foundation and understanding
of these topics are essential for a successful sex education
program.
http://www.kingcounty.gov/healthservices/health/personal/famplan/educators/flash.aspx
Seattle Public Schools
Case study: Ballard High School
•
Ballard High School offers sex education materials to students
through their teen health center and health class curriculum.
•
The teen health center is funded through the family and
education levy and staffed by Swedish hospital employees. The
center offers Ballard students primary care, mental health
services and health education.
•
As part of the primary care, students have access to birth control,
STD screenings for both sexes and emergency contraception.
•
According to state law, teens can be seen for confidential family
planning services (at any age), STD testing (14 and older)
without parental knowledge or consent.
Seattle Public Schools
Case study: Ballard High School (cont'd)
•
Health classes at Ballard High School include a one month unit
on sex education. Topics covered include: sexual development,
fertility and infertility, pregnancy/birth/unplanned pregnancy,
contraception, HIV disease, AIDS and STDs, abstinence, attitude,
activism and lifelong sexuality. Families are sent a letter
explaining the upcoming unit, with an opt-out waiver to sign if they
do not want their child to participate.
•
In 2010, the mother of a Ballard High School student complained
that the health center on campus helped facilitate her 15 yr old
daughter's abortion during school hours.
•
The mother claims her daughter took a pregnancy test at school
at the teen health center, was given a pass, put in a taxi and sent
off to have an abortion during school hours all without her family
knowing.
Seattle Public Schools
Case study: Ballard High School (cont'd)
•
The Seattle School District says it doesn't run the health
clinics at high schools. Swedish Medical Center runs the
clinic at Ballard High and protects the students' privacy. T.J.
Cosgrove of the King County Health Department, which
administers the school-based programs for the health
department, says it's always best if parents are involved in
their children's health care, but don't always have a say.
"At any age in the state of Washington, an individual can consent to a
termination of pregnancy," he said. The mother said not only didn't she
have a say in her daughter's abortion, but also didn't know about it
"Makes me feel like my rights were completely stripped away," she
said.
http://www.komonews.com/news/88971742.html#idc-cover
Seattle Public Schools
Case study: Ballard High School (cont'd)
•
One Ballard High School health teacher explains that they use their text
books for most of the information in the course. The text book,
Glencoe Health, is 11 years old.
•
They occasionally supplement with material from King County’s FLASH
curriculum, but the material that they have is also really out of date.
•
All teachers using the FLASH curriculum must attend an initial training,
but after that, they are optional. Therefore, she hadn’t been in years.
•
Ballard Health teachers receive most of their curriculum “instructions”
from Lisa Love, the Supervisor of the Student Health Outreach
Program.
•
Perhaps what speaks loudest of the sex education program at Ballard
High School is this youtube video created by Ballard
students: http://www.youtube.com/watch?v=75rGMUYPurk
Case Study: Issaquah School District:
Fifth Grades
Issaquah school district teaches the FLASH (Family Life and Sexual
Health) curricula as designed by King County Dept. of Public Health
In fifth grade the focus is anatomy and physiology.
They focus on an "Abstinence first" approach, and include an overview
of methods of disease prevention.
The program also discusses the factors that impact sexual violence,
primarily relationships, and community society.
This curriculum is based largely on the Social Learning Theory
Case Study: Issaquah School District:
Fifth Grades (cont'd)
• Bandura's Social Learning Theory:
o People learn through observation
o He also believed that by gaining intrinsic rewards, like
pride, students can link learning
o But learning does not always lead to changes in behavior.
• Is FLASH effective? The FLASH program has never been
scientifically evaluated with large random samples due to
cost.King County describes it as "promising" rather than
"proven."
o Vashon Island and Federal Way School Districts did
evaluate the 4/5/6 FLASH program in the early 1990s. They
found it did increase knowledge and helped students
decrease their fear over changes within their own bodies.
Case Study: Issaquah School District:
A 5th grade teacher's perspective
• Issaquah School District Fifth Grade Teacher Jessica
Daley has been teaching FLASH for 13 years
• She has only had three families opt out of the program
after previewing the materials - all for religious reasons.
