sex education in schools benefits

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What Works In Schools : Sexual Health Education

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

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

What is sexual health education?

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

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

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

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

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

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

How can schools deliver sexual health education?

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

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

Quality sexual health education programs teach students how to: 1

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

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

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

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

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

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

What does delivering sexual health education look like in action?

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

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

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

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

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

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

For More Information

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

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

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

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The Importance of Access to Comprehensive Sex Education

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

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

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

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

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

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

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

Comprehensive sex education programs have several common elements:

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

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

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

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

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

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

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

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

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

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

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

Benefits of comprehensive sex education programs 

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

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

Education about condom and contraceptive use is needed:

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

STI prevention is needed:

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

Continued prevention of unintended pregnancy is needed:

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

Misinformation about sexual health is easily available online:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Pediatric clinics provide a unique opportunity for comprehensive sex education.

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

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

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

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

Perspective

Karen Torres, Youth activist

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

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

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

Barriers to accessing comprehensive sex education include:

Misinformation, stigma, and fear of negative reactions:

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

Inconsistencies in school-based sex education:

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

Need for resources and training:

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

Lack of diversity and cultural awareness in curricula:

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

Disparities in access to comprehensive sex education.

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

Youth who are LGBTQ2S+:

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

Youth with disabilities or special health care needs:

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

Youth from historically underserved communities:

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

Youth from rural communities:

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

Youth from communities and schools that are low-income:

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

Youth who receive sex education in some religious settings:

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

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

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

Comprehensive sex education has significant benefits for children and adolescents.

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

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

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

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

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

Impacts of a lack of access to comprehensive sex education.

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

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

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

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

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

A lack of comprehensive sex education can harm young women.

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

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

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

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

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

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

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

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

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

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

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

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

Last Updated

American Academy of Pediatrics

Sex Education that Goes Beyond Sex

• Posted November 28, 2018
• By Grace Tatter

Historically, the measure of a good sex education program has been in the numbers: marked decreases in the rates of sexually transmitted diseases, teen pregnancies, and pregnancy-related drop-outs. But, increasingly, researchers, educators, and advocates are emphasizing that sex ed should focus on more than physical health. Sex education, they say, should also be about relationships.

Giving students a foundation in relationship-building and centering the notion of care for others can enhance wellbeing and pave the way for healthy intimacy in the future, experts say. It can prevent or counter gender stereotyping and bias. And it could minimize instances of sexual harassment and assault in middle and high school — instances that may range from cyberbullying and stalking to unwanted touching and nonconsensual sex. A recent study from Columbia University's Sexual Health Initative to Foster Transformation (SHIFT) project suggests that comprehensive sex education protects students from sexual assault even after high school.

If students become more well-practiced in thinking about caring for one another, they’ll be less likely to commit — and be less vulnerable to — sexual violence, according to this new approach to sex ed. And they’ll be better prepared to engage in and support one another in relationships, romantic and otherwise, going forward. 

Giving students a foundation in relationship-building can enhance wellbeing and pave the way for healthy intimacy in the future, experts say. It can also prevent or counter gender stereotyping, and it could minimize instances of sexual harassment and assault in middle and high school.

Introducing Ethics Into Sex Ed

Diving into a conversation even tangentially related to sex with a group of 20 or so high school students isn’t easy. Renee Randazzo helped researcher Sharon Lamb pilot the Sexual Ethics and Caring Curriculum while a graduate student at the University of Massachusetts Boston. She recalls boys snickering during discussions about pornography and objectification. At first, it was hard for students to be vulnerable.

But the idea behind the curriculum is that tough conversations are worth having. Simply teaching students how to ask for consent isn’t enough, says Lamb, a professor of counseling psychology at UMass Boston, who has been researching the intersection between caring relationships, sex, and education for decades. Students also to have understand why consent is important and think about consent in a variety of contexts. At the heart of that understanding are questions about human morality, how we relate to one another, and what we owe to one another. In other words, ethics.

“When I looked at what sex ed was doing, it wasn’t only a problem that kids weren’t getting the right facts,” Lamb says. “It was a problem that they weren’t getting the sex education that would make them treat others in a caring and just way.”

She became aware that when schools were talking about consent — if they were at all — it was in terms of self-protection. The message was: Get consent so you don’t get in trouble.

But there’s more at play, Lamb insists. Students should also understand the concept of mutuality — making decisions with a partner and understanding and addressing other people’s concerns or wishes — and spend time developing their own sense of right and wrong. 

“If a young person is not in a healthy relationship, they can’t negotiate sex in a meaningful way. Even if they’re not having sex yet, they’re grappling with the idea of what a healthy relationship is.”

The curriculum she developed invites students to engage in frank discussions about topics like objectification in the media and sexting. If a woman is shamed for being in a sexy video, but she consented to it, does she deserve the criticism? Regardless of what you think, can you justify your position?

“How do they want to treat people, what kind of partner do they want to be? That takes discussion,” Lamb says. “It’s not a skill-training thing.”

The idea behind the curriculum isn’t that anything goes, so long as students can discuss their reasoning. Instead, the goal is that students develop the critical-reasoning skills to do the right thing in tricky situations. 

After Randazzo’s students got over their cases of the giggles, the conversations were eye-opening, she says. “You give them the opportunity unpack their ideas and form their own opinions,” she says.

Healthy Relationships — and Prevention

Most sexual assault and violence in schools is committed by people who know their victims — they’re either dating, friends, or classmates. Regardless, they have a relationship of some sort, which is why a focus on relationships and empathy is crucial to reducing violence and preparing students for more meaningful lives.

And while it might seem uncomfortable to move beyond the cut-and-dried facts of contraception into the murkier waters of relationships, students are hungry for it. A survey by researchers at the Harvard Graduate School of Education's  Making Caring Common  initiative found that 65 percent of young-adult respondents wished they had talked about relationships at school.

“It’s so critical that kids are able to undertake this work of learning to love somebody else,” says developmental psychologist Richard Weissbourd , the director of Making Caring Common and lead author of a groundbreaking report called The Talk: How Adults Can Promote Young People’s Healthy Relationships and Prevent Misogyny and Sexual Harassment . “They’re not going to be able to do it unless we get them on the road and are willing to engage in thoughtful conversations.”

Nicole Daley works with OneLove , a nonprofit focused on teen violence prevention. She previously worked extensively with Boston Public Schools on violence prevention. She echoes Lamb and Weissbourd: A focus on relationships is key to keeping students safe.

“If a young person is not in a healthy relationship, they can’t negotiate sex in a meaningful way,” she says. “Really discussing healthy relationships and building that foundation is important. Even if they’re not having sex yet, they’re grappling with the idea of what healthy relationship is.”

And it’s critical to start that work before college.

Shael Norris spent the first two decades of her career focusing on college campuses, but now is focused on younger students with her work through Safe BAE . By college, many people’s ideas about how to act when it comes to sex or romance are entrenched, she says. The earlier young people can start interrogating what they know about sex and relationships, the better.

Safe BAE is led by Norris and young survivors of sexual assault. The organization works to educate students about healthy relationships, sexual violence, students’ rights under Title IX, and other related topics.

Movement to change middle and high school curricula to include a focus on healthy relationships and consent has been slow, Norris notes. In 2015, Senators Tim Kaine (D-Va.) and Claire McCaskill (D-Mo.) introduced the Teach Safe Relationships Act, which would have mandated secondary schools teach about safe relationships, including asking for consent, in health education courses. It didn’t go anywhere. And while eight states now mandate some sort of sexual consent education , there’s no consensus about what that should entail.

