Sex education

From Wikipedia, the free encyclopedia

"Sex Ed" redirects here. For other uses, see Sex Ed (disambiguation).

Barbara Hastings-Asatourian of the University of Salford demonstrates "Contraception", a sex

education board game played in UK schools.
Sex education is instruction on issues relating to human sexuality, including human sexual
anatomy, sexual reproduction, sexual activity, reproductive health, emotional relations,
reproductive rights and responsibilities, sexual abstinence, and birth control. Common avenues
for sex education are parents or caregivers, formal school programs, and public health
campaigns.
Traditionally, adolescents in many cultures were not given any information on sexual matters,
with discussion of these issues being considered taboo. Such instruction as was given was
traditionally left to a child's parents, and often this was put off until just before a child's marriage.
The progressive education movement of the late 19th century, however, led to the introduction of
"social hygiene" in North American school curricula and the advent of school-based sex
education.[1] Despite early inroads of school-based sex education, most of the information on
sexual matters in the mid-20th century was obtained informally from friends and the media, and
much of this information was deficient or doubtful value, especially during the period following
puberty when curiosity of sexual matters was the most acute. This deficiency became
increasingly evident by the increasing incidence of teenage pregnancies, especially in Western
countries after the 1960s. As part of each country's efforts to reduce such pregnancies, programs
of sex education were instituted, initially over strong opposition from parent and religious
groups.

The outbreak of AIDS has given a new sense of urgency to sex education. In many African
countries, where AIDS is at epidemic levels (see HIV/AIDS in Africa), sex education is seen by
most scientists as a vital public health strategy.[2] Some international organizations such as
Planned Parenthood consider that broad sex education programs have global benefits, such as
controlling the risk of overpopulation and the advancement of women's rights (see also
reproductive rights). The use of mass media campaigns has sometimes resulted in high levels of
"awareness" coupled with essentially superficial knowledge of HIV transmission.[3]
According to SIECUS, the Sexuality Information and Education Council of the United States,
93% of adults they surveyed support sexuality education in high school and 84% support it in
junior high school.[4] In fact, 88% of parents of junior high school students and 80% of parents of
high school students believe that sex education in school makes it easier for them to talk to their
adolescents about sex.[5] Also, 92% of adolescents report that they want both to talk to their
parents about sex and to have comprehensive in-school sex education.[6] Furthermore, a "...study,
conducted by Mathematica Policy Research Inc. on behalf of the U.S. Department of Health and
Human Services, found that abstinence-only-until-marriage programs are ineffective."[7]

Contents

1 Definitions

2 Evidence

3 Sources

4 Public opinion

5 By area
o 5.1 Africa
o 5.2 Asia
o 5.3 Europe
o 5.4 North America
o 5.5 Oceania

6 Morality

7 LGBT sex education

8 See also

9 References

10 Further reading

11 External links

Definitions
Burt defined sex education as the study of the characteristics of beings: a male and female. Such
characteristics make up the person's sexuality. Sexuality is an important aspect of the life of a
human being and almost all people, including children, want to know about it. Sex education
includes all the educational measures which - regardless of the particular method used - may
center on sex. He further said that sex education stands for protection, presentation extension,
improvement and development of the family based on accepted ethical ideas.[8]
Leepson sees sex education as instruction in various physiological, psychological and
sociological aspects of sexual response and reproduction.[8] Kearney (2008) also defined sex
education as "involving a comprehensive course of action by the school, calculated to bring
about the socially desirable attitudes, practices and personal conduct on the part of children and
adults, that will best protect the individual as a human and the family as a social institution."
Thus, sex education may also be described as "sexuality education", which means that it
encompasses education about all aspects of sexuality, including information about family
planning, reproduction (fertilization, conception and development of the embryo and fetus,
through to childbirth), plus information about all aspects of one's sexuality including: body
image, sexual orientation, sexual pleasure, values, decision making, communication, dating,
relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control
methods.[8] Various aspect of sex education are considered appropriate in school depending on
the age of the students or what the children are able to comprehend at a particular point in time.
Rubin and Kindendall expressed that sex education is not merely a unit in reproduction and
teaching how babies are conceived and born. It has a far richer scope and goal of helping the
youngster incorporate sex most meaningfully into his present and future life, to provide him with
some basic understanding on virtually every aspect of sex by the time he reaches full maturity.[9]

Evidence
Evidence shows that a combination of comprehensive sex education and access to birth control
appears to decrease the rates of unintended pregnancies among teenagers.[10] A meta-analysis
compared comprehensive sex education programs with abstinence-only programs found that
abstinence-only programs did not reduce the likelihood of pregnancy, but rather may have
increased it.[11]
"Few sexual health interventions are designed with input from adolescents. Adolescents have
suggested that sex education should be more positive with less emphasis on anatomy and scare
tactics; it should focus on negotiation skills in sexual relationships and communication; and

details of sexual health clinics should be advertised in areas that adolescents frequent (for
example, school toilets, shopping centres)."[12]
Also, a U.S. review concludes that "the overwhelming weight of evidence shows that sex
education that discusses contraception does not increase sexual activity".[13][14] The 2007 study
found that "No comprehensive program hastened the initiation of sex or increased the frequency
of sex, results that many people fear." Further, the report showed "Comprehensive programs
worked for both genders, for all major ethnic groups, for sexually inexperienced and experienced
teens, in different settings, and in different communities."[14]

Sources

A 67 m (220 ft) long "condom" on the Obelisk of Buenos Aires, Argentina, part of an awareness
campaign for the 2005 World AIDS Day
Sex education may be taught informally, such as when someone receives information from a
conversation with a parent, friend, religious leader, or through the media. It may also be
delivered through sex self-help authors, magazine advice columnists, sex columnists, or sex
education web sites. Formal sex education occurs when schools or health care providers offer sex
education. Slyer stated that sex education teaches the young person what he or she should know
for his or her personal conduct and relationship with others.[15] Gruenberg also stated that sex
education is necessary to prepare the young for the task ahead. According to him, officials
generally agree that some kind of planned sex education is necessary.[16]
Sometimes formal sex education is taught as a full course as part of the curriculum in junior high
school or high school. Other times it is only one unit within a more broad biology class, health
class, home economics class, or physical education class. Some schools offer no sex education,
since it remains a controversial issue in several countries, particularly the United States
(especially with regard to the age at which children should start receiving such education, the

amount of detail that is revealed, including LGBT sex education,[17] and topics dealing with
human sexual behavior, e.g. safe sex practices, masturbation, premarital sex, and sexual ethics).
Wilhelm Reich commented that sex education of his time was a work of deception, focusing on
biology while concealing excitement-arousal, which is what a pubescent individual is mostly
interested in. Reich added that this emphasis obscures what he believed to be a basic
psychological principle: that all worries and difficulties originate from unsatisfied sexual
impulses.[18] Leepson asserted that the majority of people favors some sort of sex instruction in
public schools, and this has become an intensely controversial issue because, unlike most
subjects, sex education is concerned with an especially sensitive and highly personal part of
human life. He suggested that sex education should be taught in the classroom.[8] The problem of
pregnancy in adolescents is delicate and difficult to assess using sex education.[19] But
Calderone[who?] believed otherwise, stating that the answer to adolescents' sexual woes and
pregnancy can not lie primarily in school programmes which at best can only be remedial; what
is needed is prevention education and as such parents should be involved.
When sex education is contentiously debated, the chief controversial points are whether covering
child sexuality is valuable or detrimental; whether LGBT sex education should be integrated into
the curriculum;[17] the use of birth control such as condoms and hormonal contraception; and the
impact of such use on pregnancy outside marriage, teenage pregnancy, and the transmission of
STIs. Increasing support for abstinence-only sex education by conservative groups has been one
of the primary causes of this controversy. Countries with conservative attitudes towards sex
education (including the UK and the U.S.) have a higher incidence of STIs and teenage
pregnancy.[20]

Public opinion
A survey conducted in Britain, Canada and the United States by Angus Reid Public Opinion in
November 2011 asked adult respondents to look back to the time when they were teenagers, and
describe how useful several sources were in enabling them to learn more about sex. By far, the
largest proportion of respondents in the three countries (74% in Canada, 67% in Britain and 63%
in the United States) said that conversations with friends were "very useful" or "moderately
useful." The next reputable source was the media (television, books, movies, magazines),
mentioned by three-in-five British (65%) and Canadians (62%) and more than half of Americans
(54%) as useful.
There are some striking differences on two other sources. While half of Canadians (54%) and
Americans (52%) found their sex education courses at school to be useful, only 43% of British
share the same view. And while more than half of Americans (57%) say conversations with
family were useful, only 49% of Canadians and 35 percent of British had the same experience.[21]

By area
Main article: Sex education curriculum

Africa
Sex education in Africa has focused on stemming the growing AIDS epidemic. Most
governments in the region have established AIDS education programs in partnership with the
World Health Organization and international NGOs. These programs were undercut significantly
by the Global Gag Rule, an initiative put in place by President Roberto Carlosee, suspended by
President Bill Clinton, and re-instated by President George W. Bush. The Global Gag Rule
"...required nongovernmental organizations to agree as a condition of their receipt of Federal
funds that such organizations would neither perform nor actively promote abortion as a method
of family planning in other nations...."[22] The Global Gag Rule was again suspended as one of
the first official acts by United States President Barack Obama.[23] The incidences of new HIV
transmissions in Uganda decreased dramatically when Clinton supported a comprehensive sex
education approach (including information about contraception and abortion).[24] According to
Ugandan AIDS activists, the Global Gag Rule undermined community efforts to reduce HIV
prevalence and HIV transmission.[25]
Egypt teaches knowledge about male and female reproductive systems, sexual organs,
contraception and STDs in public schools at the second and third years of the middle-preparatory
phase (when students are aged 1214).[citation needed] A coordinated program between UNDP,
UNICEF, and the ministries of health and education promotes sexual education at a larger scale
in rural areas and spreads awareness of the dangers of female genital mutilation.