• Her perspective on the program is abstinence first and
then making good decisions to avoid the spread of
disease
• There is no focus on birth control as students would not
be ready for this topic
Case Study: Issaquah School District:
A 5th grade teacher's perspective (cont'd)
•
Anatomy and physiology are a big part of the program,
especially as so many girls are developing at an earlier rate
now
"I describe the curriculum as tame," says Daley. "Many of the
students come to school having had these discussions at home
already."
•
When asked about teacher delivery of the material, Daley
inferred that each teacher can affect how conservative or
liberal the curriculum is delivered.
•
Students do write down questions beforehand, and she
does not answer them all. Some teachers allow more
lengthy discussions she has observed.
Case Study: Issaquah School District:
Teacher Training
•
A 2000 study (Landry, Singh, Darroch) showed there is a
gap between what is taught and what should be taught.
Forty percent of fifth and six grade teachers report needing
more training.
•
Daley reports there is a one day training in Issaquah and
beyond that teachers are on their own to work with
colleagues
Case Study: Issaquah School District:
Moral Implications
•
Under the first amendment, there should be neutrality in
education with regards to morality and religion.
•
Nord and Haynes state, "Teachers can and should...model
the core values and character traits widely agreed to in the
community."
•
Issaquah is a very conservative community, placing heavy
emphasis on abstinence first.
•
Daley states there is not a heavy emphasis on values within
the fifth grade curriculum; it is more scientific.
Case Study: Monroe School District &
A District Level Perspective
•
Our story begins with a headline from a local newspaper,
"Health class lesson comes under fire from parents" written
by Miranda Bryant, which was believed to have been
published in 1992.
•
Bryant's article described a lesson on human anatomy which
was part of a series delivered to ninth grade students at
Monroe High School by a representative from Planned
Parenthood.
•
Students were required to build a individual clay pieces of
the male/female reproductive systems, which were then
assembled in front of the class. When students refused to
model the penis, the Planned Parenthood representative
completed the task.
Case Study: Monroe School District &
A District Level Perspective (cont'd)
•
Superintendent Bill Prenevost stated that the activity was not
approved prior to its implementation and that when
administrators learned of it, it was stopped.
•
Many parents (and some students) found the lesson to be
offensive and objected to the district's utilization of an
individual from Planned Parenthood.
•
Acknowledging their breach of the community's trust, the
district invited community members to participate in a
"Community Health Team" which would undertake the task of
reviewing and revising the district's K-12 health curriculum (B.
Prenevost, personal Communication, March 20, 1992)
Case Study: Monroe School District & A District
Level Perspective (cont'd)
•
•
As part of their ongoing work, the committee found it
necessary to develop "community norms" by which it could
measure the appropriateness of existing or proposed
materials and respond to student questions on controversial
topics.
The norms (and guidelines) begin with the following:
"Monroe School District is committed to delivering a comprehensive health
curriculum that will empower students to live healthy lives as they learn to make
responsible personal and social decisions. We believe that positive health
behaviors will optimize physical, mental, emotional, and social growth maximizing
student's ability to learn."
(Board Policy 4280 which references the norms is available at
http://www.monroe.wednet.edu/PAGES/policies.html?pnl=1_4)
Case Study: Monroe School District &
A District Level Perspective (cont'd)
•
The district has since developed a comprehensive process
for the review and adoption of all curricula and materials and
utilizes this process for any requests to review and/or adopt
new materials. The community norms continue to assist
committee members as they review materials and teachers
as they address questions on controversial or sensitive
subject matter.
Lake Washington School District (LWSD)
•
LWSD provides Sex Education for students which includes
an emphasis on abstinence.
•
The education begins early!
o K-1st grade curriculum focuses on parts of the body
and personal safety.
o 2nd-3rd curriculum focuses on human growth &
development.
o 4th-6th grade curriculum focuses on puberty
& sexual reproduction.
o 8th-12th grade curriculum focuses on HIV/AIDS,
pregnancy, condoms, etc...
LWSD (cont'd.)