Instead, the momentum for a more comprehensive sexual education that considers relationships and violence prevention is coming from individual teachers, students and parents.

“We don’t have to wait for politicians to start having conversations about this,” Norris says.

A New Approach to Sex Ed

• Develop an ethical approach to sex ed. Place emphasis on helping students learn how to care for and support one another. This will reduce the chance they’ll commit, or be vulnerable to, sexual violence.
• Don’t just tell students how to ask for consent; prompt them to consider why concepts like consent are important. It’s not just about staying out of legal trouble — it’s also about respecting and caring for others.
• Respect students’ intelligence and engage them in discussions about who they want to be as people. Serious dialogue about complicated topics will hone their critical-thinking skills and help them be prepared to do the right thing.
• Even without access to a curriculum, students, parents and educators can work together to facilitate conversations around sexual violence prevention through clubs, with help from organizations like Safe BAE.

Additional Resource

• National Sexuality Education Standards: Core Content and Skills, K–12

Part of a special series about preventing sexual harassment at school.  Read the whole series .

Illustration by Wilhelmina Peragine

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Comprehensive sexuality education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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New research: quality sex education has broad, long-term benefits for young people’s’ physical and mental health.

An extensive review finds that in addition to helping to prevent teen pregnancy and STIs, sex education can help prevent child sexual abuse, create safer school spaces for LGBTQ young people, and reduce relationship violence

Washington, DC – New research published in the Journal of Adolescent Health has identified a wide variety of benefits of comprehensive, quality sex education. 

For Three Decades of Research: The Case for Comprehensive Sex Education , Eva S. Goldfarb, Ph.D. and Lisa D. Lieberman, Ph.D. examined studies from over three decades of research on sex education and found “evidence for the effectiveness of approaches that address a broad definition of sexual health and take positive, affirming, inclusive approaches to human sexuality.”

From the authors: 

“We undertook this research because of the glaring lack of work that examines the impact  of sex education on all aspects of sexual health, rather than limiting the scope to pregnancy and STI prevention. Our research found that sex education has the potential do so much more. The impact of quality sex education that addresses the broad range of sexual health topics extends beyond pregnancy and STIs and can improve school success, mental health, and safety. As with all other areas of the curriculum, building an early foundation and scaffolding learning with developmentally appropriate content and teaching are key to long-term development of knowledge, attitudes, and skills that support healthy sexuality.

Further, if students are able to avoid early pregnancy, STIs, sexual abuse and interpersonal violence and harassment, while feeling safe and supported within their school environment, they are more likely to experience academic success, a foundation for future stability.”

The paper found that sex education efforts can also succeed in classrooms outside of  the health education curriculum. Given that most schools have limited time allotted to health or sex education, a coordinated and concerted effort to teach and reinforce important sexual health concepts throughout other areas of the curriculum is a promising strategy.

Members of the Future of Sex Education Initiative, a coalition of organizations working to ensure all students in grades K–12 receive comprehensive, quality sex education which developed the National Sex Education Standards, welcomed the research: 

Debra Hauser, President, Advocates for Youth:

“This paper confirms what educators and young people see every day in classrooms and school communities: sex education helps young people have healthier, safer lives and more affirming environments. We owe it to every young person to make sure they not only have the information and skills they need to protect their health, but that they are safe in their schools and their homes.”

Chris Harley, President & CEO, SIECUS:

“At SIECUS: Sex Ed for Social Change, we have been asserting that individual and social benefits of sex education extend far beyond simply decreasing rates of unintended pregnancies and sexually transmitted infections among young people. This new wealth of research is just the start of illuminating that the power and importance of comprehensive, inclusive sex education is in it’s ability to do so much more. The findings are clear: sex education helps all of our young people lead happier, healthier, safer lives—no matter who they are or how they identify. ”

Dan Rice, Executive Director, Answer:

“When it comes to most topics taught in school, the motto is often “ Knowledge is Power ;” but there’s often a double standard when it comes to sex education. This paper provides the evidence that access to comprehensive sex education is not only empowering to all students, but can also help to improve their emotional and social development.”

Eva S. Goldfarb, Ph.D. , and Lisa D. Lieberman, Ph.D. are available for comment; please reach out to [email protected] .

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Comprehensive sexuality education: For healthy, informed and empowered learners

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

What is comprehensive sexuality education or CSE?

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

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

How can CSE transform young people’s lives?

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

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

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

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

What does the evidence say about CSE?

The evidence on the impact of CSE is clear:

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

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

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

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

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

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

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

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

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

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

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

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

A foundation for life and love

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

Related items

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• What’s the State of Sex Education In the U.S.?
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• What Are the Goals of Sex Education?
• Digital Tools
• Promotores de Salud

There’s broad public support for sex education, but many young people aren’t receiving the sex education they need and deserve.

Who Supports Sex Education?

Sex education is widely supported by the vast majority of people in the U nited States. In Planned Parenthood’s most recent poll  on sex education, 84 percent of parents supported having sex education taught in middle school, and 96 percent of parents supported having sex education taught in high school. Parents support sex education covering a wide range of topics in age-appropriate ways from elementary through high school, including self-esteem, healthy relationships and peer pressure, how to stay safe online including how to deal with pornography, anti-bullying, and consent and setting boundaries. The vast majority of parents support teaching topics like STIs, birth control, sexual orientation and gender identity, and pregnancy options including abortion in high school. Other national, state and local polls on sex education have shown similarly high levels of support.

Sex education is supported by numerous health and medical organizations including the American Medical Association, the American Academy of Pediatrics, and the Society for Adolescent Health and Medicine. More than 150 organizations are members of the National Coalition to Support Comprehensive Sexuality Education.

Federal & State Policy Related to Sex Education

Sex education programming varies widely across the United States. Currently, 39 states and the District of Columbia mandate some kind of sex education and/or HIV education. 

Although almost every state has some guidance on how and when sex education should be taught, decisions are often left up to individual school districts, creating a patchwork of inconsistent policies and practices within states. The sex education someone receives can come down to what school district they live in or which school they attend.

Planned Parenthood advocates for federal funding that supports sex education, such as the Teen Pregnancy Prevention Program (TPPP) and the Division of Adolescent and School Health . Planned Parenthood also advocates for better sex education policies, practices, and funding at the state and local levels.

What Sex Education Do Teens Get in the US?

The gap between the sex education students need and what they actually get is wide. According to the 2018 CDC School Health Profiles , fewer than half of high schools and less than a fifth of middle schools teach all 20 topics recommended by the CDC as essential components of sex education. These topics range from basic information on how HIV and other STIs are transmitted — and how to prevent infections — to critical communication and decision-making skills.

A  study published by the Guttmacher Institute found that adolescents were less likely to report receiving sex education on key topics in 2015–2019 than they were in 1995  Overall, in 2015–2019, only half of adolescents reported receiving sex education that met the minimum standard articulated in Healthy People 2030. Among teens reporting penis-in-vagina sex, fewer than half (43% of females and 47% of males) received this instruction before they had sex for the first time. Despite these declines in formal education, there was no increase in the proportion of teens who discussed these sex education topics with their parents.

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

Lee V. Gaines

Elizabeth Miller

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

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

What's acne?

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

One boy asks, "Can boys have babies?"

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

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

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

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

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

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

Shots - Health News

How one author is aspiring to make sex education more relatable for today's kids.