Asia
The state of sex education programs in Asia is at various stages of development.
Thailand
Only in Thailand has there been progress on sex education, with the boundaries being pushed
forward with each revision of the curriculum. Thailand has already introduced sexuality
education. The first national policy on sexuality education in schools was announced in 1938, but
sex education was not taught in schools until 1978. Then it was called "Life and Family Studies",
and its content consisted of issues related to the reproductive system and personal hygiene. The
education curriculum has been revised several times, involving efforts from both government and
non-government sectors, and sex education has been accepted as a problem solving tool for
adolescent sexual reproduction and health issues. This has been a consequence of educational
reform following the National Education Act B.E. 2542, increasing awareness of problems
related to adolescents sexual practices, and the emergence of womens sexuality, and queer
movements. Another new approach in sexuality education curricula in Thailand has been the
Teenpath Project developed by PATH,[expand acronym] Thailand. PATH has also succeeded in
institutionalizing sexuality education curricula in schools since 2003.
India

Know Aids - No Aids road sign in Spiti Valley, Himachal Pradesh, India, 2010

AIDS Clinic, McLeod Ganj, Himachel Pradesh, India, 2010

In India, there are many programs promoting sex education including information on AIDS in
schools as well public education and advertising. AIDS clinics providing information and
assistance can be found in most cities and many small villages.[26][27]
India has a strong prevention program which goes hand in hand with care, support and treatment.
We have been able to contain the epidemic with a prevalence of just 0.31%. We have also
brought about a decline of 50% in new infections annually.
Shri Gulam Nabi Azad, Honble Minister of Health and Family Welfare, 2011.[28]
Other countries
Indonesia, Mongolia and South Korea have a systematic policy framework for teaching about
sex within schools. Malaysia and Thailand have assessed adolescent reproductive health needs
with a view to developing adolescent-specific training, messages and materials.
Bangladesh, Myanmar, Nepal and Pakistan have no coordinated sex education programs.[29]
In Japan, sex education is mandatory from age 10 or 11, mainly covering biological topics such
as menstruation and ejaculation.[30]

In China and Sri Lanka, sex education traditionally consists of reading the reproduction section
of biology textbooks. In Sri Lanka young people are taught when they are 1718 years old.
However, in 2000 a new five-year project was introduced by the China Family Planning
Association to "promote reproductive health education among Chinese teenagers and unmarried
youth" in twelve urban districts and three counties. This included discussion about sex within
human relationships as well as pregnancy and HIV prevention.[31]
The International Planned Parenthood Federation and the BBC World Service ran a 12-part series
known as Sexwise, which discussed sex education, family life education, contraception and
parenting. It was first launched in South Asia and then extended worldwide.[32]

Europe
World Health Organisation and Bundeszentrale fr gesundheitliche Aufklrung recommend sex
education of children at all ages.[33]
Finland
In Finland, sexual education is usually incorporated into various obligatory courses, mainly as
part of biology lessons (in lower grades) and later in a course related to general health issues.[34]
France
In France, sex education has been part of school curricula since 1973. Schools are expected to
provide 30 to 40 hours of sex education, and pass out condoms, to students in grades 8 and 9. In
January 2000, the French government launched an information campaign on contraception with
TV and radio spots and the distribution of five million leaflets on contraception to high school
students.[35] In September 2013, the government launched a new program called "les ABCD de
lgalit" (the ABCD of equality) whose main aim is to "fight gender stereotypes at school". The
ultimate goal is to foster mutual respect between boys and girls early on so that it impacts their
conception of the world later on.[36]
Germany
In Germany, sex education has been part of school curricula since 1970. Since 1992 sex
education is a governmental duty by law.[37]
It normally covers all subjects concerning the process of growing up, bodily changes during
puberty, emotions involved, the biological process of reproduction, sexual activity, partnership,
homosexuality, unwanted pregnancies and the complications of abortion, the dangers of sexual
violence, child abuse, and sex-transmitted diseases. It is comprehensive enough that it sometimes
also includes things in its curricula such as sex positions. Most schools offer courses on the
correct usage of contraception.[38]
A sex survey by the World Health Organization concerning the habits of European teenagers in
2006 revealed that German teenagers care about contraception. The birth rate among 15- to 19-

year-olds was very lowonly 11.7 per 1000 people, compared to 27.8 births per 1,000 people in
the UK, and 39.0 births per 1,000 people in Bulgaria (which incidentally has the highest birth
rate in Europe).[39]
German Constitutional Court and later, in 2011, the European Court of Human Rights, rejected
complaints from several Baptists against Germany concerning mandatory sex education.[40]
Poland
From a Western point of view, sex education in Poland has never actually developed. At the time
of the People's Republic of Poland, since 1973, it was one of the school subjects; however, it was
relatively poor and did not achieve any actual success. After 1989, it practically vanished from
the school life - it is currently a subject called "Family Life Education" (wychowanie do ycia w
rodzinie) rather than "Sex Education" (edukacja seksualna) - and schools explicitly require
parental consent for their children to attend sex ed classes. This policy is largely due to the strong
objection against sex education raised by the Catholic Church.[41]
Portugal
Some sex education is taught as part of biology-related curricula. There is also an official
program intended to provide sex education for students.[42]
The Netherlands
Subsidized by the Dutch government, the "Long Live Love" package (Lang leve de liefde),
developed in the late 1980s, aims to give teenagers the skills to make their own decisions
regarding health and sexuality. Nearly all secondary schools provide sex education, as part of
biology classes and over half of primary schools discuss sexuality and contraception. Starting the
2012 school year, age-appropriate sex education - including education about sexual diversity will be compulsory in all secondary and primary schools. The curriculum focuses on biological
aspects of reproduction as well as on values, attitudes, communication and negotiation skills.
Dutch sex education encourages the idea that topics like masturbation, homosexuality, and sexual
pleasure are normal or natural and that there are larger emotional, relational, and societal forces
that shape the experiences of sexuality.[43] The media has encouraged open dialogue and the
health-care system guarantees confidentiality and a non-judgmental approach. The Netherlands
has one of the lowest teenage pregnancy rates in the world, and the Dutch approach is often seen
as a model for other countries.[44]
Slovakia
In the Slovak republic (sometimes shortened to "Slovakia") the content of sex education varies
from school to school, most frequently as a segment of a larger lesson plan of a subject akin to
"Nature science" in English (this course covers both biology and petrology). Generally the sex ed
content taught in Slovakia is quite basic, sometimes lacking, though exactly what any given
lesson contains varies among schools and is dependent on the teacher's knowledge of the subject.
It is not uncommon for teachers to rely on students asking questions (as opposed to

documentaries, discussions, textbooks and in-class debates). Classes are usually divided into
boys and girls. Boys are taught the basics of sex, usually limited to dialogue between student and
teacher of annotated diagrams of genitalia; while girls are additionally taught about menstruation
and pregnancy.[citation needed]
Sweden
In Sweden, sex education has been a mandatory part of school education since 1956. The subject
is usually started between ages 7 and 10, and continues up through the grades, incorporated into
different subjects such as biology and history.[30]
Switzerland
In Switzerland, the content and amount of sex education is decided at the cantonal level. In
Geneva, courses have been given at the secondary level first for girls since 1926 and compulsory
programs have been implemented at secondary level for all classes since the 1950s.[45] In most
French-speaking cantons since the '70s, generalized courses have been implemented by states
with duly formed and trained specialists working within school health services at the secondary
level.
Interventions in primary schools were started during the '80s, with the basic objective of
empowering children, strengthening their resources, and giving the capacity to discriminate what
is right or wrong based upon what is and isn't allowed by law and society. They are also given
knowledge of their own rights, told that they can have their own feelings about themselves, and
informed on who to talk to in case they feel uncomfortable about a private matter and wish to
talk about it.
Finally, the objectives include an enforcement of their capacity to decide for themselves and their
ability to express their feeling about a situation and say "No". In secondary schools, there are
programs at ages 1314 and 16-17 with the basic objective to give students a secure moment
with caring, well informed adults. With confidentiality and mutual respect, students can talk to
an adult who understands youth needs and what they should know about sexual life in
conformity with age and maturity.
In the German part of the country, the situation is somewhat different. Sex education as a school
implemented program is a fairly recent subject, the responsibility given to school teachers.
Though federal structures give authority to each State to decide, there are efforts, notably under
the auspices of Sant sexuelle Suisse - the Swiss branch of IPPF (International Planned
Parenthood Federation) - to look for and propose possible models of application which take into
account all factors of sex education according to their different levels of concern, parents,
teachers, and external experts.
United Kingdom
See also: Sex and Relationships Education

England and Wales

In England and Wales, sex education is not compulsory in schools as parents can refuse to let
their children take part in the lessons. The curriculum focuses on the reproductive system, foetal
development, and the physical and emotional changes of adolescence, while information about
contraception and safe sex is discretionary[46] and discussion about relationships is often
neglected.[35] Britain has one of the highest teenage pregnancy rates in Europe[47] and sex
education is a heated issue in government and media reports. In a 2000 study by the University
of Brighton, many 14- to 15-year-olds reported disappointment with the content of sex education
lessons and felt that lack of confidentiality prevents teenagers from asking teachers about
contraception.[35] However, in a 2008 study conducted by YouGov for Channel 4 it was revealed
that only three in ten teenagers say they need more sex and relationships education.[48]
Scotland

The main sex education programme in Scotland is Healthy Respect, which focuses not only on
the biological aspects of reproduction but also on relationships and emotions. Education about
contraception and sexually transmitted diseases are included in the programme as a way of
encouraging good sexual health. In response to a refusal by Catholic schools to commit to the
programme, however, a separate sex education programme has been developed for use in those
schools. Funded by the Scottish Government, the programme Called to Love focuses on
encouraging children to delay sex until marriage, and does not cover contraception, and as such
is a form of abstinence-only sex education.[49]

North America
Canada
As education is a provincial concern, sex education varies across Canada. Ontario has a
provincial curriculum created in 1998. An updated version was first proposed in 2010, but was
shelved by the Liberal government under Dalton McGuinty.[50] Mandatory sex education was
removed from the Quebec provincial curriculum in 2005. It is currently based on the discretion
of each teacher. With rates of syphilis and gonorrhea rising in the province since this change,
several researchers and sex educators are criticizing the current policy, most notably Lisa
Trimble and Stephanie Mitelman.[51]
United States
Main article: Sex education in the United States
Almost all U.S. students receive some form of sex education at least once between grades 7 and
12; many schools begin addressing some topics in grades 5 or 6.[52] However, what students learn
varies widely, because curriculum decisions are so decentralized. Many states have laws
governing what is taught in sex education classes and contain provisions to allow parents to opt
out. Some state laws leave curriculum decisions to individual school districts.[53]

For example, a 1999 study by the Guttmacher Institute found that most U.S. sex education
courses in grades 7 through 12 cover puberty, HIV, STIs, abstinence, implications of teenage
pregnancy, and how to resist peer pressure. Other studied topics, such as methods of birth control
and infection prevention, sexual orientation, sexual abuse, and factual and ethical information
about abortion, varied more widely.[54]
Only two forms of sex education are taught in American schools: "abstinence plus" and
"abstinence-only".[55] "Abstinence plus" (also known as comprehensive sex ed) covers abstinence
as a positive choice, but also teaches about contraception and the avoidance of STIs when
sexually active. A 2002 study conducted by the Kaiser Family Foundation found that 58% of
secondary school principals describe their sex education curriculum as "abstinence plus".[53]
Abstinence-only sex education tells teenagers that they should be sexually abstinent until
marriage and does not provide information about contraception. In the Kaiser study, 34% of
high-school principals said their school's main message was abstinence-only.
The difference between these two approaches, and their impact on teen behavior, remains a
controversial subject. In the U.S., teenage birth rates had been dropping since 1991, but a 2007
report showed a 3% increase from 2005 to 2006.[56] From 1991 to 2005, the percentage of teens
reporting that they had ever had sex or were currently sexually active showed small declines.[57]
However, the U.S. still has the highest teen birth rate and one of the highest rates of STIs among
teens in the industrialized world.[58] Public opinion polls conducted over the years have found
that the vast majority of Americans favor broader sex education programs over those that teach
only abstinence, although abstinence educators recently published poll data with the opposite
conclusion.[59][60][61]
Proponents of comprehensive sex education, which include the American Psychological
Association,[62] the American Medical Association,[63] the National Association of School
Psychologists,[64] the American Academy of Pediatrics,[65] the American Public Health
Association,[66] the Society for Adolescent Medicine[67] and the American College Health
Association,[67] argue that sexual behavior after puberty is a given, and it is therefore crucial to
provide information about the risks and how they can be minimized; they also claim that denying
teens such factual information leads to unwanted pregnancies and STIs.
On the other hand, proponents of abstinence-only sex education object to curricula that fail to
teach their standard of moral behavior; they maintain that a morality which is based on sex only
within the bounds of marriage is "healthy and constructive" and that value-free knowledge of the
body may lead to immoral, unhealthy, and harmful practices. Within the last decade, the federal
government has encouraged abstinence-only education by steering over a billion dollars to such
programs.[68] Some 25 states now decline the funding so that they can continue to teach
comprehensive sex education.[69][70][71][72] Funding for one of the federal government's two main
abstinence-only funding programs, Title V, was extended only until December 31, 2007;
Congress is debating whether to continue it past that date.[73]
The impact of the rise in abstinence-only education remains a question. To date, no published
studies of abstinence-only programs have found consistent and significant program effects on