•
•
The curriculum used by the LWSD follows the legal mandate of
the Healthy Youth Act and was initially made public to gain the
feedback of the community before its implementation.
LWSD now uses the following curriculum with its students:
o The Great Body Shop- a comprehensive health and substance
abuse prevention program.
o F.L.A.S.H.- a comprehensive sex education program
addressing: physical development, promotion of sexual health,
prevention of disease, affection, interpersonal relationships,
body image, and gender roles.
o (Find out more about these programs by clicking the links
above)
Case Study: Northwest School
(private, secular secondary school)
•
•
School motto: "Courtesy and Common Sense"
Sex Ed curriculum integrated into larger Health Unit
o Only FOUR DAYS of curriculum!
o Day 1: Definitions (getting familiar and comfortable with
sexual words and terms)
o Day 2: Anatomy of male and female sexual organs
(quiz/game between genders)
o Day 3: Guest Speaker from private health organization
o Day 4: Peer Mentors (safe sex demo, Q & A session)
Goals:
o Get students comfortable and familiar with important
sexual terms and definitions
o Keep it informative but fun & non-threatening
(M. Mullen, personal communication, February 16, 2012)
Case Study: Northwest School (cont'd)
•
•
•
•
•
Goals cont'd:
o Provide professional perspective on birth control
o Allow students to learn from older peers
Parents are informed on "Curriculm Night" that students will
be discussing sexual terms, processes and prevention
During Sex Ed portion of Health, one thing students must do
is have their parents sign the Sex Ed pamphlet (as
acknowledgment of the most minimal exchange of
communication about this course material)
Throughout every class, address & emphasis on "what are
legitimate and available resources to answer your sex
questions"
In the 10+ years that the health teacher has been there, NO
parent has ever had their child opt out of these classes
(M. Mullen, personal communication, February 16, 2012)
Case Study: Northwest School (cont'd)
Summary of Northwest School's stance:
• The message this curriculum sends with comprehensive sex
education is very similar to "abstinence only," but the faculty
want students to be protected and safe when they pursue it.
•
They discuss the different status and opportunities afforded to
women in terms of sexual freedom, birth rights and consent (this
faculty called it the "oppression of women")
•
This curriculum stands somewhere in the middle of the spectrum
of sexual education, which the teaching faculty member thinks is
in line with popular thought: there are very few people saying
that women should NEVER have an abortion and there are few
people saying women should ALWAYS have abortions
(M. Mullen, personal communication, February 16, 2012)
Case Study: Holy Names Academy
(private, Catholic secondary school)
•
Holy Names promotes an "Abstinence Only" curriculum. As
one teacher explains, "We have a health curriculum that
absolutely promotes abstinence and is in accordance with
the teachings of the Catholic church."
(M. MacIntyre, personal communication, 28 Feb. 2012)
•
The curriculum includes content on safe and healthy
choices.
•
Sex ed is its own unit, which falls under physical health and
reproductive anatomy aspects of the class.
•
Occasionally a nurse comes to speak to the class.
•
Peer mentors are not involved.
Case Study: Holy Names Academy:
Moral Implications
•
Guided by the Catholic faith, the school clearly follows the
tenants of Catholic morals. In the case of sex, one is not
supposed to engage in intercourse until one is
married. Therefore an "Abstinence only" program is the only
program this school can (and may) teach.
•
The fact that Holy Names emphasizes "safe and healthy
choices" is evidence that the school and community culture
highly values safe and healthy living. In this light, the
program offers a "comprehensive" approach in the
alternatives to sex that they discuss. Not your standard
comprehensive curriculum, but a method to get students to
think creatively, productively and safely.
Case Study: University Preparatory School
(private, secular secondary school)
•
UPrep is guided by a "Comprehensive" sex education
program. Abstinence is part of the discussion, but teachers
touch on different types of contraception.
•
Sex Ed is part of a semester-long Health class taught to 9th
graders. The 9th grade Health "Sex Ed/Relationships" unit
lasts about 2 weeks.