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

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

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

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

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

Elementary school: Consent, personal boundaries and healthy relationships

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

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

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

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

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

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

The Birds And The Bees — How To Talk To Children About Sex

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

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

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

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

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

Middle school: Real talk about puberty

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

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

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

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

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

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

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

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

High school: When conversations about healthy relationships get deeper

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

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

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

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

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

That leads to a conversation about consent.

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

What Your Teen Wishes You Knew About Sex Education

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

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

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

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

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

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

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

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

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

Sex ed recommendations are always evolving

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

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

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

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

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

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

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

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

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

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

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

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

Power to Decide

Why sex education matters.

Maggi LeDuc

Share this /

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

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

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

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

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

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

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

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

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

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

View the discussion thread.

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Sex Education in America: the Good, the Bad, the Ugly

Please try again

The debate over the best way to teach sexual health in the U.S. continues to rage on, but student voice is often left out of the conversation when schools are deciding on what to teach. So Myles and PBS NewsHour Student Reporters from Oakland Military Institute investigate the pros and cons of the various approaches to sex ed and talk to students to find out how they feel about their sexual health education.

TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses.  Explore lesson supports.

What is comprehensive sex education?

Comprehensive sex education teaches that not having sex is the best way to avoid STIs and unintended pregnancies, but it also includes medically accurate information about STI prevention, reproductive health, as well as discussions about healthy relationships, consent, gender identity, LGBTQ issues and more. What is sexual risk avoidance education? Sexual risk avoidance education is also known as abstinence only or abstinence-leaning education. It generally teaches that not having sex is the only morally acceptable, safe and effective way to prevent pregnancy and STIs — some programs don’t talk about birth control or condoms– unless it is to emphasize failure rates.

What are the main arguments for comprehensive sex education?

“Comprehensive sex ed” is based on the idea that public health improves when students have a right to learn about their sexuality and to make responsible decisions about it. Research shows it works to reduce teen pregnancies, delay when teens become sexually active and reduce the number of sexual partners teens have.

What are the main arguments against comprehensive sex education?

Some people, particularly parents and religious groups, take issue with comprehensive sex ed because they believe it goes against their cultural or religious values, and think that it can have a corrupting influence on kids. They say that by providing teens with this kind of information you are endorsing and encouraging sex and risk taking. Some opponents also argue that this type of information should be left up to parents to teach their kids about and shouldn’t be taught in schools.

State Laws and Policies Across the US (SIECUS) 

STDs Adolescents and Young Adults (CDC) 

Myths and Facts about Comprehensive Sex Education (Advocates for Youth)

Abstinence-Only and Comprehensive Sex Education and the Initiation of Sexual Activity and Teen Pregnancy (Journal of Adolescent Health)

Abstinence-Only-Until Marriage: An Updated Review of US Policies and Programs and Their Impact (Journal of Adolescent Health) 

Sexual Risk Avoidance Education: What you need to know (ASCEND) 

We partnered with PBS NewsHour Student Reporting Labs for this episode. Check out their journalism resources for students: https://studentreportinglabs.org/

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Experts: Sex Education Should Begin in Kindergarten

First-of-its-kind research shows sex education yields positive outcomes beyond STD and pregnancy prevention

Posted in: Education , Graduate School , Health , Research

Sex education is much more than “the birds and the bees” – and it impacts children in ways that have never been fully quantified.

That is, until now.

A new study by Montclair State University professors Eva Goldfarb and Lisa Lieberman – the first of its kind in the field – shows comprehensive sex education can prevent child sex abuse and intimate partner violence, increase appreciation for sexual diversity and improve environments for LGBTQ students, among other benefits.

The research is the most extensive body of work to date that shows comprehensive sex education should begin as early as kindergarten.

“This landmark study establishes once and for all that quality sex education that begins early, is developmentally appropriate and builds sequentially through middle and high school can improve young people’s physical, mental and emotional well-being,” says Goldfarb, a professor of Public Health at Montclair State. “While many people think of sex education only in terms of pregnancy and STD prevention, these findings speak to the broader impact of quality sex education.”

No Different Than Math

Goldfarb and Lieberman analyzed 30 years of published research on school-based programs around the world, and their respective outcomes.

The results show that sex education, like any other subject, is most effective when it builds –  creating an early foundation and advancing with developmentally appropriate content and teaching.

Children as young as preschool age not only comprehend, but can openly discuss subjects as varied as gender diversity, gender nonconformity and gender-based oppression, making it the ideal time to begin creating a foundation for lifelong sexual health.

“Waiting until eighth grade algebra to first introduce the subject of math would be absurd. The same is true for sex education,” says Goldfarb.“Basic foundational concepts such as personal boundaries, different family structures, healthy friendships, treating others with respect, and social-emotional skills need to be introduced early in elementary school. These become the building blocks for more sophisticated discussions in later grades.”

Creating Safer Environments and Healthier Outcomes

Programming implemented in earlier grade levels has helped to prevent child sex abuse. It has also led to improved self-protective skills, improved knowledge of appropriate/inappropriate touching, increased parent-child communication and increased disclosure of abuse.

At the higher grade levels, comprehensive sex education within schools has also resulted in decreased intimate partner violence, as well as an increase in bystander interventions and other positive bystander behaviors.

The same can be said for the environments created by quality sex education. Goldfarb and Lieberman’s research found that LGBTQ-supportive classes across the curriculum, and within sex education in particular, resulted in a more positive school climate, including increased feelings of safety and lower levels of homophobia and bullying for all students – specifically decreased homophobic bullying.

Likewise, LGBTQ-inclusive sex education resulted in better mental health among LGBTQ students including lower reports of suicidal thoughts, as well as decreased use of drugs or alcohol before sex, and increased school attendance among that student population.

“If students are able to avoid early pregnancy, STIs, sexual abuse, and interpersonal violence

and harassment, while feeling safe and supported within their school environment, they are more likely to experience academic success,” says Lieberman, who is chair of Montclair State’s Department of Public Health. “This is particularly important for LGBTQ students who regularly face more hostility in schools and are more likely to drop out.”

Additional Outcomes

Their research also yielded important findings  as to the benefits of comprehensive sex education including: improved body image, better overall interpersonal relationships (not just intimate ones), and improved media literacy – including an increased understanding of how media can impact a person’s sense of self and the perceptions of teen “norms.”

Putting It All Together

To date, fewer than half of school districts nationwide have adopted the National Sex Education Standards for comprehensive sex education.

Research shows that the majority of parents and communities already support comprehensive sex education. Goldfarb and Lieberman hope their research will encourage more school districts across the country to implement this programming as early as possible.

“Hopefully, this research will help the public to recognize that quality sex education, beginning in the earliest grades, can improve the wellbeing of young people in ways that will serve them well throughout their lives,” says Lieberman.

What Good Is School-Based Sex Education?

It fails to reduce teen pregnancies and stis. another approach succeeds..

Posted May 14, 2020 | Reviewed by Jessica Schrader

• The Fundamentals of Sex
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During the 1970s, I worked in family planning and spoke to dozens of high school classes about all the contraceptive methods and how condoms prevent transmission of most sexually transmitted infections (STIs). Afterward, I produced a box of condoms. The kids grabbed them. I believed I’d made a difference. Actually, I accomplished little, if anything.

Forced to Reconsider

Fast-forward 45 years and many studies show that school-based sex education simply does not work. Comparing pre- and post-tests, teens often register greater knowledge about contraceptives and STIs, but school sex ed has near-zero impact on their behavior—no delay of first intercourse, no fewer pregnancies or STIs.