delaying the onset of intercourse.[58] In 2007, a study ordered by the U.S. Congress found that
middle school students who took part in abstinence-only sex education programs were just as
likely to have sex (and use contraception) in their teenage years as those who did not.[74]
Abstinence-only advocates claimed that the study was flawed because it was too narrow and
began when abstinence-only curricula were in their infancy, and that other studies have
demonstrated positive effects.[75]
According to a Centers for Disease Control and Prevention report in 2007, teen pregnancies in
the United States showed a 3% increase in the teen birth rate from 2005 to 2006, to nearly 42
births per 1,000.[56]
According to Anna Mulrine of U.S. News & World Report, records show that professionals still
do not know which method of sex education works best to keep teens from engaging in sexual
activity, but they are still working to find out.[76]
Virginia

Virginia uses the sex education program called The National Campaign to prevent teen and
unplanned pregnancy.[77] The National Campaign was created in 1996 and focuses on preventing
teen and unplanned pregnancies of young adults. The National Campaign set a goal to reduce
teen pregnancy rate by 1/3 in 10 years. The Virginia Department of Health[78] ranked Virginia
19th in teen pregnancy birth rates in 1996. Virginia was also rated 35.2 teen births per 1000 girls
aged 1519 in 2006. The Healthy people 2010 goal[79] is a teen pregnancy rate at or below 43
pregnancies per 1000 females age 15-17.
Texas

Sex education in Texas has recently become a policy of much focus in the state. With the rise of
recent protests and proposed bills in the Texas House, the current policy has been the focus of
much scrutiny. As of 1997, when Senate Bill 1 was enacted, Texas has left the decision of
inclusion of sex education classes within schools up to the individual districts. The school board
members are entitled to approve all curricula that are taught; however the bill has certain criteria
that a school must abide by when choosing to teach Sex Ed. These include:

present abstinence from sexual activity as the preferred choice of behavior in relationship
to all sexual activity for unmarried persons of school age;

devote more attention to abstinence from sexual activity than to any other behavior;

emphasize that abstinence from sexual activity, if used consistently and correctly, is the
only method that is 100 percent effective in preventing pregnancy, sexually transmitted
diseases, infection with Human Immunodeficiency Virus (HIV) or Acquired Immune
Deficiency Syndrome (AIDS), and the emotional trauma associated with adolescent
sexual activity;

direct adolescents to a standard of behavior in which abstinence from sexual activity

before marriage is the most effective way to prevent pregnancy, sexually transmitted
diseases, and infection with HIV or AIDS; and

teach contraception and condom use in terms of real-world failure rates, not statistics
based on laboratory rates, if instruction on contraception and condoms is included in
curriculum content.

Additionally, school districts are not authorized to distribute condoms in connection with
instruction relating to human sexuality.[80]
Since the enactment of this policy, several research studies have been done to evaluate the Sex
Ed Policy, namely the abstinence-only aspect of the teaching. Drs. David Wiley and Kelly
Wilson published the Just Say Dont Know: Sexuality Education in Texas Public Schools[81]
report where they found that:

Shaming and fear-based instruction are commonly used for teaching Sex Ed

Gender stereotypes are promoted

A majority of students receive no information about human sexuality except abstinence

The materials used regularly contain factual errors and distort the truth about condoms
and STDs

According to Texas State Representative Mike Villarreal, "We have a responsibility to ensure that
our children receive accurate information in the classroom, particularly when students' health is
at stake," Villarreal said. "We're dealing with a myriad of problems in Texas as a result of our sky
high teen pregnancy rates. We cannot allow our schools to provide erroneous information - the
stakes are far too high."[82] With this in mind, many state legislators have proposed bills to
improve the sexual education in Texas Schools.

SB 852/HB 1624[83] In Feb 2011, Senator Ellis proposed The Education Works bill. This
bill would require schools that teach sex education to provide evidence-based, ageappropriate information that emphasizes the importance of abstinence as the only 100%
effective method of avoiding sexually transmitted infections (STIs) and pregnancy, while
also teaching about contraceptive methods to avoid STIs and pregnancy.

HB 741/SB 515[84] In 2011, Representatives Joaquin Castro and Mike Villarreal

introduced a bill calling for abstinence-plus sexual health education bill. The bill would
have medically accurate information, including: abstinence, contraception, and what it
really takes to be a parent. The bill received a hearing but was left in committee.

HB 1567/ SB 1076[85] Introduced in 2009 by Villarreal, this bill would have required
instruction on contraceptive use to be scientifically accurate when it is taught as part of a
school's sexual health curriculum. It did not receive a hearing.

Catholic schools in Texas follow Catholic Church teachings in regard to Sex Education. Some
opponents of sex education in Catholic schools believe sex ed programs are doing more harm to
the young than good. Opponents of sex education contend that children are not mentally and
emotionally ready for this type of instruction, and believe that exposing the young to sex ed
programs may foster the students with the preoccupation of sex.
The Catholic Church believes that parents are the first educators and should rightfully fight for
their duty as so in regard to sex education:[86][87]

Human Vitae teaches that the faithful must form their 'consciences' as a guide to Christlike decision making in regard to sex education.[88]

the young should not engage in premarital sex, adultery, fornication or other acts of
impurity or scandals to others

Pope John Paul II says that sex education is "a basic right and duty of parents."

Oceania
Australia
The Government of Victoria (Australia) developed a policy for the promotion of Health and
Human Relations Education in schools in 1980 that was introduced into the State's primary and
secondary schools during 1981.[89] The initiative was developed and implemented by the
Honorable Norman Lacy MP, Minister for Educational Services from 1979-1982.
A Consultative Council for Health and Human Relations Education was established in December
1980 under the chairmanship of Dame Margaret Blackwood; its members possessed considerable
expertise in the area.
The Council had three major functions:
1. to advise and to be consulted on all aspects of Health and Human Relations' Education in
schools;
2. to develop, for consideration of the Government, appropriate curriculum for schools;
3. to advise and recommend the standards for in-service courses for teachers and relevant
members of the school community.
Support services for the Consultative Council were provided by a new Health and Human
Relations Unit within the Special Services Division of the Education Department of Victoria and

was responsible for the implementation of the Government's policy and guidelines in this area.
The Unit advised principals, school councils, teachers, parents, tertiary institutions and others in
all aspects of Health and Human Relations Education.
In 1981 the Consultative Council recommended the adoption of a set of guidelines for the
provision of Health and Human Relations Education in schools as well as a Curriculum
Statement to assist schools in the development of their programs. These were presented to the
Victorian Cabinet in December 1981 and adopted as Government policy.
New Zealand
In New Zealand, sexuality education is part of the Health and Physical Education curriculum,
which is compulsory for the first ten years of schooling (Years 1 to 10) but optional beyond that.
Sexual and reproductive health education begins at Year 7, although broader issues such as
physical, emotional and social development, personal and interpersonal skills, and (non-sexual)
relationships begin as early as Year 1.[90]
The Health / Hauora curriculum, including the sexuality education component, is the only part of
the New Zealand Curriculum / Te Matauranga o Aotearoa (the former for English-medium
schools, the latter for Mori-medium schools) in which state and state-integrated schools must
legally consult with the school community regarding its delivery, and the consultations must
occur at least once every two years.[91] Parents can ask for their children to be removed from the
sexuality education component of the health curriculum for any reason, provided they apply in
writing to the school principal, and do so at least 24 hours beforehand so alternative
arrangements can be made.[92] However, this does not prevent a teacher answering sexuality
education questions if a student, excluded or not, asks them.[90]

Morality
One approach to sex education is to view it as necessary to reduce the risk of certain sexual
behaviors and equip individuals to make informed decisions about their personal sexual activity.
Another viewpoint on sex education, historically inspired by sexologists like Wilhelm Reich and
psychologists like Sigmund Freud and James W. Prescott, holds that what is at stake in sex
education is control over the body and liberation from social control. Proponents of this view
tend to see the political question as whether society or the individual should teach sexual mores.
Sexual education may thus be seen as providing individuals with the knowledge necessary to
liberate themselves from socially organized sexual oppression and to make up their own minds.
In addition, sexual oppression may be viewed as socially harmful. Sex and relationship experts
like Reid Mihalko of "Reid About Sex"[93] suggests that open dialogue about physical intimacy
and health education can generate more self-esteem, self-confidence, humor, and general health.
[94]

Another question in the sex education debate is whether the state or the family should teach
sexual mores. Some believe that sexual mores should be left to the family, and sex-education
represents state interference.