•
7th graders cover a few shorter units on similar themes
(drugs/alcohol, nutrition, and sex education). These are
each a week long.
•
Health teachers occasionally have guest speakers for other
topics, but not for sex ed. Peer mentors are not used.
Case Study: University Preparatory
School: Moral Implications
•
•
•
Similar to Northwest School, UPrep sends the message with
their comprehensive sex ed curriculum that they want their
students to be prepared with as many methods and ideas as
possible when they begin to encounter sex.
What is unique about UPrep is their focus on relationships this emphasis on developing respectful, trusting, and caring
relationships builds a great base for first and all future
sexual or romantic relationships. Qualities, behaviors and
attitudes discussed in this class likely can transfer to any
healthy relationship as well.
Introducing sex ed in 7th grade and then spending
concerted time in 9th grade further demonstrates this
school's commitment to making sex ed a significant part of
their students overall education.
Suggestions for negotiating sex education as
future administrators
•
•
•
District administrators can support parents and
teachers by allowing stakeholders (parents, community
leaders, and teachers) to develop community norms by
which sex education materials can be evaluated. Teacher
can use these norms as guidelines as they face challenging
questions by students.
District's should provide adequate time and training for
the staff members charged with providing sex education on
an on going basis.
Teachers must familiarize themselves with their district's
adopted materials, regardless if the district provides them
with professional development supporting this activity.
Suggestions for negotiating sex education as
future teachers
•
•
•
Teachers should adhere to the district's adopted
materials and refrain from "adding on" with additional
materials.
Teachers with concerns about the appropriateness of the
materials, or their ability to deliver the instruction must
speak to the administrator. While the administrator
may not be able to excuse the teacher from their duty to
provide the instruction, he or she may be able to provide
additional supports such as adding a second teacher to
co-teach, or allowing a school nurse to field any student
questions.
Teachers could add values clarification curriculum
aside from FLASH to start the discussion of what
students believe.
Suggestions for negotiating sex education as
future teachers (cont'd)
•
Teachers could involve peer mentors.
o Teaching older students to be confident about and
comfortable with speaking about sexuality sets a great
example for younger students.
o Through adequate training, peer mentors become a
resource for students throughout the year, even after the
unit is over in the curriculum.
o Students may be more willing to ask difficult questions of
a peer than a faculty member.
o Peer mentors have an inside view into the scope and tone
of sexual activity of a school and can therefore serve as a
liaison between students and faculty or health
professionals.
Suggestions for negotiating sex education as
future teachers (cont'd)
•
Teachers could involve professionals
o Inviting professionals from the health industry to speak on the
subject of sexual education can offer students a perspective
with more accurate and researched medical data.
o Often talking with a medical or health professional helps bring
gravity and reality to an issue.
o Students may be more willing to ask difficult questions of a
professional than their regular faculty member.
•
Teachers could involve parents and families
o Offering parents a chance to review curriculum materials can
prevent future complications and questions.
o Allowing parents to have their child "opt out" of the program
allows them to control their child's sexual messaging.
Suggestions for negotiating sex education as
future teachers (cont'd)
Teachers should use resources available to educate
themselves on the subject.
•
•
Teachers can reference the resource page for HIV and Sexual
Health Education on the OSPI website:
http://www.k12.wa.us/HIVSexualhealth/Resources.aspx
This page contains resources and tools on the Healthy Youth Act
and HIV/AIDS Prevention Education, as well as links and resources
that are common to both areas. The Frequently Asked Questions
link is especially helpful in answering common educator concerns
like:
How can schools determine if their sexual health curriculum is
consistent with the 2005 guidelines?
o How and when do schools have to provide instruction on abstinence
and other methods of preventing unintended pregnancy and sexually
transmitted diseases?
o Do schools have to use a specific curriculum?
o
Suggestions for negotiating sex education as
future teachers (cont'd)
•
For more information regarding sexuality education programs in Washington Schools,
teachers can contact Suzanne Hidde, HIV and Sexual Health Education Program
Supervisor, at (360) 725-6364, Suzanne.Hidde@k12.wa.us, or TTY (360) 664-3631.