You may recall occasional headlines touting pregnancy -reduction success for a few school sex ed initiatives. They’re outliers. Even the most “comprehensive” sex education curricula show no significant impact on teen behavior. And when promising pilot programs have been rolled out to more teens, replication efforts have failed.

Meanwhile, substantial research shows that adolescents’ most effective sex educators are their parents. As a parent myself, I found this hard to believe. When I mentioned sexual responsibility to my two teens, they fled. Actually, they were sponges.

The research has been consistent for decades. When parents discuss their sexual values, whatever they may be, teens feel acknowledged as sexual beings and feel less need to prove it with sexual recklessness. They’re more likely to delay first intercourse and to use condoms.

What Crisis?

If there ever was a “teen pregnancy crisis,” it has abated:

• From 1991 through 2018, births to teens dropped 70 percent.
• In 1991, 54 percent of teens 15 to 19 reported having intercourse. Today, it’s 41 percent, down 13 percent
• In 1991, 46 percent of sexually active teens said they’d used condoms during their previous intercourse. Today, it’s 59 percent, up 13 percent.
• Since 1991, the teen gonorrhea rate has dropped 69 percent.

Both conservatives and liberals have rushed to claim credit for these successes. Both are mistaken.

Failure of Abstinence-Only Sex Education

Since the 1990s, Congress has allocated $1 billion to abstinence-only school sex education, which exhorts teens to refrain from intercourse until they marry. Social conservatives claim it’s succeeded—proven by the statistics just mentioned. Hardly.

• Abstinence-only programs began in 1998. Teen pregnancies began falling in 1992, six years earlier.
• Researchers at McMaster University in Hamilton, Ontario, analyzed 26 studies of school-based pregnancy-prevention efforts. With abstinence-only, pregnancies often increased.
• University of Georgia researchers analyzed teen pregnancy trends in all 50 states. As states increased emphasis on abstinence-only, their teen pregnancy rates rose. “Abstinence-only sex education is ineffective in preventing teen pregnancy and actually contributes to it.”

Failure of “Comprehensive” Sex Education

Comprehensive sex education, what I taught, is comprehensive only in that it discusses all the contraceptives and encourages condoms to prevent STIs. It’s utterly silent on erotic pleasure.

Liberals claim comprehensive sex education explains why teen pregnancies and STIs have plummeted. Actually:

• The just-mentioned McMaster analysis included many comprehensive programs. They had no significant impact—no delay of first intercourse, no increased use of contraceptives, no fewer pregnancies and STIs.
• British researchers analyzed eight studies of comprehensive school sex education programs involving 55,157 teens. Before-and-after surveys showed no reductions in pregnancies or STIs.
• In 2016, the American Journal of Public Health published a supplement containing evaluations of 15 school sex education programs, involving 60,000 teens at 250 sites in 200 cities, including roll-outs of promising pilot programs. Three-quarters of the studies (74 percent) showed that comprehensive sex education has no impact on teens’ sexual behavior. And in the few programs that altered teen behavior, success rates were modest and not cost-effective.

Success! Parents Speaking Up

The real reason teen pregnancies and STIs have fallen is—surprise!—AIDS. The disease was identified in 1981 and by 1990 had become a significant threat to heterosexuals. Parents feared for their children’s lives and many who’d never uttered a peep about sex and condoms spoke up. These discussions had a major impact. Teen pregnancies peaked in 1991 and have declined 70 percent since.

In recent years, AIDS has faded from the headlines, and some parents have stopped talking. Consequently, the teen pregnancy rate has inched up a bit, but it’s still more than two-thirds below its 1991 peak.

Robust research confirms the effectiveness of parental sex education.

• University of Oklahoma scientists surveyed 1,083 teens (half girls, half boys). When parents discussed sex and contraception, “Teens were much less likely to have intercourse, and if youth were sexually active, they were significantly more likely to use contraception.”
• University of Minnesota researchers interviewed 2,006 teen virgins. One year later, 16 percent of the girls and 11 percent of the boys reported intercourse. Among those who remained virgins, the best predictor was frequent discussion of sex and birth control with their mothers.
• Columbia University investigators surveyed 130 sexually active teen girls. “Our most striking finding—parent-teen sexuality communication is a strong predictor of regular contraceptive use.”
• CDC researchers interviewed 372 teens. Those who talked with their mothers about sex were three times more likely to use condoms. Those who used them their first time were 20 times more likely to become regular users.
• Finally, researchers at North Carolina State University analyzed 52 studies of home sex education involving 25,000 teens over thirty-two years (1982-2014). More than three-quarters of studies (79 percent) showed that when parents spoke up, teens significantly delayed first intercourse, and when they went all the way, were very likely to use condoms. “Parent-adolescent communication increases adolescents’ use of contraceptives regardless of how parents deliver their messages.”

A note on that last statement (“regardless of how parents deliver their messages”): To discuss sex, parents need not be sex experts. They just have to try—and keep trying.

Classes for Parents

School sex education costs a fortune and doesn’t work. We could instead invest that money in the only approach that’s effective. Let’s fund evening classes and home visits for parents to help them crystalize their sexual values and discuss them with their children.

Conservatives have long argued that, because it involves values, sex education belongs in the home. They’re right—not just because parents control the message, but because home sex education is the only approach that works:

• Penn State researchers surveyed teens and their mothers. Then the mothers took classes devoted to sexual communication. Afterwards, both mothers and children said sex was easier to discuss.
• Scientists at Emory University in Atlanta recruited 582 mothers, most single African-Americans, into a program that encouraged family sex discussions. Two years later, those mothers “showed substantial increases in comfort talking about sex, and surveys of their children showed significantly increased use of condoms.”

What I Told My Teens

When my son and daughter were teens, I told them it was entirely their decision when they became sexual. I said I hoped they’d wait until at least sixteen, but the decision was theirs. I emphasized four values:

• Consent . No shaming , pressure, or coercion. If you ever feel uncomfortably pressured, do whatever it takes to extricate yourself, then feel free to call me 24/7.
• Condoms . I offered to supply as many as they wanted—and didn’t care if they gave some to friends.
• Lubrication . Vaginal lubrication reduces the risk of condom breakage and increases comfort during intercourse. Some perfectly normal teen girls don’t self-lubricate well. I offered to supply as much lube as my kids wanted.
• Pleasure . Great sex is all about pleasure. Who can feel pleasure with lovers who ignore contraception and STIs? The most enjoyable sex is safe sex.

I told my teens, “Practice safe sex because it leads to better, more pleasurable lovemaking.” That might sound radical. But I believe that message would further reduce teen pregnancies and STIs. It would also help teens grow up to be something they all hope to become—skilled lovers.

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Michael Castleman, M.A. , is a San Francisco-based journalist. He has written about sexuality for 36 years.

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Comprehensive sexuality education ; Holistic sexuality education ; Sex Ed ; Sexuality education

The process of gathering accurate information, developing attitudes and beliefs, and gaining skills on the biological, sociological, and psychological facets of sexuality in a formal academic setting.

Introduction

Sexuality education provides individuals with information about their bodies, identities, relationships, and health-promoting skills as they relate to sexuality. International health and human rights organizations assert that access to developmentally and culturally appropriate sexuality education is a basic human right (UNESCO 2018 ). Adolescents receive sex education from formal sources, like schools or clinics, and informal sources, like family members, friends, or digital resources. While these can all be important, affirming sources of information, formal sources are more likely to provide students with accurate and age-appropriate information (UNESCO 2018 )....