Some claim that certain sex education curricula break down pre-existing notions of modesty or
encourage acceptance of what they consider immoral practices, such as homosexuality or
premarital sex. A supporting web site is the Coalition for Positive Sexuality. Naturally, those that
believe that homosexuality and premarital sex are a normal part of the range of human sexuality
disagree with them.[citation needed]
Many religions teach that sexual behavior outside of marriage is immoral and/or psychologically
damaging, and many adherents desire this morality to be taught as a part of sex education. They
may believe that sexual knowledge is necessary, or simply unavoidable, hence their preference
for curricula based on abstinence.[95]

LGBT sex education

Main article: LGBT sex education
One major source of controversy in the realm of sex education is whether LGBT sex education
should be integrated into school curricula.[17] LGBT sex education includes safe sex practices for
lesbian, gay, bisexual, and transgender individuals and general instruction in topics related to
homosexuality. Studies have shown that many schools do not offer such education today.[96]
Proponents of LGBT sex education argue that encompassing homosexuality into the curricula
would provide LGBT students with the sexual health information they need,[97] and help to
ameliorate problems such as low self-esteem and depression that research has shown can be
present in LGBT individuals.[98] They also claim that it could reduce homophobic bullying.[98][99]
Opponents often argue that teaching LGBT sex education would be disrespectful to some
religions[17] and expose students to inappropriate topics.[96] They say that including homosexuality
in the curriculum would violate parents rights to control what their children are exposed to and
that schools should not inflict a particular political view on students.[100] Currently, many sex
education curricula do not include LGBT topics, and research has reported that students often
feel that they do not receive adequate instruction in LGBT sex topics.[96][101]

See also
Sexuality portal
Education portal

The ABC of Sex Education for Trainables, a short film informing people about the need to
educate the mentally disabled ("trainables") about sex

About Your Sexuality

Adolescent sexuality

AIDS Education and Training Centers (AETCs) in the US

Harm reduction

Harmful to Minors, a book by Judith Levine, which deals with sexual morality and sex
education in the United States

Our Whole Lives

Permissive society

Promiscuity

Refusal skills

Section 28 (UK)

Sex manual

Sexual revolution

Social conservatism

The birds and the bees

World War II U.S. Military Sex Education

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Dailard, Cynthia (February 2001). "Sex Education: Politicians, Parents, Teachers and
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"NAEA Executive Summary of Key Findings". National Abstinence Education
Association. 2007-05-03. Retrieved 2007-05-24.
Comprehensive Sex Education is More Effective at Stopping the Spread of HIV Infection
AMA Policy Finder - American Medical Association[dead link]
NASP Position Statement on Sexuality Education[dead link]
"Sexuality Education for Children and Adolescents - Committee on Psychosocial Aspects
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Pediatrics.aappublications.org. 2001-08-01. Retrieved 2014-08-05.
"Policy Statement Database". APHA. Retrieved 2014-08-05.
Adolescent Health[dead link]
"Abstinence-Only Programs: Harmful to Women & Girls: Federal Funding for
Abstinence-Only Programs". Legal Momentum. Archived from the original on 2007-09-29.
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States that decline abstinence-only funding include California, Colorado, Connecticut,
Maine, Massachusetts, Minnesota, Montana, New Jersey, New Mexico, Pennsylvania, Ohio,
Rhode Island, Virginia, Washington, and Wisconsin.
"Maine Declines Federal Funds for Abstinence-Only Sex Education Programs, Says New
Guidelines Prohibit 'Safe-Sex' Curriculum". Medical News Today. 2005-09-23. Retrieved 200705-24.[dead link]
Huffstutter, P.J. (2007-04-09). "States refraining from abstinence-only sex education".
Boston Globe (Los Angeles Times). Retrieved 2007-05-23.
"An Overview of Federal Abstinence-Only Funding" (PDF). Legal Momentum. February
2007. Retrieved 2007-05-25.[dead link][dead link][2][dead link]
Mixon, Melissa (2007-10-06). "Abstinence programs brace for major funding cut".
Austin American-Statesman. Archived from the original on 2007-10-13. Retrieved 2007-10-17.
"Study: Abstinence programs no guarantee". CNN.com. Associated Press. 2007-04-14.
Archived from the original on 2007-10-12. Retrieved 2007-04-18.
"Mathematica Findings Too Narrow" (Press release). National Abstinence Education
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 "EDUCATION CODE CHAPTER 28. COURSES OF STUDY; ADVANCEMENT".

Statutes.legis.state.tx.us. Retrieved 2014-08-05.
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"Sex Education And Catholic Schools". Ewtn.com. Retrieved 2014-08-05.
Keenan, J. F. (2010). CONTEMPORARY CONTRIBUTIONS TO SEXUAL ETHICS.
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Ministry of Education (2002). Sexuality Education: Revised Guide for Principals, Boards
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June 2013.
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reidaboutsex.com
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Formby, Eleanor (August 2011). "Sex and relationships education, sexual health, and
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Schools". Center for American Progress. Retrieved 11/02/13. Check date values in: |
accessdate= (help)
Goodman, Josh. "5 Reasons Schools Should Adopt LGBTQ-inclusive Sex Ed". The
Huffington Post. Retrieved 11/02/2013. Check date values in: |accessdate= (help)
Villalva, Brittney. "Sex Education in Schools Should Include a Gay Agenda, Report
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1

Ellis, Viv; High (April 2004). "Something More to Tell You: Lesbian, Gay, or
Bisexual Young Peoples". Journal of Adolescence 30 (2): 213225.
doi:10.1080/0141192042000195281.

Further reading

Teaching Immorality In Schools By Ugochukwu Ejinkeonye, May 7, 2013

External links
This section's use of external links may not follow Wikipedia's policies or guidelines.
Please improve this article by removing excessive or inappropriate external links, and
converting useful links where appropriate into footnote references. (September 2013)
Library resources about
Sex education

Resources in your library

Sexuality Information and Education Council of the United States (SIECUS)

Facts on Sex Education in the United States From the Guttmacher Institute

Doinitright.org Place where teens can ask anonymous questions about sexual health

STD Testing Resource for STD test clinics in the United States

Sex information website by the Nederlandse Vereniging voor Seksuele Hervorming

(Dutch Society for Sexual Reform)

Sexwise Sex information for teenagers in the UK

Youth-Policy Youth reproductive health and HIV/AIDS policy in developing countries

TeenSource.org Sex education site for teens

Sex, Etc. The national magazine and Web site written by teens, for teens, on sexual health
issues.

The SexEdLibrary A comprehensive resource for sexuality education teachers.

Standards for Sexuality Education in Europe Research site from the field of sex
education, contraception and family planning (Federal Centre for Health Education
(BZgA))

Youth sexuality in the internet age - a qualitative study of the social and sexual
relationships of young people (commissioned by the Federal Centre for Health Education
(BZgA))

Comprehensive Sex Education

Teaches that sexuality is a natural, normal,

healthy part of life

Abstinence-Only-Until-Marriage
Education
Teaches that sexual expression outside of
marriage will have harmful social,
psychological, and physical consequences

Teaches that abstinence from sexual intercourse Teaches that abstinence from sexual intercourse
is the most effective method of preventing
before marriage is the only acceptable behavior
unintended pregnancy and sexually transmitted
diseases, including HIV
Provides values-based education and offers
students the opportunity to explore and define
their individual values as well as the values of
their families and communities

Teaches only one set of values as morally

correct for all students

Includes a wide variety of sexuality related

topics, such as human development,
relationships, interpersonal skills, sexual
expression, sexual health, and society and
culture

Limits topics to abstinence-only-until-marriage

and to the negative consequences of pre-marital
sexual activity

Includes accurate, factual information on

abortion, masturbation, and sexual orientation

Usually omits controversial topics such as

abortion, masturbation,
and sexual orientation

Provides positive messages about sexuality and Often uses fear tactics to promote abstinence
sexual expression, including the benefits of
and to limit sexual expression
abstinence
Teaches that proper use of latex condoms, along Discusses condoms only in terms of failure
with water-based lubricants, can greatly reduce, rates; often exaggerates condom failure rates
but not eliminate, the risk of unintended

pregnancy and of infection with sexually

transmitted diseases (STDs) including HIV
Teaches that consistent use of modern methods Provides no information on forms of
of contraception can greatly reduce a couple's contraception other than failure rates of
risk for unintended pregnancy
condoms
Includes accurate medical information about
STDs, including HIV; teaches that individuals
can avoid STDs

Often includes inaccurate medical information

and exaggerated statistics regarding STDs,
including HIV; suggests that STDs are an
inevitable result of premarital sexual behavior

Teaches that religious values can play an

Often promotes specific religious values
important role in an individual's decisions about
sexual expression; offers students the
opportunity to explore their own and their
family's religious values
Teaches that a woman faced with an unintended Teaches that carrying the pregnancy to term and
pregnancy has options: carrying the pregnancy placing the baby for adoption is the only
to term and raising the baby, or carrying the
morally correct option for pregnant teens
pregnancy to term and placing the baby for
adoption, or ending the pregnancy with an
abortion

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Home HIV Prevention

Sex Education That Works

What is sex education?

HIV and sex education for scouts in the Central African Republic

Sex education ('sex ed'), which is sometimes called sexuality education or sex and relationships
education, is 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.

It is widely accepted that young people have a right to sex education. This is because it is a
means by which they are helped to protect themselves against abuse, exploitation, unintended
pregnancies, sexually transmitted diseases and HIV and AIDS. It is also argued that providing
sex education helps to meet young peoples rights to information about matters that affect them,
their right to have their needs met and to help them enjoy their sexuality and the relationships
that they form. 1 2 3 4 5

What are the aims of sex education?

Sex education aims to reduce the risks of potentially negative outcomes from sexual behaviour,
such as unwanted or unplanned pregnancies and infection with sexually transmitted diseases
including HIV. It also aims to contribute to young peoples positive experience of their sexuality,
by enhancing the quality of their relationships and their ability to make informed decisions over
their lifetime. Sex education should be more than just puberty and reproductive biology; it
should help young people to be safe and enjoy their sexuality. 6

What skills should sex education develop?

If sex education is going to be effective it needs to include opportunities for young people to
develop skills, as it can be hard for them to act on the basis of only having information. 7 8 9
The skills young people develop as part of sex education are linked to more general life-skills.
Being able to communicate, listen, negotiate with others, ask for and identify sources of help and
advice, are useful life-skills which can be applied to sexual relationships. Effective sex education
develops young people's skills in negotiation, decision-making, assertion and listening. Other
important skills include being able to recognise pressures from other people and to resist them,
dealing with and challenging prejudice and being able to seek help from adults - including
parents, carers and professionals - through the family, community and health and welfare
services.
Sex education that works also helps equip young people with the skills to be able to differentiate
between accurate and inaccurate information, and to discuss a range of moral and social issues
and perspectives on sex and sexuality, including different cultural attitudes and sensitive issues
like sexuality, abortion and contraception. 10 11 12 13

Forming attitudes and beliefs

Young people can be exposed to a wide range of attitudes and beliefs in relation to sex and
sexuality. For example, some health messages emphasise the risks and dangers associated with
sexual activity and some media coverage promotes the idea that being sexually active makes a
person more attractive and mature. Because sex and sexuality are sensitive subjects, young
people and sex educators can have strong views on what attitudes people should hold, and what
moral framework should govern people's behaviour.

Young people can be very interested in the moral and cultural frameworks that bind sex and
sexuality. They often welcome opportunities to talk about issues where people have strong views,
like abortion, sex before marriage, lesbian, gay and contraception and birth control. It is
important to remember that talking in a balanced way about differences in opinion does not
promote one set of views over another, or mean that one agrees with a particular view. Part of
exploring and understanding cultural, religious and moral views is finding out that you can agree
to disagree.
People providing sex education have attitudes and beliefs of their own about sex and sexuality
and it is important not to let these influence negatively the sex education that they provide. For
example, even if a person believes that young people should not have sex until they are married,
this does not imply withholding important information about safer sex and contraception.
Attempts to impose narrow moralistic views about sex and sexuality on young people through
sex education have failed. 14 15 16 Rather than trying to deter or frighten young people away
from having sex, effective sex education includes work on attitudes and beliefs that enable young
people to choose whether or not to have a sexual relationship, taking into account the potential
risks of any sexual activity.
Attempts to impose narrow moralistic views about sex and sexuality on young people through
sex education have failed.
Effective sex education also provides young people with an opportunity to explore the reasons
why people have sex, and to think about how it involves emotions, respect for one self and other
people and their feelings, decisions and bodies. Young people should have the chance to explore
gender differences and how ethnicity and sexuality can influence people's feelings and options.
17 18 They should be able to decide for themselves what the positive qualities of relationships
are. It is important that they understand how bullying, stereotyping, abuse and exploitation can
negatively influence relationships.

