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RUNNING HEADER: SEX EDUCATION

Sex Education

Kimberly Nelson

Kaplan University
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When it comes to the subject of teen sex, there are many varying views and opinions.

There are moral, ethical, health and social attitudes and value that play into people’s attitudes

and values. Cultural and religious views influence people’s opinions. The differences in

opinions are not only about sexual behavior, but also where sex education should take place and

what should be included in sex education programs. This paper will discuss how these attitudes

have changed over time, contributors to the decision to engage in sexual behavior, the pros and

cons of school based sex education programs, and what should be included in sex education to

make it most efficient.

The attitudes and values regarding teen sex are different today than in the past. For

example, in the past, teenage sex was frowned upon and those who engaged in it were considered

“problem children”. Unmarried pregnant women were often pushed to marrying the fathers, as

this was considered to be shameful to the family. Today, sexual activity among teens is much

more common, is more widely accepted, and is sometimes considered normal behavior.

According to the Kaiser Family Foundation (2005), as cited by Bukatko (2008), 47 percent of

ninth through twelfth graders state that they have engaged in sexual intercourse (p. 503). There

are many different factors that contribute to this change in views over time. There are many

factors that contribute to teens’ views of sex and their decision of whether or not to take part in

the behavior; this includes both internal and external factors.

Adolescence is a time when teens are establishing their self-identity. It is a time

when they spend more time with their peers, and are orienting away from parents. They desire to

fit in and be accepted by others. The norms of the cliques and crowds they are involved in can

be powerful shapers of behaviors such as how to dress, act, and even on future goals (Bukatko,

2008, p. 560). Another external factor that impacts teens’ views on sexual behavior is the media.
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Research has shown that adolescents who are exposed to excessive sexual content through the

media are more likely to engage in sexual activity (Bukato, 2010; Strasburger, Jordan, &

Donnerstein, 2010). Another external factor that has a big impact is their parent’s beliefs about

teenage sex. For example, teens that are raised in a Catholic or Muslim environment are strictly

taught to be abstinent, while others’ have a more flexible viewpoint. Some internal contributors

that can impact their views and decisions are curiosity and the desire to deviate from their

parent’s wishes. Regardless of the reasons behind a teen’s decision to engage in sexual activity,

it is vital for them to be properly educated about sex.

While values and attitudes regarding teenage sex and the specifics of sex

education vary, one thing that everyone agrees on is the need for children to be educated about

sex. Just as people’s values and attitudes regarding teenage sex vary, attitudes and thoughts vary

regarding where sex education should take place, and what should be taught in sex education.

Some believe that it should be taught strictly at home, while others believe that it should be

taught at school. Some believe that sex education should be abstinent only, while others believe

it should include risks and contraceptives. There are pros and cons to each view.

School-based sex education (SBSE) programs (that are not abstinent only) focus mainly

on the physical and biological aspects of sex, including anatomy, menstruation, and conception

(Chabot, Shoveller, Johnson, & Prkachin, 2010). The programs also include education about

risks and consequences, including sexually transmitted diseases (STDs) and pregnancy. They

educate adolescents on the use of contraceptives. The positive side to this is that it may lessen

the change of receiving or transmitting a STD. They are taught correct anatomy and facts

regarding sex and the risks, and dispel myths. It is also a time when the children can openly ask
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questions that they are not comfortable asking their parents. There are many pros to sex

education, but there are also cons.

SBSE programs can make some students uncomfortable. The programs usually focus on

the act of sex itself, and do not include social pressures and peer influences on sexual behavior

(Lyons, Giordano, Manning & Longmore, 2011). There is also little attention paid to the

emotional and relational aspects of sex (Chabot et al, 2010). Teachers are sometimes not

properly trained to teach sex education, or may be embarrassed or uncomfortable teaching it.

Some parents feel that SBSE programs spark children’s curiosity or interest, and puts ideas in

their child’s head. SBSE programs can also go against religious or cultural beliefs, particularly if

it is not an abstinence only program.

The SBSE program that I went through in school was strictly biological (anatomy) and

the risks/consequences. They did not provide it until high school, when some of the children

were already sexually active. I think that the program was informational about the aspects that

were discussed, but left out a lot of important aspects, such as the emotional and moral aspects of

sexual behavior. I think that a lot of us viewed it as an addition to our health course, or “just

another class”, and did not take it very seriously.

In order to make SBSE programs more efficient, it is important that it is taught at the

right age. Children who are too young will not fully understand, whereas older adolescents may

already be sexually active, without receiving the knowledge beforehand. Also, certain aspects

need to be added to the programs to discuss. One topic that should be included is the meaning of

sexual behavior (Lyons et al, 2010). It should include all aspects of sexual relations, including

the moral and emotional aspects, the social and peer pressures, as well as the physical aspects.

“It would be useful for educators developing programs targeting risky sexual behaviors of
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adolescents to include attention to peer norms and issues of identity, as against approaching the

topic strictly as a health issue” (Lyons et al, 2010). “Identifying differences in the influence of

behavioral, personal, and environmental factors on sexual decision-making and revealing

potential inhibiting forces could facilitate the development of tailored behavioral interventions”

(King Jones, 2010). Most importantly, in my opinion, teachers of SBSE programs should be

adequately trained, as well as comfortable, in the subject, and should encourage children to talk

to their parents, as well as inform the children of where they can go if they have additional

questions and/or concerns that they do not feel comfortable talking to their parents about.

In conclusion, SBSE programs, presently, are educational about the biological aspects of

sexual behavior, but additional aspects need to be added to the programs in order to make them

most efficient. If adolescents are to be educated about sex, then all aspects of sex should be

included. Each child is unique, and comes from a unique background, which needs to be

considered when teaching. Teachers should be well educated about the topic, and feel

comfortable teaching the subject, as well as answering any questions. Finally, adolescents

should be aware of where they can go for additional questions, and encouraged to discuss what

they learned with their parents. A team effort of the school and parents in teaching adolescents

would make the sex education most efficient.

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References

Bukatko, D. (2008) Child and adolescent development: A chronological approach. Mason, OH:

Cengage Learning

Chabot, C., Shoveller, J. A., Johnson, J. L., & Prkachin, K. (2010). Morally problematic: Young

mothers.Sex Education, 10(2), 201-215. doi: 10.1080/14681811003666283

King Jones, T. (2010). "It drives us to do it": Pregnant adolescents identify drivers for sexual

risk-taking .Issues in Comprehensive Pediatric Nursing,33(2), 82-100. doi:

10.3109/01460861003663961

Lyons, H., Giordano, P. C., Manning, W. D., & Longmore, M. A. (2011). Identity, peer

relationships, and adolescent girls' sexual behavior: An exploration of the contemporary

double standard. Journal of Sex Research, 48(5), 437-449.

Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2010). Health effects of media on children

and adolescents. Pediatrics, 2010(125), 757-758. doi: doi:10.1542/peds.2009-2563