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The Importance of Comprehensive K-12 Sexual Education Programs

Tatiana M. Smith, University of New Haven

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

K-12 Sexual Health Education Programs

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

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

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

  Background

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

Sexual Health Education Curricula

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

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

Pre-Existing K-12 Sexual Health Education Policies

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

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

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

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

K-12 Sexual Health Education Policy Options

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

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

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

Advantages of Each K-12 Sexual Health Education Policy Option

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

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

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

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

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

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

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

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

Disadvantages of Each K-12 Sexual Health Education Policy Option

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

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

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

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

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

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

Recommendations for a K-12 Sexual Health Education Policy

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

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

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

Annotated Bibliography

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Let's talk about (queer) sex: The importance of LGBTQ-inclusive sex education in schools

Editor's note: This story originally published in August 2021.

What's a three-letter word that prompts parents to pontificate and teens to plug their ears when their parents bring it up? 

You guessed it: S-e-x.

Just because teens can be hesitant to talk with their parents about sex  isn't a reason to give up on the conversation. Not talking about it could be dangerous or even deadly, and markedly so for  LGBTQ youth .

Just 8.2% of students said they received LGBTQ-inclusive sex education, according to LGBTQ education nonprofit GLSEN's National School Climate Survey in 2019 . It's not shocking when you uncover that it's only mandated in a minority of U.S. states.

Melanie Willingham-Jaggers, director of GLSEN, compares the fight for inclusive sexual education to that of critical race theory, noting   people can favor long-held narratives over the truth.

"What we're having right now in our country is a debate around what responsibility we have to our children when it comes to educating them," Willingham-Jaggers says. "Queer, inclusive sex ed is not critical race theory. But what you see in both of these arguments is do we teach our children what is true in reality and history and nature? Or do we teach them what we want them to know?"

Sex education looks drastically different depending on where you live (though  legislation  is ongoing ).

• Thirty-nine states, plus Washington, D.C., require sex education and/or HIV education in schools, according to the Guttmacher Institute . But only 18 states mandate that sex and HIV education  be medically accurate.
• As for LGBTQ inclusivity: 11 states (and D.C.) call for "inclusive content with regard to sexual orientation."
• But on the other side of the coin, five states allow negative  information on homosexuality and/or a  positive push for heterosexuality. If you live in a state like Florida or South Carolina, for example, your children may be taught sexual education that discourages queer sex. 

Heads up: 'Pray Away' details trauma of LGBTQ conversion therapy – and new leaders are still emerging

What a lack of sex education means for LGBTQ youth

Dio Anthony , a 31-year-old writer in New York, remembers little about his high school sex education experience beyond   a weeklong course on sex.

"They weren't teaching you how to apply a condom like they show you in the movies," he says.

When he first slept with a man at 16, he had no idea what was going on. Future sexual encounters were not fun. He grew uncomfortable sharing details of his sexual escapades in his 20s even though his friends hooted and hollered about theirs.

"When we exclude LGBTQ+ young people from comprehensive education, we make them more isolated, behave in more risky ways and they are further pushed out and pushed into dangerous situations where negative outcomes are more likely," Willingham-Jaggers says.

The Human Rights Campaign Foundation found that LGBTQ youth, particularly Black and Latino LGBTQ youth, rarely receive sex education at school that is relevant to them.

This pattern reveals itself through statistics: Of the 36,801 people diagnosed with HIV in 2019 in the U.S., 25,842 were Black or Latino, according to the Centers for Disease Control and Prevention . That's over 70%. 

"It isn't an accident that HIV is still so prevalent where it's prevalent," says   Justin A. Sitron , associate dean of the College of Health and Human Services at Widener University. "It's because the public health system has not responded to both the access needs, and the cultural realities that men of color especially face." Widener University's Interdisciplinary Sexuality Research Collaborative is behind the website swagtoolkit.com , aimed at providing sex education to Black gay and bisexual men.

Such websites prove crucial, considering how often people pepper their search engines with questions – particularly about taboo topics, Sitron says. 

"Without LGBTQ+ inclusive sex education, queer and trans youth are left in the dark when it comes to making informed decisions about their health, understanding their body, understanding how their body relates to other bodies out in the world," Willingham-Jaggers says. "When sex education labels some topics as controversial, it hurts all students by failing to provide a full and medically accurate understanding of sexual health."

LGBTQ young people get stuck at questions like, "'So I know I'm supposed to wear a condom when I have anal sex. But, like, what is anal sex?' " Sitron says. 

In case you missed: LGBTQ students need inclusive sex ed – but less than 10% in US are receiving it, report says

LGBTQ advocates change landscape of sex education

LGBTQ advocates are battling preconceived notions of sex education.

Scout Bratt, outreach and education director at Chicago Women's Health Center, directs a program of sexual health education for Chicago public schools and area universities; they work with fourth through 12th graders as well as college students. Yes, inclusivity begins as young as fourth grade: Instead of saying girls menstruate or boys produce sperm, for example, you can say people who menstruate and people who produce sperm to incorporate trans and nonbinary people.

"We are trying to infuse queer inclusivity and gender expansiveness in the curriculum across all grade levels across all subjects," Bratt says.

Sexual health educator  Shafia Zaloom  consults around the country with schools about sexuality, and notes that curriculums vary among different types of schools – i.e., public schools don't have the same standards as independent schools.

After receiving feedback from LGBTQ youth, Zaloom worked to create a program that went in-depth on LGBTQ issues led by queer staff.

"When we provide kids with really inclusive, comprehensive sex education, they grow up to have more bodily autonomy, more healthy perspectives on their sexuality, they tend to delay and make more responsible decisions and be far more relational and communicative in their relationships," Zaloom says.

Aww: ‘Sesame Street’ to ‘Ridley Jones’: TV shows are teaching kids about LGBTQ issues, diversity

Where to turn if your school isn't teaching LGBTQ-inclusive sex education

• Get involved in advocacy work . "The states that have passed comprehensive LGBTQ inclusive sexual health education laws did not happen because one person raised their hand and said, 'We should have that.' It took time, it took advocacy, it took education," Vincent Pompei, director of the Human Rights Campaign's Youth Well-Being Program. says. "What we need to do is provide opportunities for communities and parents and educators to understand why it's essential."
• Turn to your local community.  Health educators, doctors and other sexual education resources and community centers abound. Talk to them, Sitron advises.
• Look online for resources – but verify them. Planned Parenthood, Advocates for Youth and SIECUS are all solid resources, according to Sitron. Don't underestimate YouTube channels either. "When you live in a highly stigmatized area and you have no support, online might be the only community that you might be able to find," says Carmen Mojica, a reproductive justice movement leader. "And I don't think that there should be any shame in that." See also GLSEN and HRC .
• Adults, affirm your children.  Sitron recommends doing away with your helicopter parent mindset and becoming more of a partner to your child as they navigate their concerns.
• Children, talk to adults. Spend some alone time with your doctor without your parents if you have any specific questions, Sitron says. Bratt adds that young people are leading this movement – so adults, make time to listen. 

Above all, remember this: Sex should make you feel good – and feel good to talk about.

"It should be one of the things in our lives that makes us the most joyful," Sitron says. "And when queer people don't get to have that because their sex is problematized, we miss out on such an opportunity to be joyful and happy."

Hear, hear: We need to celebrate LGBTQ joy. Lives depend on it.

share this!