•
The FLASH curriculum’s website is also very informative and helpful for providing
information to families, including a template letter for teachers to use to parents and
guardians introducing FLASH, and details on how to obtain a waiver in order to excuse a
child from the unit. Parents and teachers may also view all the lessons in the FLASH
curriculum from the FLASH website at:
http://www.kingcounty.gov/healthservices/health/personal/famplan/educators/FLASH.aspx
2. Including families is an important part of a successful sex education program.
Two of the frequently asked questions on the HYA resource page were:

Can parents review sexual health education materials?

Can students be excused from sexuality education instruction?
Suggestions for negotiating sex education as
counselors
•
Support teachers and students!
o Team with teachers by adding to discussions of personal
safety, socials, emotional, and physical maturation, sexual
identity, orientation, and sexual harassment.
o Make yourself available to meet with students who may
have personal questions not addressed by the
curriculum.
•
Seek to connect with parents.
o Parents need to be supported, valued, and educated to
contribute to the healthy sexual development of their
children (Baldwin & Bauer, 1994).
References
Baldwin, C. (1994). Teaching sexuality: Schools supporting
families as primary sex educators. Journal Of Humanistic
Education & Development, 32(4), 162.
Miller, M., & Weiser, D. (2010). Barack Obama vs Bristol
Palin: why the President's sex education policy wins.
Contemporary Justice Review, 13, 411-424.
(2007). "Birth Control." Patient Education Pamphlet. Washington, Monroe School District. (April 17, 2006 ). Human Growth and
DC: American College of Obstetricians and Gynecologists.
Sexuality Curriculum and AIDS Education (Policy
4280). Monroe, Washington. Retrieved from
Bryant, M. (n.d.). Health class lesson comes under fire from
http://www.monroe.wednet.edu/PAGES/policies.html?pnl=1_4
parents. Title of newspaper unknown, p. unknown.
Medically accurate sexual health education — Curricula —
Participation excused — Parental review.
F.L.A.S.H website
http://www.kingcounty.gov/healthservices/health/personal/famplan Editorial: (2010, March). New Studies Renew Sex Education
/educators/FLASH.aspx
Debate. District Administration. Retrieved from
http://www.districtadministration.com/article/new-studies-renewGuttmacher Institute. (2012). "Facts on American Teens’ Sources sex-education-debate
of Information About Sex.“ PDF. Retrieved from:
http://www.guttmacher.org/pubs/FB-Teen-SexNord, W., Haynes, C. (1998).Taking religion seriously across the
Ed.html#.T0lzvA0QOA8.email
curriculum. ASCD.
http://www.kingcounty.gov/healthservices/health/personal/famplan OSPI - http://www.k12.wa.us/HIVSexualhealth/Resources.aspx
/educators/questions.aspx
A. (January, 2007). Sex Education in Washington Public
Landry, D., Singy, S. and Darroch, J. (2000.) Sexuality Education Peters,
Schools;
Are students learning what they need to
in Fifth and Sixth Grades in U.S. Public Schools. Family Planning know? Healthy
Youth Alliance www.healthyyouthalliance.org.
Perspectives, 32(5): 212-219.
Masland, M. (2012). Carnal Knowledge: The sex ed
debate. BEYOND the birds & the bees, msnbc.com. Retrieved
from http://www.msnbc.msn.com/id/3071001/ns/healthchildrens_health/t/carnal-knowledge-sex-ed-debate/
Editorial: (n.d.). Sex Education. Encyclopedia of Children and
Childhood in History and Society. Retrieved from
http://www.faqs.org/childhood/Re-So/Sex-Education html
Masland, M. (2012). Carnal knowledge: The sex ed
debate. BEYOND the birds & the bees, msnbc.com. Retrieved
from http://www.msnbc.msn.com/id/3071001/ns/healthchildrens_health/t/carnal-knowledge-sex-ed-debate/
RCW 28A.300.475. Medically accurate sexual health educationcurricula- participation excused- parental review. Retrieved from
http://apps.leg.wa.gov/rcw/default.aspx?cite=28A.300.475