So what information should be given to young people?

Young people get information about sex and sexuality from a wide range of sources including
each other, through the media including advertising, television and magazines, as well as leaflets,
books and websites (such as www.avert.org). Some of this will be accurate and some inaccurate.
Providing information through sex education is therefore about finding out what young people
already know and adding to their existing knowledge and correcting any misinformation they
may have. For example, young people may have heard that condoms are not effective against
HIV or that there is a cure for AIDS. It is important to provide information which corrects
mistaken beliefs. Without correct information young people can put themselves at greater risk.
Information is also important as the basis on which young people can develop well-informed
attitudes and views about sex and sexuality. Young people need to have information on all the
following topics:

Sexual development & reproduction - the physical and emotional changes associated with
puberty and sexual reproduction, including fertilisation and conception, as well as
sexually transmitted diseases and HIV.

Contraception & birth control - what contraceptives there are, how they work, how
people use them, how they decide what to use or not, how they can be obtained, and
abortion.

Relationships - what kinds of relationships there are, love and commitment, marriage and
partnership and the law relating to sexual behaviour and relationships as well as the range
of religious and cultural views on sex and sexuality and sexual diversity.

Sexuality - including all the above for young people that are heterosexual or homosexual.

When should sex education start?

Providing basic information provides the foundation on which more complex knowledge is built
up over time.
Sex education should start early, before young people reach puberty, and before they have
developed established patterns of behaviour. 19 20 21 22 The precise age at which information
should be provided depends on the physical, emotional and intellectual development of the
young people as well as their level of understanding. What is covered and also how, depends on
who is providing the sex education, when they are providing it, and in what context, as well as
what the individual young person wants to know about. 23
It is important for sex education to begin at a young age and also that it is sustained. Giving
young people basic information from an early age provides the foundation on which more
complex knowledge is built up over time. For example, when they are very young, children can
be informed about how people grow and change over time, and this provides the basis on which
they understand more detailed information about puberty provided in the pre-teenage years. They
can also be provided with information about viruses and germs that attack the body. This
provides the basis for talking to them later about infections that can be caught through sexual
contact.

Does sex education at an early age encourage young people to have sex?
Some people are concerned that providing information about sex and sexuality arouses curiosity
and can lead to sexual experimentation. However, in a review of 48 studies of comprehensive sex
and STD/HIV education programmes in US schools, there was found to be strong evidence that
such programmes did not increase sexual activity. Some of them reduced sexual activity, or
increased rates of condom use or other contraceptives, or both. 24 It is important to remember
that young people can store up information provided at any time, for a time when they need it
later on.

When should parents start talking to young people about sex?

Father and baby

Sometimes it can be difficult for adults to know when to raise issues, but the important thing is to
maintain an open relationship with children which provides them with opportunities to ask
questions when they have them. Parents and carers can also be proactive and engage young
people in discussions about sex, sexuality and relationships. Naturally, many parents and their
children feel embarrassed about talking about some aspects of sex and sexuality. The best basis
to proceed on is a sound relationship in which a young person feels able to ask a question or raise
an issue if they feel they need to. It has been shown that in countries like The Netherlands, where
many families regard it as an important responsibility to talk openly with children about sex and
sexuality, this contributes to greater cultural openness about sex and sexuality and improved
sexual health among young people. 25
The role of many parents and carers as sex educators changes as young people get older and are
provided with more opportunities to receive formal sex education through schools and
community-settings. However, it doesn't get any less important. Because sex education in school
tends to take place in blocks of time, it can't always address issues relevant to young people at a
particular time, and parents can fulfill a particularly important role in providing information and
opportunities to discuss things as they arise. 26

Who should provide sex education?

Sex education can take place in a variety of settings, both in and out of school. In these different
contexts, different people have the opportunity and responsibility to provide sex education for
young people.

Parents/carers

At home, young people can easily have one-to-one discussions with parents or carers which
focus on specific issues, questions or concerns. They can have a dialogue about their attitudes
and views. Sex education at home also tends to take place over a long time, and involve lots of
short interactions between parents and children. As young people get older, advantage can be
taken of opportunities provided by things seen on television for example, as an opportunity to
initiate conversation. It is also important not to defer dealing with a question or issue for too long
as it can suggest that you are unwilling to talk about it. There is evidence that positive parentchild communication about sexual matters can lead to greater condom use among young men and
a lower rate of teenage conception among young women. 27

Young people
In some countries, the involvement of young people themselves in developing and providing sex
education has increased as a means of ensuring the relevance and accessibility of provision.
Consultation with young people at the point when programmes are designed, helps ensure that
they are relevant and the involvement of young people in delivering programmes may reinforce
messages as they model attitudes and behaviour to their peers. 28 29 30 As part of their schoolbased Sex and Relationship Education programme, the UK-based organisation, Apause involves
peer-educators to achieve positive behaviour change among students aged 13 and 14, with an aim
to reduce the rates of first intercourse before the age of 16. 31

Teachers
In school the interaction between the teacher and young people takes a different form and is
often provided in organised blocks of lessons. It is not as well suited to advising the individual as
it is to providing information from an impartial point of view. The most effective sex education
acknowledges the different contributions each setting can make. School programmes which
involve parents, notifying them what is being taught and when, can support the initiation of
dialogue at home.

Effective school-based sex education

School-based sex education can be an important and effective way of enhancing young people's
knowledge, attitudes and behaviour. There is widespread agreement that formal education should
include sex education. Evidence suggests that effective school programmes will include the
following elements:

A focus on reducing specific risky behaviours

A basis in theories which explain what influences people's sexual choices and behaviour

A clear, and continuously reinforced message about sexual behaviour and risk reduction

Providing accurate information about, the risks associated with sexual activity, about
contraception and birth control, and about methods of avoiding or deferring intercourse

Dealing with peer and other social pressures on young people; providing opportunities to
practise communication, negotiation and assertion skills

Uses a variety of approaches to teaching and learning that involve and engage young
people and help them to personalise the information

Uses approaches to teaching and learning which are appropriate to young people's age,
experience and cultural background

Is provided by people who believe in what they are saying and have access to support in
the form of training or consultation with other sex educators

Focuses on both heterosexual and homosexual relations.

Formal programmes with all these elements have been shown to increase young people's levels
of knowledge about sex and sexuality, put back the average age at which they first have sexual
intercourse and decrease risk when they do have sex.
In addition to this, effective sex education is supported by links to sexual health services and
takes into account the messages about sexual values and behaviour young people get from other
sources (such as friends and the media). It is also responsive to the needs of the young people
themselves - whether they are girls or boys, on their own or in a single sex or mixed sex group,
and what they know already, their age and experiences.

Including sexuality in sex education

In some schools, sex education classes will be covered by a regular school teacher who has
volunteered. Other schools have no sex education on their curriculum, and what little
information the students receive comes under the umbrella of the biology syllabus.
The discomfort of teachers and parents has been, for too long, allowed to frustrate the needs of
pupils both gay and straight.
Sexual health education should involve discussion of gay and straight issues. Often, when
schools offer practical advice in avoiding HIV infection and STDs, it is aimed at straight pupils,
with no mention of prevention methods for gay pupils. This may be because STD and HIV
prevention for gay men and lesbians involves discussion of gay sex.
Often, teachers are too embarrassed to discuss same-sex relations. However, no sexual health
education class can be even remotely adequate without including this type of information. If
regular teachers are too uncomfortable dealing with sexual issues, then an external specialist
teacher should take some sessions.

Importance of sexuality in sex education

Given that gay men are disproportionately vulnerable to HIV infection and certain STDs, any
comprehensive sexual health course should offer information about how gay men can protect
themselves from infection. This necessarily involves discussing topics that need to be more
explicit, such as safer sex for gay men. It is not possible to teach about safer sex without
mention, and ideally discussion, of different sexual practices.
It is also important for young people to receive information about gay sexuality, in addition to
just sexual health. Gay pupils need information that will give them an idea of the experience of
living as a gay person in the wider world outside the classroom. This also helps to dispel
ignorance and prejudice amongst other pupils. Lessons might include topics such as rights of gay
spouses and same-sex parents.
Sexual health education, if it exists, offers the opportunity to begin providing education about
different sexualities and different lifestyles. This neednt be restricted to a sexual health class,
and should discuss both heterosexual and homosexual relationships. 32
I told a few other close friends but one day in an AS level history class we ended up discussing
HIV/AIDS rather than the German Reformation. Well one person said 'Its all them who spread itthose gays' to which in outrage I shouted WE DON'T SPREAD IT THANK YOU!" - Tom

Teaching teachers
A UK survey found that less than half of teachers would feel confident in providing pupils with
information on lesbian and gay issues. 33 A teacher who isn't trained in sexual health education
is likely to feel uncomfortable when asked to teach a safer-sex lesson involving topics such as
oral sex, anal sex, and sex between women. This discomfort will be picked up by the pupils,
and often leads to important topics being brushed over. A teacher who knows their topic well is
much more comfortable in the classroom, and thereby makes pupils much more comfortable with
the topic. 34
An uncomfortable teacher will have a dysfunctional class, with students giggling together
behind cupped hands.
Students need to be able to get on with group work, engage with their topic enthusiastically, and
indulge their natural interest in learning about issues that ultimately will affect them. In a wellmanaged class, pupils' own interest will provide the motivation to learn. An uncomfortable
teacher will have a dysfunctional class, with students giggling together behind cupped hands,
whispering at the back of class, and trying to embarrass the teacher further by asking awkward
questions. At the end of this class, students will be no better informed than they were at the
beginning of it. 35
Teacher training is one obvious answer to this problem. Appropriate training for teachers can
familiarise them with questions that they might have to deal with, and ensure that their
knowledge of the subject is complete.

Another solution would be for the school to bring in teachers from outside the school to teach
HIV, sexual health and sexuality education topics, or to have one teacher in the school who is
designated with responsibility for these topics. Social education such as the awareness of
prejudice should be present throughout the curriculum.
There is a serious lack of specific training for teachers in many countries, meaning that the
majority of pupils receive extremely limited sexual health education with no information for gay
pupils.

Barriers to providing sex education

Some schools have no sex education on their curriculum. This can be a result of the wider
political climate and legislation in a country, or the stance of the school itself. Some academic
planners fear that pupils who are taught about gay sexuality will want to rush out and try it. This
is an argument that is often used by those who oppose comprehensive sex education in schools.
On the contrary, an abundance of studies have shown that sex education reduces teenage
pregnancies and STD infection rates. 36
Many schools that have a strong religious influence are opposed to comprehensive sex education.
This can severely limit a pupil's education, with information only being provided in their biology
class under the heading of reproduction. These classes can be about, literally, the birds and the
bees. They often leave young people confused and ignorant, and communicate that human
sexuality is embarrassing and shouldn't be discussed. 37 38 This not only means that
homosexuality is unlikely to be adequately discussed (if at all), but furthermore, a teacher who
communicates to the class that these topics are uncomfortable, will damage the self-respect of
gay class-members, and amplify the prejudice they already experience.
The UK government makes sex and relationships education compulsory at primary and
secondary level, and removes parents' right to opt their children out of these lessons until they
are 15. 39 However, it is vital that this progress is reflected in the attitudes and capabilities of
those who are carrying out sexual health education. Teachers shouldnt feel uncomfortable about
their topic, and certainly shouldnt, themselves, be prejudiced against gay men and lesbians.
This is a problem that needs to be addressed by society as a whole parents are often
uncomfortable talking to their children about sex, and are little happier about the idea of their
teacher providing the necessary information. 40 Parents need to know that sex and HIV
education is safe, and that it wont encourage any immoral behaviour in their offspring,
whether gay or straight.