June 17, 2024

This article has been reviewed according to Science X's editorial process and policies . Editors have highlighted the following attributes while ensuring the content's credibility:

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trusted source

US sexual health curriculum could force LGBTQ+ students to seek education outside of school, survey suggests

by Taylor & Francis

Children across the United States who identify as LGBTQ+ say the sexual health education curricula they receive is leaving them without essential information to make informed decisions about their sexual health—which could force them to seek potentially dangerous advice elsewhere.

The results of a new national survey show that these young people —aged 13 to 17—believe crucial topics surrounding sexual orientation and gender identity are being omitted from sexual health education programs.

Experts who led the study—published in The Journal of Sex Research , as people around the world celebrate Pride month—say the addition of key items in the curricula could be "life-saving."

"The exclusion of LGBTQ+ students from the curricula may contribute to poor health outcomes in LGBTQ+ youth, with some research beginning to document these experiences and provide recommendations for curricula changes," explains lead author Steven Hobaica, a clinical psychologist and Research Scientist at The Trevor Project, whose mission is to end suicide among LGBTQ+ young people.

"Addressing this negligence is urgent and could be life-saving.

"Given the current political climate, with legislation attempting to exclude LGBTQ+ information in schools, we encourage policymakers to continue fighting for LGBTQ+ inclusion in curricula as a means to prevent health problems for a vulnerable group."

Of more than 800 respondents to the survey, most participants reported a lack of LGBTQ+ content in their sexual health education experiences. In order to be educated on sexual health, most were using extracurricular sources including online spaces, friends, and personal experiences with sexual exploration. The authors found that these extracurricular sources are frequently preferred by LGBTQ+ youth; but may lack accuracy and reliability.

Overall, participants described feeling marginalized by curricula that were based on abstinence-only approaches, religious principles, or contained oppressive and suppressive elements—such as negative remarks about LGBTQ+ individuals or skipping required LGBTQ+ content altogether.

"LGBTQ+ youth expressed a strong desire to learn more about topics related to their sexual orientation and gender identity, highlighting a critical gap in existing curricula," says co-author Dr. Erica Szkody, who is a Postdoctoral Research Associate, at the Lab for Scalable Mental Health, at Northwestern University.

"Despite the well-known benefits of comprehensive sexual health education, the majority of school sexual health education curricula in the U.S. is non-comprehensive and excludes LGBTQ+ students.

"Our analyses underscore the extent of this exclusion."

The survey also provided LGBTQ+ young people the opportunity to openly share on their experiences, as well as recommendations for change, in regard to sexual health education:

These suggestions included:

• More LGBTQ+ content in sexual health education curricula, as well as more detail on healthy and diverse relationships (e.g., non-monogamy, polyamory), consent, safety in relationships, and communication skills.
• Creating safe and supportive spaces, while considering legitimate fears due to a possible increase in bullying, as they had heard students make fun of the material or use discriminatory language during past implementation.
• Updating sexual health education materials to reflect LGBTQ+ lived experiences, history, and risk factors.
• Creating sexual health interventions focused on LGBTQ+ experiences and concerns.
• Improving access to reliable sexual health information.
• Creating more accessible sexual health information via other avenues, such as online and through mobile applications.

Summarizing their experiences of sexual health curricula in the U.S., LGBTQ+ study participants left heartfelt responses:

"I wish I was taught about gay sex, sexual orientation, and all the other controversial topics that [are deemed] 'grooming.' When kids aren't taught good sex ed, they learn how to do it in an unhealthy way from other sources like the internet or word of mouth. If we teach children about these topics, they'll be safer when they become teenagers," one said.

Another added, "I wish others understood that while the anatomy-related knowledge is important, we need sexual [health] education that is relevant to today's world. This involves sexual [health] education [about] dangers and safety on the Internet, [same-sex/gender] relations, and education geared towards attraction and feelings rather than a lesson only [regarding] heterosexual procreation. I wish they took our real-life experiences and insecurities into account."

One more exclaimed, "It is NOT HARMFUL to talk about gender identity and sexuality with high schoolers. It SAVES LIVES."

The authors hope that their findings contribute to a "critical" policy shift toward including LGBTQ+ young people in sexual health education , a community that is "often underserved."

"By including the voices of LGBTQ+ young people in curricula design, we can not only provide the necessary knowledge for youth to engage in healthy relationships and health behaviors, but also can contribute to a more accepting and equitable society for years to come," states Hobaica.

Although this study incorporated quantitative and qualitative analyses with a large national sample of LGBTQ+ youth, it had limitations. "Given sample size constraints, we could not draw conclusions regarding recommendations from students with specific identities," explain the authors who state future work could collect similar data from even larger samples for further generalizability and comparisons.

Journal information: Journal of Sex Research

Provided by Taylor & Francis

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LGBTQ+ students may need to seek sex education outside school due to curricula gaps

Doing so could force them to seek inaccurate, potentially dangerous advice elsewhere

Media Information

• Embargo date: June 17, 2024 12:01 AM CT
• Release Date: June 14, 2024

Media Contacts

Kristin Samuelson

• (847) 491-4888
• Email Kristin

Journal: The Journal of Sex Research

• Addressing negligence could be ‘life-saving,’ argue study authors
• Curricula based on abstinence-only approaches or religious principles, or contained oppressive, suppressive elements marginalized LGBTQ+ youth, survey found
• ‘I wish I was taught about gay sex, sexual orientation, and all the other controversial topics that [are deemed] ‘grooming,’ one survey respondent said

CHICAGO --- Children across the U.S. who identify as LGBTQ+ say the sexual health-education curricula they receive is leaving them without essential information to make informed decisions about their sexual health, which could force them to seek potentially inaccurate or dangerous advice elsewhere.

The results of a new, national, peer-reviewed survey, show these young people — aged 13 to 17 — believe crucial topics surrounding sexual orientation and gender identity are being omitted from sexual health-education programs.

One survey respondent said, “I wish I was taught about gay sex, sexual orientation, and all the other controversial topics that [are deemed] ‘grooming.’ When kids aren’t taught good sex ed, they learn how to do it in an unhealthy way from other sources like the internet or word of mouth. If we teach children about these topics, they’ll be safer when they become teenagers.” (Read more comments below)

Experts who led the study say the addition of key items in the curricula could be “life-saving.”

The study was published June 17 in The Journal of Sex Research .

“LGBTQ+ youth expressed a strong desire to learn more about topics related to their sexual orientation and gender identity, highlighting a critical gap in existing curricula,” said study author Erica Szkody , a postdoctoral research associate at Northwestern University Feinberg School of Medicine who led the data collection for the study.

“Despite the well-known benefits of comprehensive sexual health education, the majority of school sexual health-education curricula in the U.S. is non-comprehensive and excludes LGBTQ+ students. Our analyses underscore the extent of this exclusion.”

Szkody works in the Lab for Scalable Mental Health , which is directed by Jessica Schleider, associate professor of medical social sciences and pediatrics at Feinberg.

Of more than 800 survey respondents, most participants reported a lack of LGBTQ+ content in their sexual health-education experiences. In order to be educated on sexual health, most were using extracurricular sources including online spaces, friends and personal experiences with sexual exploration. The authors found these extracurricular sources are frequently preferred by LGBTQ+ youth; but may lack accuracy and reliability.

Overall, participants described feeling marginalized by curricula that were based on abstinence-only approaches, religious principles or contained oppressive and suppressive elements, such as negative remarks about LGBTQ+ individuals or skipping required LGBTQ+ content altogether.

