Why there should be Sexuality Education Programs in Schools

Whythere should be Sexuality Education Programs in Schools

Whythere should be Sexuality Education Programs in Schools

SexualityEducation may be defined as the teachings that revolve aroundrelationships and sex. Its objective is to form attitudes andbeliefs, to impart knowledge and understanding, and to build sexualidentity, relationships, and intimacy. Several things are to be knownabout sex, like intercourse, rights, responsibilities, human anatomy,reproductive health, and intercourse, to mention just a few. Thoughthese are fundamentally what sexuality education is all about, mostpeople are still deliberating whether the topic needs to be part ofthe school syllabus or not. Despite the rates of teen pregnancydeclining, adolescents in the United States are more than two timesas probable to give birth as their counterparts in Canada the sameteenagers are nearly four times more likely to give birth than theadolescents in Norway or Germany (Splendorio &amp Reichel, 2014).Even the teenagers within Russia are less probable to procreate thanthe American teens. Although poverty and several other socialconcerns are the main causes, federally-subsidized well-versedsex-education can help resolve the issue. For a long duration, thebattle between the detractors and the supporters of sexual teachinghas been continuing. It is a contentious topic or concern ofdiscourse in many nations. Politicians are fighting over the healthof children, and most parents have no idea it is even taking place.Since the 1980s, the U.S. government has been dishing out a lot ofcash into abstinence-only sexuality education. This paper willexplain the previous and current situation of sexuality education inthe United States and the reasons why it is important to incorporatethe program in the schools’ curricula.

SexualityEducation in the United States

Withinthe U.S., education is regulated by individual states this may leaverulings to the local levels or might set rules for subject matter andcurricula. The District of Columbia and twenty-two states needschools to offer both STD/HIV and sex education another fifteenstates want STD/HIV teaching, and thirteen states have noobligations. Before 1998, ten states required that the programs ofsexual education teach abstinence and they did not want the additionof information regarding contraception (Sundaram &amp Sauntson,2016). Thirteen states necessitated that sexual education to teachabstinence as well as information on contraception and condoms. Mostdirectives for abstinence teaching came from the state lawmakersrather than from the state education department. In the U.S.,instruction on sexuality differs broadly because the decisions oncurricula are typically determined locally nevertheless, someoverall observations may be made. Several schools focus on sexeducation in grades 7 through 9, and they restrict the unit to thescience or health syllabus.

Frequently,teachers have no or little training in sexual education. Thecurricula usually range from 1-15 classes, and they average 5classes. Sex-education is seldom incorporated with other healtheducation aspects, like drug training, or with several other courses,like literature, humanities, and social studies. Throughout the1990s, sex-teaching within the U.S. assumed a behavioral emphasiswith two broadly separated and unique approaches.Abstinence-until-marriage restricts teaching to why teenagersshould not engage in sexual intercourse until marriage on the otherhand, practical and balanced sex education encourages thestudents to defer intercourse until they are mature and to performsafer sex after they become active sexually (Bruess &amp Schroeder,2014). Studies of sex-education in the U.S. indicate that the mostcommonly taught subjects are factual information on reproductivesystems, refusal skills, and abstinence, development, and growth,parenting, pregnancy, setting limits, dating, and STIs, inclusive ofHIV.

During1996, as part of WRA (Welfare Reform Act), the U.S. Congress approvedthe rule setting public policy for sex-education and appropriated$250 million over 5 years to execute the programs ofabstinence-until-marriage (Šribar, 2012). These programs do notrecognize teenage sexual conduct because proponents think that it isimmoral to have sex outside marriage. Consequently, such programs donot train teens how to shield themselves if they become activesexually. Condoms are contraception can be outlined only whilediscussing the rates of failure. The effects of STIs, shame, andguilt are used for frightening adolescents into abstinence. In spiteof these limits, forty-eight out of fifty U.S. states have acceptedand applied for the funds of these programs.

Thesecond approach, described by the supporters of sex education asbalanced and accurate sex-training, takes a wider perspective. Itencourages students to defer sex until they become grown-ups and thento reduce their risk of adverse effects through utilizing thepractices of safer sex. Such programs use the social learning theoryprinciples and emphasize negotiation, problem-solving, andcommunication skills (Splendorio &amp Reichel, 2014). Also, theyoffer skills development and information to minimize exposure topregnancy, STIs, and HIV among the sexually active youths. Unlike theabstinence-until-marriage or abstinence-only programs, most of therealistic, balanced programs have gone through a rigorous assessment,and they have been portrayed to be efficient with the targetedfactions.

TheUNAIDS and WHO have each assessed the studies on realistic, balancedand abstinence-only sex education programs, and the assessmentsestablished that no programs of abstinence-until-marriage (orabstinence-only) had been proven efficient (Doubova et al., 2016).However, some realistic, balanced programs have been successful inevading first intercourse as well as in increasing the usage ofprotection by the sexually active adolescents. Also, the programs ofpoised and practical sex education have not raised the sex activitylevel, increased sexual partners` numbers among the sexually activeteens, or caused earlier intercourse.

Unfortunately,politics polarizes sex-education within the U.S. Although pollscontinually show that most of the parents of the United States wanttheir kids to get accurate sex education within the schools, anaggressive minority threatens the administrators with negative mediaattention and societal controversy if sex-teaching deals with sex.The latest nationwide polls established that 89% of parents of thepublic high schools feel that these institutions should integratesexuality education into their curricula 87% of grown-ups supposethat high-school learners need to learn about the control of births,and 77% say the students need to be taught about premaritalintercourse. Additionally, 70% back teaching on abortion 65% supporttraining on homosexuality and 92% suppose teens should train onSTIs, including HIV (Bruess &amp Schroeder, 2014).