Taking sex education forward

Providing effective sex education can seem daunting because it means tackling potentially
sensitive issues and involving a variety of people parents, schools, community groups and
health service providers. However, because sex education comprises many individual activities,

which take place across a wide range of settings and periods of time, there are lots of
opportunities to contribute.
The nature of a person's contribution depends on their relationship, role and expertise in relation
to young people. For example, parents are best placed in relation to young people to provide
continuity of individual support and education starting from early in their lives. School-based
education programmes are particularly good at providing information and opportunities for skills
development and attitude clarification in more formal ways, through lessons within a curriculum.
Community-based projects provide opportunities for young people to access advice and
information in less formal ways. Sex education through the mass media, often supported by
local, regional or national Government and non-governmental agencies and departments, can
help to raise public awareness of sex health issues.
There is a need to pay more attention to the needs of specific groups of young people like young
parents, young lesbian, gay and bisexual people, as well as those who may be out of touch with
services and schools and socially vulnerable, like young refugees and asylum-seekers, young
people in care, young people in prisons, and also those living on the street.
The circumstances and context available to parents and other sex educators are different from
place to place. Practical or political realities in a particular country may limit people's ability to
provide young people with comprehensive sex education. But the basic principles outlined here
apply everywhere. By making contributions and valuing that made by others, and by being
guided by these principles, more sex education and support for young people can be provided.
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Home HIV Prevention

Sex Education That Works

What is sex education?

HIV and sex education for scouts in the Central African Republic

Sex education ('sex ed'), which is sometimes called sexuality education or sex and relationships
education, is 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.
It is widely accepted that young people have a right to sex education. This is because it is a
means by which they are helped to protect themselves against abuse, exploitation, unintended
pregnancies, sexually transmitted diseases and HIV and AIDS. It is also argued that providing
sex education helps to meet young peoples rights to information about matters that affect them,
their right to have their needs met and to help them enjoy their sexuality and the relationships
that they form. 1 2 3 4 5

What are the aims of sex education?

Sex education aims to reduce the risks of potentially negative outcomes from sexual behaviour,
such as unwanted or unplanned pregnancies and infection with sexually transmitted diseases

including HIV. It also aims to contribute to young peoples positive experience of their sexuality,
by enhancing the quality of their relationships and their ability to make informed decisions over
their lifetime. Sex education should be more than just puberty and reproductive biology; it
should help young people to be safe and enjoy their sexuality. 6

What skills should sex education develop?

If sex education is going to be effective it needs to include opportunities for young people to
develop skills, as it can be hard for them to act on the basis of only having information. 7 8 9
The skills young people develop as part of sex education are linked to more general life-skills.
Being able to communicate, listen, negotiate with others, ask for and identify sources of help and
advice, are useful life-skills which can be applied to sexual relationships. Effective sex education
develops young people's skills in negotiation, decision-making, assertion and listening. Other
important skills include being able to recognise pressures from other people and to resist them,
dealing with and challenging prejudice and being able to seek help from adults - including
parents, carers and professionals - through the family, community and health and welfare
services.
Sex education that works also helps equip young people with the skills to be able to differentiate
between accurate and inaccurate information, and to discuss a range of moral and social issues
and perspectives on sex and sexuality, including different cultural attitudes and sensitive issues
like sexuality, abortion and contraception. 10 11 12 13

Forming attitudes and beliefs

Young people can be exposed to a wide range of attitudes and beliefs in relation to sex and
sexuality. For example, some health messages emphasise the risks and dangers associated with
sexual activity and some media coverage promotes the idea that being sexually active makes a
person more attractive and mature. Because sex and sexuality are sensitive subjects, young
people and sex educators can have strong views on what attitudes people should hold, and what
moral framework should govern people's behaviour.
Young people can be very interested in the moral and cultural frameworks that bind sex and
sexuality. They often welcome opportunities to talk about issues where people have strong views,
like abortion, sex before marriage, lesbian, gay and contraception and birth control. It is
important to remember that talking in a balanced way about differences in opinion does not
promote one set of views over another, or mean that one agrees with a particular view. Part of
exploring and understanding cultural, religious and moral views is finding out that you can agree
to disagree.
People providing sex education have attitudes and beliefs of their own about sex and sexuality
and it is important not to let these influence negatively the sex education that they provide. For
example, even if a person believes that young people should not have sex until they are married,
this does not imply withholding important information about safer sex and contraception.

Attempts to impose narrow moralistic views about sex and sexuality on young people through
sex education have failed. 14 15 16 Rather than trying to deter or frighten young people away
from having sex, effective sex education includes work on attitudes and beliefs that enable young
people to choose whether or not to have a sexual relationship, taking into account the potential
risks of any sexual activity.
Attempts to impose narrow moralistic views about sex and sexuality on young people through
sex education have failed.
Effective sex education also provides young people with an opportunity to explore the reasons
why people have sex, and to think about how it involves emotions, respect for one self and other
people and their feelings, decisions and bodies. Young people should have the chance to explore
gender differences and how ethnicity and sexuality can influence people's feelings and options.
17 18 They should be able to decide for themselves what the positive qualities of relationships
are. It is important that they understand how bullying, stereotyping, abuse and exploitation can
negatively influence relationships.

So what information should be given to young people?

Young people get information about sex and sexuality from a wide range of sources including
each other, through the media including advertising, television and magazines, as well as leaflets,
books and websites (such as www.avert.org). Some of this will be accurate and some inaccurate.
Providing information through sex education is therefore about finding out what young people
already know and adding to their existing knowledge and correcting any misinformation they
may have. For example, young people may have heard that condoms are not effective against
HIV or that there is a cure for AIDS. It is important to provide information which corrects
mistaken beliefs. Without correct information young people can put themselves at greater risk.
Information is also important as the basis on which young people can develop well-informed
attitudes and views about sex and sexuality. Young people need to have information on all the
following topics:

Sexual development & reproduction - the physical and emotional changes associated with
puberty and sexual reproduction, including fertilisation and conception, as well as
sexually transmitted diseases and HIV.

Contraception & birth control - what contraceptives there are, how they work, how
people use them, how they decide what to use or not, how they can be obtained, and
abortion.

Relationships - what kinds of relationships there are, love and commitment, marriage and
partnership and the law relating to sexual behaviour and relationships as well as the range
of religious and cultural views on sex and sexuality and sexual diversity.

Sexuality - including all the above for young people that are heterosexual or homosexual.

When should sex education start?

Providing basic information provides the foundation on which more complex knowledge is built
up over time.
Sex education should start early, before young people reach puberty, and before they have
developed established patterns of behaviour. 19 20 21 22 The precise age at which information
should be provided depends on the physical, emotional and intellectual development of the
young people as well as their level of understanding. What is covered and also how, depends on
who is providing the sex education, when they are providing it, and in what context, as well as
what the individual young person wants to know about. 23
It is important for sex education to begin at a young age and also that it is sustained. Giving
young people basic information from an early age provides the foundation on which more
complex knowledge is built up over time. For example, when they are very young, children can
be informed about how people grow and change over time, and this provides the basis on which
they understand more detailed information about puberty provided in the pre-teenage years. They
can also be provided with information about viruses and germs that attack the body. This
provides the basis for talking to them later about infections that can be caught through sexual
contact.

Does sex education at an early age encourage young people to have sex?
Some people are concerned that providing information about sex and sexuality arouses curiosity
and can lead to sexual experimentation. However, in a review of 48 studies of comprehensive sex
and STD/HIV education programmes in US schools, there was found to be strong evidence that
such programmes did not increase sexual activity. Some of them reduced sexual activity, or
increased rates of condom use or other contraceptives, or both. 24 It is important to remember
that young people can store up information provided at any time, for a time when they need it
later on.

When should parents start talking to young people about sex?

Father and baby

Sometimes it can be difficult for adults to know when to raise issues, but the important thing is to
maintain an open relationship with children which provides them with opportunities to ask
questions when they have them. Parents and carers can also be proactive and engage young
people in discussions about sex, sexuality and relationships. Naturally, many parents and their
children feel embarrassed about talking about some aspects of sex and sexuality. The best basis
to proceed on is a sound relationship in which a young person feels able to ask a question or raise
an issue if they feel they need to. It has been shown that in countries like The Netherlands, where
many families regard it as an important responsibility to talk openly with children about sex and
sexuality, this contributes to greater cultural openness about sex and sexuality and improved
sexual health among young people. 25
The role of many parents and carers as sex educators changes as young people get older and are
provided with more opportunities to receive formal sex education through schools and
community-settings. However, it doesn't get any less important. Because sex education in school
tends to take place in blocks of time, it can't always address issues relevant to young people at a
particular time, and parents can fulfill a particularly important role in providing information and
opportunities to discuss things as they arise. 26

Who should provide sex education?

Sex education can take place in a variety of settings, both in and out of school. In these different
contexts, different people have the opportunity and responsibility to provide sex education for
young people.

Parents/carers

At home, young people can easily have one-to-one discussions with parents or carers which
focus on specific issues, questions or concerns. They can have a dialogue about their attitudes
and views. Sex education at home also tends to take place over a long time, and involve lots of
short interactions between parents and children. As young people get older, advantage can be
taken of opportunities provided by things seen on television for example, as an opportunity to
initiate conversation. It is also important not to defer dealing with a question or issue for too long
as it can suggest that you are unwilling to talk about it. There is evidence that positive parentchild communication about sexual matters can lead to greater condom use among young men and
a lower rate of teenage conception among young women. 27

Young people
In some countries, the involvement of young people themselves in developing and providing sex
education has increased as a means of ensuring the relevance and accessibility of provision.
Consultation with young people at the point when programmes are designed, helps ensure that
they are relevant and the involvement of young people in delivering programmes may reinforce
messages as they model attitudes and behaviour to their peers. 28 29 30 As part of their schoolbased Sex and Relationship Education programme, the UK-based organisation, Apause involves
peer-educators to achieve positive behaviour change among students aged 13 and 14, with an aim
to reduce the rates of first intercourse before the age of 16. 31

Teachers
In school the interaction between the teacher and young people takes a different form and is
often provided in organised blocks of lessons. It is not as well suited to advising the individual as
it is to providing information from an impartial point of view. The most effective sex education
acknowledges the different contributions each setting can make. School programmes which
involve parents, notifying them what is being taught and when, can support the initiation of
dialogue at home.