“The exclusion of LGBTQ+ students from the curricula may contribute to poor health outcomes in LGBTQ+ youth, with some research beginning to document these experiences and provide recommendations for curricula changes,” said lead author Steven Hobaica, clinical psychologist and research scientist at The Trevor Project, whose mission is to end suicide among LGBTQ+ young people. “Addressing this negligence is urgent and could be life-saving.”

“Given the current political climate, with legislation attempting to exclude LGBTQ+ information in schools, we encourage policymakers to continue fighting for LGBTQ+ inclusion in curricula as a means to prevent health problems for a vulnerable group,” he said.

The survey also provided LGBTQ+ young people the opportunity to openly share on their experiences and recommendations for change regarding sexual health education:

These suggestions included:

• More LGBTQ+ content in sexual health education curricula, as well as more detail on healthy and diverse relationships (e.g., non-monogamy, polyamory), consent, safety in relationships and communication skills.
• Creating safe and supportive spaces while considering legitimate fears due to a possible increase in bullying, as they had heard students make fun of the material or use discriminatory language during past implementation.
• Updating sexual health-education materials to reflect LGBTQ+ lived experiences, history and risk factors.
• Creating sexual health interventions focused on LGBTQ+ experiences and concerns. Improving access to reliable sexual health information.
• Creating more accessible sexual-health information via other avenues, such as online and through mobile applications.

Other comments from survey respondents include:

“I wish others understood that while the anatomy-related knowledge is important, we need sexual [health] education that is relevant to today’s world. This involves sexual [health] education [about] dangers and safety on the Internet, [same-sex/gender] relations, and education geared towards attraction and feelings rather than a lesson only [regarding] heterosexual procreation. I wish they took our real-life experiences and insecurities into account.”

“It is NOT HARMFUL to talk about gender identity and sexuality with high schoolers. It SAVES LIVES.”

The authors hope their findings contribute to a “critical” policy shift toward including LGBTQ+ young people in sexual health education, a community that is “often underserved.”

Which states are restricting, or requiring, lessons on race, sex and gender

Since 2017, dozens of states have enacted more than 120 laws and policies reshaping the teaching of race, racism, sexual orientation and gender identity. These new rules now affect how three-fourths of the nation’s students learn about topics ranging from the role of slavery in American history to the lives of nonbinary people.

The Washington Post is tracking state laws, rules and policies that regulate instruction about race, as well as lessons on sex and gender, and will continue to update this page as state leaders take action.

Much of the first wave of curriculum legislation — from the late 2010s to 2021 — focused on how schools can teach about race, racism and the nation’s racial history.

How race education has changed in each state

Mostly blue states have passed expansive laws that do things like require that students learn about Black or Native American history. For example, a 2021 Delaware law says schools must offer K-12 students instruction on Black history including the “central role racism played in the Civil War” and “the significance of enslavement in the development of the American economy.”

Mostly red states, meanwhile, have passed laws that, among other things, outlaw teaching a long list of concepts related to race, including the idea that America is systemically racist or that students should feel guilt, shame or responsibility for historical wrongs due to their race. For example, a 2021 Texas law forbids teaching that “slavery and racism are anything other than deviations from, betrayals of, or failures to live up to, the authentic founding principles of the United States, which include liberty and equality.”

The target of curriculum laws has shifted over time to include determining how teachers can discuss — or whether they can discuss — gender identity and sexual orientation with students.

Changes to sex/gender education in each state

Mostly blue states have passed expansive laws that do things like require teaching about prominent LGBTQ individuals in history. For example, a 2024 Washington state law says school districts must adopt “inclusive curricula” and “diverse, equitable, inclusive” instructional materials that feature the perspectives of historically marginalized groups including LGBTQ people.

But at the same time, mostly red states have passed restrictive laws that would, among other things, outlaw lessons about gender identity and sexual orientation before a certain grade or require parental permission to learn about these topics. In one example, a 2023 Tennessee law says schools must obtain parents’ written consent for a student to receive lessons featuring a “sexual orientation curriculum or gender identity curriculum.”

Who is affected by these restrictions?

The laws cumulatively affect about three-fourths of all Americans aged 5 to 19, The Post found. The restrictive laws alone affect nearly half of all Americans in that age group. The majority of laws apply to K-12 campuses, where First Amendment protections are less potent as compared to the freedoms the courts have afforded to college and university professors.

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• Society and culture
• Online safety

Relationships and sex education (RSE) and health education

Statutory guidance on relationships education, relationships and sex education (RSE) and health education.

Applies to England

Relationships education, relationships and sex education (rse) and health education.

PDF , 622 KB , 50 pages

Foreword by the Secretary of State

About this guidance, introduction to requirements, relationships education (primary), relationships and sex education (rse) (secondary), physical health and mental wellbeing (primary and secondary), delivery and teaching strategies, annex a: regulations for relationships education, relationships and sex education (rse) and health education, annex b: resources for relationships education, relationships and sex education (rse) and health education, annex c: cross government strategies for relationships education, relationships and sex education (rse) and health education, implementation of relationships education, relationships and sex education and health education 2020 to 2021.

This is statutory guidance from the Department for Education (DfE) issued under section 80A of the Education Act 2002 and section 403 of the Education Act 1996.

Schools must have regard to the guidance and, where they depart from those parts of the guidance which state that they should, or should not, do something, they will need to have good reasons for doing so.

This statutory guidance applies to all schools, and is for:

• governing bodies of maintained schools (including schools with a sixth-form) and non-maintained special schools
• trustees or directors of academies and free schools
• proprietors of independent schools (including academies and free schools)
• management committees of pupil referral units (PRUs)
• teachers, other school staff and school nurses
• headteachers, principals and senior leadership teams
• diocese and other faith representatives
• relevant local authority staff for reference

To help school leaders follow this statutory guidance, we have published:

• an implementation guide to help you plan and develop your curriculum
• a series of training modules to help train groups of teachers on the topics within the curriculum
• guides to help schools communicate with parents of primary and secondary age pupils

Updates to the page text to make it clear this guidance is now statutory. Updated the drugs and alcohol section of annex B to include a link to the teacher training module on drugs, alcohol and tobacco and to remove the link to the research and briefing papers. We have not made changes to any of the other guidance documents.

Added 'Implementing relationships education, relationships and sex education and health education 2020 to 2021'.

Added a link to the sex and relationship education statutory guidance.

Added link to guides for parents.

First published.

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Election latest: Labour to win landslide and Farage to become MP for first time, poll projects

The Conservative Party is heading for its worst electoral defeat in history, falling victim to a Labour landslide, and Reform's Nigel Farage is set to become an MP for the first time, according to a major new poll of almost 20,000 people.

Tuesday 18 June 2024 22:59, UK

• General Election 2024

Please use Chrome browser for a more accessible video player

Election news

• Catch up  on our rundown of the day's political news
• Tories heading for worst-ever defeat - poll
• The senior Conservatives who could lose their seats
• One of Tories' biggest 2019 donors endorses Labour
• Sky News Daily: 'We need an adult conversation about migration'

Expert analysis

• Jon Craig: Poll and defection are double trouble for Tories
• Tom Cheshire : The data behind the public's view of immigration
• Darren McCaffrey: PM's trip to luxury village shows no seat is safe

Election essentials

• Check parties' manifesto pledges:  Conservatives | Greens | Labour | Lib Dems | Plaid Cymru | Reform
• Trackers:  Who's leading polls? | Is PM keeping promises?
• Campaign Heritage:  Memorable moments from elections gone by
• Follow Sky's politics podcasts:  Electoral Dysfunction | Politics At Jack And Sam's
• Read more:  Who is standing down? | Key seats to watch | What counts as voter ID? | Check if your constituency is changing | Guide to election lingo | Sky's election night plans

It's 10pm and here is your rundown for today's political news...