Importanceof Sexuality Education Programs

Attimes, people misguidedly think that &quotsex education&quot issimply sexual conduct (like sex intercourse) and not the completearray of topics comprising sexuality. These encompass concerns andinformation about abstinence, contraception, human development andgrowth, body image, gender, pregnancy, human reproduction, and safersex (preventing STDs). They also include sexual values and attitudes,physiology and sexual anatomy, sexual orientation, sexual pleasure,sexual behavior, relationships, and sexual health, among other things(Doubova et al., 2016). Comprehensive sexual education includes thebroad range of subjects, which affect sexual health and sexuality. Itis based on peer-revised, evidence-based science. Its aim is toenhance well-being and health in a manner that is appropriatedevelopmentally. It comprises communication and information skillsbuilding and exploration of values. Ideally, sexuality training inlearning institutions is an incorporated procedure, which builds onitself annually. It is started in kindergarten and offered throughgrade 12 (Ponzetti, 2016).

Assuch, sexuality is a vital part of the identity of every individual.Learning about sexuality and attaining sexual well-being and healthare permanent processes, which start at birth and proceed all throughthe lives of people. Even though guardians and parents are the coresex trainers of their kids, teens also get messages regardingsexuality from several other sources. A few of them might have lesspositive than adverse effects. Schools and some community-basedinstitutions may be important partners with guardians or parents tooffer the teens developmentally appropriate and accurate sexualityeducation (Rasmussen, 2016). The objectives of explicit sexualeducation are to assist young individuals acquire positive sexualityview and to give them developmentally suitable skills and knowledgeso that they can make proper decisions concerning their sex lives inthe future and now.

Medically,accurate sexuality education is a venture in the well-being ofchildren – their future. The &quotreturn on investment&quot ofsex-education can be a generation of youths who have acquired moreuseful information on sexuality than the confrontational silences andmedia images they currently see. It can be a generation of men andwomen comfortable in their skin capable of making responsible,well-informed, and healthy decisions take charge of their bodiesand form healthy relationships.

Withaccurate sex-education, children gain the correct knowledge andinsights. It is pointless to state that people`s ignorance results inwrong presumptions that frequently cause misjudgments and mistakes.When children are taught about sex sufficiently, there is a reductionof misinformation (Šribar, 2012). They are endowed with accurateknowledge. Furthermore, the programs of sexuality education, whichare performed efficiently, act as powerful or resourceful tools tohelp teenagers prevent infections STIs, like HIV that result frominappropriate, unsafe sexual decisions. While a proper trainingprogram alone would not eliminate the problem of AIDS completely, itcan significantly assist to reduce the vulnerabilities and risks.

Sex-educationequips teenagers with the necessary skills for making the correctdecisions. Again, ignorance may result in misjudgments. Ifadolescents would be tutored about the repercussions they wouldprobably face, they will become very cautious and keen in makingchoices. They are capable of making healthy decisions not only onintercourse but also in life. They will understand that sexual actscome with pleasures and responsibilities. In essence, they willrectify their misconceptions. The set of values and attitude of anindividual were formed and conceived by what they hear and see fromother persons (Ponzetti, 2016). Sexuality education aims atstraightening out all misunderstandings of society regarding sex andseveral other things associated with it. Such wrong beliefs andmisconceptions might be performed by the teen until their adulthood,leading to bad resolutions they might regret forever.

Lastly,sexuality training increases or enhances communication between theparents or guardians and children. Kids would most definitelydiscourse what they learned in school with the adults they trust ortheir parents. Without sexuality education in learning institutions,they would feel uncertain and shy in even citing matters of sex withtheir guardians or relatives (Rasmussen, 2016). With parentalinvolvement in the sex-education program, values and morals would bebetter imparted in kids.


Mountingrates of STDs among adolescents are adding the urgency to discourseover sexuality education. Conservatives assert that the alarmingfigures show why abstinence needs to be the only chant when it comesto sex-training. Liberals refute that the rise in infection is therobust case for comprehensive information. Trapped in the center arethe teenagers of the U.S., who are more susceptible than ever toprospectively deadly illnesses. In the discussion over sexualityeducation, one aspect is undeniable: the average teen today issubmerged in sex pictures or imaginings (Bruess &amp Schroeder,2014). Therefore, there is a need to incorporate sexuality teachingin the school syllabuses to impart real knowledge and understandingon these teens, for the betterment of their future.


Bruess,C. E., &amp Schroeder, E. (2014). Sexuality education: Theory andpractice.

Doubova,Svetlana, Infante-Castañeda, Claudia, &amp Pérez-Cuevas,Ricardo. (2016). Internet-based educational intervention toprevent risky sexual behaviors in Mexican adolescents: studyprotocol. (BioMed Central Ltd.) BioMed Central Ltd.

InPonzetti, J. J. (2016). Evidence-based approaches to sexualityeducation: A global perspective.

Rasmussen,M. L. (2016). Progressive sexuality education: The conceits ofsecularism.

Splendorio,D., &amp Reichel, L. (2014). Tools for teaching comprehensivehuman sexuality education: Lessons, activities, and teachingstrategies utilizing the national sexuality education standards(Grades 6-12).

Šribar,R. (January 01, 2012). Gender and sexuality: sociological approaches,by Momin Stanton, K. N. (2010). Sexuality education.Hauppauge, N.Y: Nova Science Publishers.

Sundaram,V., &amp Sauntson, H. (2016). Global perspectives and key debatesin sex and relationships education: Addressing issues of gender,sexuality, plurality and power.