Effective school-based sex education

School-based sex education can be an important and effective way of enhancing young people's
knowledge, attitudes and behaviour. There is widespread agreement that formal education should
include sex education. Evidence suggests that effective school programmes will include the
following elements:

A focus on reducing specific risky behaviours

A basis in theories which explain what influences people's sexual choices and behaviour

A clear, and continuously reinforced message about sexual behaviour and risk reduction

Providing accurate information about, the risks associated with sexual activity, about
contraception and birth control, and about methods of avoiding or deferring intercourse

Dealing with peer and other social pressures on young people; providing opportunities to
practise communication, negotiation and assertion skills

Uses a variety of approaches to teaching and learning that involve and engage young
people and help them to personalise the information

Uses approaches to teaching and learning which are appropriate to young people's age,
experience and cultural background

Is provided by people who believe in what they are saying and have access to support in
the form of training or consultation with other sex educators

Focuses on both heterosexual and homosexual relations.

Formal programmes with all these elements have been shown to increase young people's levels
of knowledge about sex and sexuality, put back the average age at which they first have sexual
intercourse and decrease risk when they do have sex.
In addition to this, effective sex education is supported by links to sexual health services and
takes into account the messages about sexual values and behaviour young people get from other
sources (such as friends and the media). It is also responsive to the needs of the young people
themselves - whether they are girls or boys, on their own or in a single sex or mixed sex group,
and what they know already, their age and experiences.

Including sexuality in sex education

In some schools, sex education classes will be covered by a regular school teacher who has
volunteered. Other schools have no sex education on their curriculum, and what little
information the students receive comes under the umbrella of the biology syllabus.
The discomfort of teachers and parents has been, for too long, allowed to frustrate the needs of
pupils both gay and straight.
Sexual health education should involve discussion of gay and straight issues. Often, when
schools offer practical advice in avoiding HIV infection and STDs, it is aimed at straight pupils,
with no mention of prevention methods for gay pupils. This may be because STD and HIV
prevention for gay men and lesbians involves discussion of gay sex.
Often, teachers are too embarrassed to discuss same-sex relations. However, no sexual health
education class can be even remotely adequate without including this type of information. If
regular teachers are too uncomfortable dealing with sexual issues, then an external specialist
teacher should take some sessions.

Importance of sexuality in sex education

Given that gay men are disproportionately vulnerable to HIV infection and certain STDs, any
comprehensive sexual health course should offer information about how gay men can protect
themselves from infection. This necessarily involves discussing topics that need to be more
explicit, such as safer sex for gay men. It is not possible to teach about safer sex without
mention, and ideally discussion, of different sexual practices.
It is also important for young people to receive information about gay sexuality, in addition to
just sexual health. Gay pupils need information that will give them an idea of the experience of
living as a gay person in the wider world outside the classroom. This also helps to dispel
ignorance and prejudice amongst other pupils. Lessons might include topics such as rights of gay
spouses and same-sex parents.
Sexual health education, if it exists, offers the opportunity to begin providing education about
different sexualities and different lifestyles. This neednt be restricted to a sexual health class,
and should discuss both heterosexual and homosexual relationships. 32
I told a few other close friends but one day in an AS level history class we ended up discussing
HIV/AIDS rather than the German Reformation. Well one person said 'Its all them who spread itthose gays' to which in outrage I shouted WE DON'T SPREAD IT THANK YOU!" - Tom

Teaching teachers
A UK survey found that less than half of teachers would feel confident in providing pupils with
information on lesbian and gay issues. 33 A teacher who isn't trained in sexual health education
is likely to feel uncomfortable when asked to teach a safer-sex lesson involving topics such as
oral sex, anal sex, and sex between women. This discomfort will be picked up by the pupils,
and often leads to important topics being brushed over. A teacher who knows their topic well is
much more comfortable in the classroom, and thereby makes pupils much more comfortable with
the topic. 34
An uncomfortable teacher will have a dysfunctional class, with students giggling together
behind cupped hands.
Students need to be able to get on with group work, engage with their topic enthusiastically, and
indulge their natural interest in learning about issues that ultimately will affect them. In a wellmanaged class, pupils' own interest will provide the motivation to learn. An uncomfortable
teacher will have a dysfunctional class, with students giggling together behind cupped hands,
whispering at the back of class, and trying to embarrass the teacher further by asking awkward
questions. At the end of this class, students will be no better informed than they were at the
beginning of it. 35
Teacher training is one obvious answer to this problem. Appropriate training for teachers can
familiarise them with questions that they might have to deal with, and ensure that their
knowledge of the subject is complete.

Another solution would be for the school to bring in teachers from outside the school to teach
HIV, sexual health and sexuality education topics, or to have one teacher in the school who is
designated with responsibility for these topics. Social education such as the awareness of
prejudice should be present throughout the curriculum.
There is a serious lack of specific training for teachers in many countries, meaning that the
majority of pupils receive extremely limited sexual health education with no information for gay
pupils.

Barriers to providing sex education

Some schools have no sex education on their curriculum. This can be a result of the wider
political climate and legislation in a country, or the stance of the school itself. Some academic
planners fear that pupils who are taught about gay sexuality will want to rush out and try it. This
is an argument that is often used by those who oppose comprehensive sex education in schools.
On the contrary, an abundance of studies have shown that sex education reduces teenage
pregnancies and STD infection rates. 36
Many schools that have a strong religious influence are opposed to comprehensive sex education.
This can severely limit a pupil's education, with information only being provided in their biology
class under the heading of reproduction. These classes can be about, literally, the birds and the
bees. They often leave young people confused and ignorant, and communicate that human
sexuality is embarrassing and shouldn't be discussed. 37 38 This not only means that
homosexuality is unlikely to be adequately discussed (if at all), but furthermore, a teacher who
communicates to the class that these topics are uncomfortable, will damage the self-respect of
gay class-members, and amplify the prejudice they already experience.
The UK government makes sex and relationships education compulsory at primary and
secondary level, and removes parents' right to opt their children out of these lessons until they
are 15. 39 However, it is vital that this progress is reflected in the attitudes and capabilities of
those who are carrying out sexual health education. Teachers shouldnt feel uncomfortable about
their topic, and certainly shouldnt, themselves, be prejudiced against gay men and lesbians.
This is a problem that needs to be addressed by society as a whole parents are often
uncomfortable talking to their children about sex, and are little happier about the idea of their
teacher providing the necessary information. 40 Parents need to know that sex and HIV
education is safe, and that it wont encourage any immoral behaviour in their offspring,
whether gay or straight.

Taking sex education forward

Providing effective sex education can seem daunting because it means tackling potentially
sensitive issues and involving a variety of people parents, schools, community groups and
health service providers. However, because sex education comprises many individual activities,

which take place across a wide range of settings and periods of time, there are lots of
opportunities to contribute.
The nature of a person's contribution depends on their relationship, role and expertise in relation
to young people. For example, parents are best placed in relation to young people to provide
continuity of individual support and education starting from early in their lives. School-based
education programmes are particularly good at providing information and opportunities for skills
development and attitude clarification in more formal ways, through lessons within a curriculum.
Community-based projects provide opportunities for young people to access advice and
information in less formal ways. Sex education through the mass media, often supported by
local, regional or national Government and non-governmental agencies and departments, can
help to raise public awareness of sex health issues.
There is a need to pay more attention to the needs of specific groups of young people like young
parents, young lesbian, gay and bisexual people, as well as those who may be out of touch with
services and schools and socially vulnerable, like young refugees and asylum-seekers, young
people in care, young people in prisons, and also those living on the street.
The circumstances and context available to parents and other sex educators are different from
place to place. Practical or political realities in a particular country may limit people's ability to
provide young people with comprehensive sex education. But the basic principles outlined here
apply everywhere. By making contributions and valuing that made by others, and by being
guided by these principles, more sex education and support for young people can be provided.

Sexual abuse refers to any action that pressures or coerces someone to do something sexually
they dont want to do. It can also refer to behavior that impacts a persons ability to control their
sexual activity or the circumstances in which sexual activity occurs, including oral sex, rape or
restricting access to birth control and condoms.
It is important to know that just because the victim didnt say no, doesnt mean that they meant
yes. When someone does not resist an unwanted sexual advance, it doesnt mean that they
consented. Sometimes physically resisting can put a victim at a bigger risk for further physical or
sexual abuse.
Some think that if the victim didnt resist, that it doesnt count as abuse. Thats not true. Its still
is. This myth is hurtful because it makes it more difficult for the victim to speak out and more
likely that they will blame themselves. Whether they were intoxicated or felt pressured,
intimidated or obligated to act a certain way, its never the victims fault.
Some examples of sexual assault and abuse are:

Unwanted kissing or touching.

Unwanted rough or violent sexual activity.

Rape or attempted rape.

Refusing to use condoms or restricting someones access to birth control.

Keeping someone from protecting themselves from sexually transmitted infections

(STIs).

Sexual contact with someone who is very drunk, drugged, unconscious or otherwise
unable to give a clear and informed yes or no.

Threatening someone into unwanted sexual activity.

Repeatedly pressuring someone to have sex or perform sexual acts.

Repeatedly using sexual insults toward someone.

Keep in Mind

Everyone has the right to decide what they do or dont want to do sexually. Not all sexual
assaults are violent attacks.

Most victims of sexual assault know the assailant.

Both men and women can be victims of sexual abuse.

Both men and women can be perpetrators of sexual abuse.

Sexual abuse can occur in same-sex and opposite-sex relationships.

Sexual abuse can occur between two people who have been sexual with each other
before, including people who are married or dating.

Sexual activity in a relationship should be fun! Get our tips for navigating sex and
healthy relationships.

What to Do
If you have been sexually assaulted, first get to a safe place away from the attacker. You may be
scared, angry and confused, but remember the abuse was in no way your fault. You have options.
You can:

Contact Someone You Trust. Many people feel fear, guilt, anger, shame and/or shock
after they have been sexually assaulted. Having someone there to support you as you deal

with these emotions can make a big difference. It may be helpful to speak with a
counselor, someone at a sexual assault hotline or a support group. Get more tips for
building a support system.

Report What Happened to the Police. If you do decide to report what happened, you
will have a stronger case if you do not alter or destroy any evidence. This means dont
shower, wash your hair or body, comb your hair or change your clothes, even if that is
hard to do. If you are nervous about going to the police station, it may help to bring a
friend with you. There may also be sexual assault advocates in your area who can assist
you and answer your questions.

Go to an Emergency Room or Health Clinic. It is very important for you to seek health
care as soon as you can after being assaulted. You will be treated for any injuries and
offered medications to help prevent pregnancy and STIs.

Remember there is always help. For more information or to find out about available resources in
your area, chat with a peer advocate.

Child Sexual Abuse

420
When a perpetrator intentionally harms a minor physically, psychologically, sexually, or by acts
of neglect, the crime is known as child abuse. This page focuses specifically on child sexual
abuse and the warning signs that this crime may be occurring.
What is child sexual abuse?
Child sexual abuse is a form of child abuse that includes sexual activity with a minor. A child
cannot consent to any form of sexual activity, period. When an perpetrator engages with a child
this way, they are committing a crime that can have lasting effects on the victim for years. Child
sexual abuse does not need to include physical contact between a perpetrator and a child. Some
forms of child sexual abuse include:

Obscene phone calls, text messages, or digital interaction

Fondling

Exhibitionism, or exposing oneself to a minor

Masturbation in the presence of a minor or forcing the minor to masturbate

Intercourse

Sex of any kind with a minor, including vaginal, oral, or anal

Producing, owning, or sharing pornographic images or movies of children

Sex trafficking

Any other sexual conduct that is harmful to a child's mental, emotional, or physical welfare

What do perpetrators of child sexual abuse look like?