• The Conservative Party is heading for its worst electoral defeat in history , according to a poll of almost 20,000 people;
• The Ipsos poll also suggested  Nigel Farage will win Clacton from the Tories, overturning the incumbent party's huge majority there;
• It estimated  Labour could win 453 seats, while the Conservatives would take just 115, giving Sir Keir Starmer's party a 256-seat majority ;
• The result would mean  senior Tory figures such as Grant Shapps, Penny Mordaunt, Gillian Keegan, Johnny Mercer and Sir Jacob Rees-Mogg losing their seats ;
• Our chief political correspondent Jon Craig   said the poll is "terrible news" for the Tories;
• Meanwhile former Conservative Party donor John Caudwell has announced he is endorsing and voting for Sir Keir Starmer's Labour Party.
• Our weeknight politics show Politics Hub With Sophy Ridge  focused on the issue of immigration, with Labour's shadow equalities secretary Anneliese Dodds saying the country needs a "clear plan" to tackle migration;
• During the panel discussion Jim Murphy, former leader of Scottish Labour, said a Labour policy that may work to reduce immigration is "dealing with the gangs in the same way you would deal with terrorists";
• And former Conservative MP Philip Dunne said the government's Rwanda scheme is a "deterrent" for illegal immigration, but said the UK and France need to cooperate more.
• In Scotland, Anas Sarwar has today launched Scottish Labour 's manifesto, with a focus on improving the future for young people in the country;
• He also confirmed that Scottish Labour is against the two-child benefit cap , despite there being no plans to scrap the measure if Labour wins the keys to Downing Street.
• Liberal Democrat leader Sir Ed Davey was in Eastleigh, where he discussed sewage - and claimed the Tories would "fail in opposition" just as he says they have in government;
• And on a day of special coverage of the migration crisis here on Sky News, an exclusive poll suggested more Britons think immigration has had a negative impact on society than positive.

Here are some other stories you might find interesting: 

On the Sky News Daily podcast,  Niall Paterson is joined by community correspondent Becky Johnson   to discuss what voters think about elections, while economics and data editor Ed Conway digs into the statistics to reveal exactly how big an impact migration, both legal and illegal, has on the UK.

Thank you for following our live political coverage as the general election campaign continues.

Please see our 10pm bulletin for the key points of the day's news.

Join us again tomorrow from 7am for the latest political updates.

Earlier we brought you the breaking news that billionaire Tory donor John Caudwell had endorsed Labour (see 7.31pm post).

The Phones4U founder said the "failures" of the three prime ministers in government since then, alongside Labour's "transformation" under leader Sir Keir Starmer had led him to switch allegiance for the first time in his life.

You can read more about his decision  here ...

Covering a general election campaign as a journalist can largely be summed up in two words - battle bus.

Not too dissimilar to the coaches that rockstars use for their tours, battle buses are the vehicles each political party uses to transport their leaders, candidates, and advisers around the country during the election campaign.

Sky's political correspondents have each been following a different party - often joining them on the buses.

Here we take you behind the scenes on the campaign trail for the Conservatives, Labour, and the Liberal Democrats.

By Faye Brown , political reporter

Rishi Sunak's "soaring" personal wealth has come under fresh attack ahead of crucial inflation figures coming out tomorrow.

In what will be a key moment in the election campaign, the rate of inflation is expected to ease back to the Bank of England's target of 2% for the first time since spring 2021.

The figures could provide a much needed boost for the embattled prime minister, whose key offering to voters is that the economy has "turned a corner" under his leadership and they should not risk change with Labour.

But the Labour Party says this claim is "rubbished" by data showing more than half of Brits think the cost of living crisis has become worse in the last month.

The party says that Mr Sunak's wealth increased by £122m in the last year, while data from the Office for National Statistics (ONS) shows millions of people continue to struggle.

Read more below:

More people in the UK think immigration has a negative impact on society than a positive one, according to a YouGov survey for Sky News.    

In the first general election since Brexit, all the major parties mention migration in their manifestos. 

Both the Conservatives and Labour are placing promises to tackle illegal boat crossings high on their list of promises if they get into Number 10.   

So what do voters think about immigration, and how could it affect these elections?  

Niall Paterson is joined by community correspondent Becky Johnson , who's been speaking to voters in Swindon about their views. 

Plus,  economics and data editor Ed Conway digs into the statistics to reveal exactly how big an impact migration, both legal and illegal, has on the UK.   

As we've been discussing this evening, both the Tories and Labour are promising to cut net migration levels - the number of people coming from overseas minus the number leaving.

Our political reporter Alix Culbertson has looked at their immigration policies - and those from the other main parties.

Read the full explainer here ...

The public has "probably seen through Boris Johnson" and he is no longer an asset to the Tory campaign, Jim Murphy, the former leader of Scottish Labour, says during  Sophy Ridge 's final panel discussion.

Mr Johnson has been appearing in campaign videos for a number of his Tory MP allies after reportedly being drafted in to help counter the growing threat from Reform UK.

Mr Murphy says the former prime minister was probably an asset during 2019 but now the public and Tory MPs have seen through him.

"I think the Conservatives are making the mistake that if you play the tune of 2019 it'll work for them in the same way," he adds.

"Involving Johnson at this stage suggests a campaign that has lost its sense of direction, because they're still trying to beat the Reform party rather than try to overcome Labour."

'There are MPs who like him'

Former government adviser Nimco Ali notes Mr Johnson "is popular in certain sectors of the country" and some MPs are leaning towards that.

"I would not think it's a Conservative plan to have him involved, I think it's individual MPs who like him, and he has kindly sent them those videos," she says.

That concludes our coverage of tonight's  Politics Hub With Sophy Ridge  - it'll return tomorrow from 7pm. In the meantime, stick with us here for the latest general election news and analysis.

A poll we reported on earlier is "terrible news" for the Conservatives, says our chief political correspondent Jon Craig .

It's predicting a 256-seat majority for Labour - up on 453 seats and the Tories down on 115 ( see 17.51 post )

Jon says this would be "much worse than 1997", when Tony Blair took Labour back into government, and their worst result since 1906.

But 117 seats are still too close to call in the Ipsos survey, he explains.

But while polls are only a "snapshot" of a campaign, there is a clear "trend" across the various surveys we're seeing.

"They are all fairly similar," Jon says, and it's "terrible news for the Tories".

It's been "double trouble" for the Tories this evening, he adds, given their former donor John Caudwell's endorsement of the Labour Party ( see 19.31 post )

"We don't know if Mr Caudwell is actually going to give some money to the Labour Party, but he's not donating to the Tories, and he's switched his allegiance."

Sophy presses former Conservative MP Philip Dunne on whether the Conservatives think it's all over.

It comes after the prime minister spent the day campaigning in traditionally safe Tory seats in the South West.

Mr Dunne says Rishi Sunak has "been all over the place throughout this campaign".

He says the prime minister "hasn't given up" and has "made it very clear he's fighting, every waking moment, to try to retain the Conservative government and Conservative candidates all over the country".

'No huge surprise' Tory support is waning

Asked if he is worried about the future of the Conservative Party, Mr Dunne, who is not standing in this election, says all political parties in office for a prolonged period "go through sort of waves of enthusiasm and support and waning of support".

He adds: "So it's no huge surprise that the opinion polls are suggesting that our support is declining somewhat at the moment."

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