The majority of perpetrators are someone the child or family knows. As many as 93% of victims
under the age of 18 know the abuser. A perpetrator does not have to be an adult to harm a child.
They can have any relationship to the child including an older sibling or playmate, family
member, a teacher, a coach or instructor, a caretaker, or the parent of another child. According to
1 in 6, [Child] sexual abuse is the result of abusive behavior that takes advantage of a childs
vulnerability and is in no way related to the sexual orientation of the abusive person.
Abusers can manipulate victims to stay quiet about the sexual abuse using a number of different
tactics. Often an abuser will use their position of power over the victim to coerce or intimidate
the child. They might tell the child that the activity is normal or that they enjoyed it. An abuser
may make threats if the child refuses to participate or plans to tell another adult. Child sexual
abuse is not only a physical violation; it is a violation of trust and/or authority.
How can I protect my child from sexual abuse?
A big part of protecting your child is about creating a dialogue. Read more to learn about
creating this dialogue and keeping your child safe.

Talk to Your Child If You Suspect Sexual Abuse

Protecting Children from Sexual Abuse

What are the warning signs

Child sexual abuse isnt always easy to spot. The perpetrator could be someone youve known a
long time or trust, which may make it even harder to notice. Consider the following warning
signs:
Physical signs:

Difficulty walking or sitting

Bloody, torn, or stained underclothes

Bleeding, bruises, or swelling in genital area

Pain, itching, or burning in genital area

Frequent urinary or yeast infections

Behavioral signs

Shrinks away or seems threatened by physical contact

Exhibits signs of depression or post-traumatic stress disorder

Expresses suicidal thoughts, especially in adolescents

Self-harms

Develops phobias

Has trouble in school, such as absences or drops in grades

Changes in hygiene, such as refusing to bathe or bathing excessively

Returns to regressive behaviors, such as thumb sucking

Runs away from home or school

Overly protective and concerned for siblings, or assumes a caretaker role

Nightmares or bed-wetting

Inappropriate sexual knowledge or behaviors

Where can I get help?

If you want to talk to someone anonymously, call the National Child Abuse Hotline at
800.4.A.CHILD (422-4453), any time 24/7.

Learn more about being an adult survivor of childhood sexual abuse.

To speak with someone who is trained to help, call the National Sexual Assault Hotline at
800.656.HOPE (4673) or chat online at online.rainn.org.

------Overview

Surveys indicate that a large number of children in India are sexually abused by known persons
like relatives, neighbors, at school, and in residential facilities for vulnerable children.
The government has failed to prevent much of the child sexual abuse from taking place.
Additionally, the existing systems of child protection and the stakeholders involved including
police, lawyers, media, teachers, parents etc. are simply not doing enough to help victims or to
ensure that perpetrators are punished.
Most cases go unreported. Poor awareness, social stigma, and negligence remain attached to the
issue. There is a culture of silence around it.
A government appointed committee, in January, found that the governments child protection
schemes, have clearly failed to achieve their avowed objective. [1]
A statement released by Louis-Georges Arsenault, UNICEF Representative to India states, It is
alarming that too many of these cases are children. One in three rape victims is a child. More
than 7,200 children including infants are raped every year; experts believe that many more cases
go unreported. Given the stigma attached to rapes, especially when it comes to children, this is
most likely only the tip of the iceberg.[2]

Definition of Child Sexual Abuse In India

The Protection of Children from Sexual Offences Act, 2012, drafted to effectively address sexual
abuse and sexual exploitation of children, defines different forms of sexual abuse, as listed
below:
Penetrative sexual assault

inserting any object or using any part of body to cause penetration into any part of the
body of the child or making the child do so.

Sexual assault without penetration

touching penis, vagina, anus, breast of a child with sexual intent

making physical contact to child with sexual intent or making the child do so.

Sexual harassment

making any sound or gesture or exhibiting any object or part of body, with sexual intent,
so that it will be heard or seen by the child

making a child exhibit his body or make a gesture son that it is seen by the child or other
person with sexual intent.

constantly following or watching child either directly or through digital or any other
means with sexual intent

showing any object to child in any form with sexual intent or enticing child for
pornographic purposes.

The law deems a sexual assault to be aggravated under certain circumstances, such as when the
abused child is mentally ill or when the abuse is committed by a person in a position of trust or
authority vis-a-vis the child, like a family member, police officer, teacher, or doctor.[3]
Surveys & Statistics on Child Sexual Abuse in India

1998
The Indian NGO Recovery and Healing from Incest (RAHI) conducted India's first study of
child sexual abuse. It surveyed 600 English-speaking middle and upper-class women, 76 percent
of whom said they had been abused in childhood or adolescence, 40 percent by at least one
family member, most commonly an uncle or cousin.[4]
2006
Tulir-CPHCSA`s study in 2006,conducted among 2211 school going children in
Chennai,indicates a CSA prevalence rate of 42%.Children of all socio-economic groups were
found to be equally vulnerable.while 48% of boys reported having been abused,the prevalence
rate among girls was 39%.15 % of both the boys and girls were severely abused [5]
2007
The Indian government backed a survey of 125000 children in Thirteen states. Of the children
interviewed, more than half (53%) said that they had been subjected to one or more forms of
sexual abuse. Over 20% of those interviewed said they were subjected to severe forms of abuse.
Of those who said they were sexually abused, 57% were boys.[6]
2013
The Human Rights Watch Report "Breaking the Silence" presents a dismal picture of child
protection in the country particularly when it comes to preventing sexual abuse of minors within
homes, schools and institutions. A comprehensive 82 page report, complete with case studies and
expert comments, it proves beyond doubt the existence of child sexual abuse across classes.
Highlighting inaction against the perpetrators, Human Rights Watch revealed that child sexual
abuse in homes, schools and institutions for care and protection of children is quite common.
They further stress that a government appointed committee in January 2013 itself found that the
government child protection schemes, have clearly failed to achieve their avowed objective.[7]

Comprehensive Sex Education

Teaches that sexuality is a natural, normal, healthy part of life
Teaches that abstinence from sexual intercourse is the most effective method of preventing
unintended pregnancy and sexually transmitted diseases, including HIV
Provides values-based education and offers students the opportunity to explore and define their
individual values as well as the values of their families and communities
Includes a wide variety of sexuality related topics, such as human development, relationships,
interpersonal skills, sexual expression, sexual health, and society and culture
Includes accurate, factual information on abortion, masturbation, and sexual orientation
Provides positive messages about sexuality and sexual expression, including the benefits of
abstinence
Teaches that proper use of latex condoms, along with water-based lubricants, can greatly reduce,
but not eliminate, the risk of unintended pregnancy and of infection with sexually transmitted
diseases (STDs) including HIV
Teaches that consistent use of modern methods of contraception can greatly reduce a couple's
risk for unintended pregnancy
Includes accurate medical information about STDs, including HIV; teaches that individuals can
avoid STDs
Teaches that religious values can play an important role in an individual's decisions about sexual
expression; offers students the opportunity to explore their own and their family's religious
values
Teaches that a woman faced with an unintended

pregnancy has options: carrying the pregnancy

to term and raising the baby, or carrying the
pregnancy to term and placing the baby for
adoption, or ending the pregnancy with an
abortion

What Is Comprehensive Sex Education?

Sometimes, people mistakenly believe that sex ed refers only to sexual behavior (e.g., sexual
intercourse) and not the full array of topics that comprise sexuality. These include information
and concerns about abstinence, body image, contraception, gender, human growth and
development, human reproduction, pregnancy, relationships, safer sex (prevention of sexually
transmitted infections), sexual attitudes and values, sexual anatomy and physiology, sexual
behavior, sexual health, sexual orientation, and sexual pleasure.
Comprehensive sex education covers the wide array of topics that affect sexuality and sexual
health. It is grounded in evidence-based, peer-reviewed science. Its goal is to promote health and
well-being in a way that is developmentally appropriate. It includes information and
communication skills building as well as values exploration. Ideally, sex education in school is
an integrated process that builds upon itself year after year, is initiated in kindergarten, and is
provided through grade 12.
- See more at: http://www.plannedparenthood.org/educators/implementing-sexeducation#sthash.sxveXSSv.dpuf
Why Is Sex Education Necessary?
Sexuality is an integral part of each persons identity. Learning about our sexuality and achieving
sexual health and well-being are lifelong processes that begin at birth and continue throughout
our lives. Although parents and guardians are the primary sex educators of their children,
children also receive messages about sexuality from many other sources. Some of them may
have more negative than positive impact. Schools and other community-based organizations can
be important partners with parents to provide young people accurate and developmentally
appropriate sex education.
The goals of comprehensive sex education are to help young people gain a positive view of
sexuality and to provide them with developmentally appropriate knowledge and skills so that
they can make healthy decisions about their sex lives now and in the future. Medically accurate
sex education is an investment in our childrens future their well-being. Our return on
investment could be a generation of young people who have heard more helpful messages about
sexuality than the provocative media images and/or silences they currently witness. It could be a
generation of women and men comfortable in their own skin; able to make well-informed,
responsible decisions; form healthy relationships; and take care of their bodies

- See more at: http://www.plannedparenthood.org/educators/implementing-sexeducation#sthash.sxveXSSv.dpuf

How Do I Implement Comprehensive Sex Education?

It can be normal to feel overwhelmed by the task of developing and implementing

comprehensive sex education in your school or program. Some educators find it helpful to talk
with other professionals mentors and/or supervisors who have already implemented
comprehensive sex education. It is important to get support from your school or organization.
Here is a helpful checklist that may help prepare you for this important task.

Assess your own attitudes, values and beliefs.

Involve parents, school faculty, administration and staff, community leaders,

and student leaders early in the process. You can benefit from their collective
wisdom, help assure the development of culturally appropriate content, and
garner wide-spread support.

Increase your comfort level with the topics.

Research what is already being done on this topic by your school,

organization, or community. Identify the greatest gaps and needs in the
students knowledge and skills.

Brush up on content and seek out appropriate professional development

opportunities.

Partner with other teachers and youth-serving professionals to help ensure

effectiveness and to add depth and breadth to your sexuality education
program.

Research and select an established, evaluated sex education curriculum or

develop a curriculum of your own. Use your state department of education,
school board policies, and the Sexuality Information and Education Council of
the U.S. as places to start.

Double-check that the content of your lessons balances the need to impart
information, to develop skills, and to inspire motivation.

Review various teaching methodologies and incorporate them into each

lesson plan.

Once you have developed or selected a curriculum, send out a

communication to parents/guardians (and other stakeholders) and offer them
opportunities to familiarize themselves with the content.

Carve out adequate time to implement the lessons.

Develop a strategy for creating a safe learning environment.

Develop and practice a protocol for answering difficult questions.

Develop and implement an evaluation plan for your program.

Develop and implement a plan to get feedback from all stakeholders.

- See more at: http://www.plannedparenthood.org/educators/implementing-sexeducation#sthash.sxveXSSv.dpuf