sex education in schools cons

Sex Ed Is Negative, Sexist and Out of Touch: Study

A ll of the deep embarrassment you felt during sex-education class is still reddening the faces of kids all over the world. A new study has found that in at least 10 different countries, kids hate the way they’re being taught about sex in school.

In the study published in the journal BMJ Open , researchers pored over 55 qualitative studies that examined the views of young people — mostly ages 12 to 18 — who’d received sex-and-relationship education at school in the U.S., UK, Ireland, Australia, New Zealand, Canada, Japan, Iran, Brazil and Sweden between 1990 and 2015.

Even across all of those different countries and a 25-year time span, kids’ views were remarkably consistent: sex ed sucks.

The problems, researchers found, were numerous. “Everything we got in our class had a really clinical feel,” said one student. ‘They don’t mention anything about same-sex relationships,” said another. A group of students recalled their PE teacher Miss Plum, who was so uncomfortable giving her own presentation that she cried during it.

Still, the researchers were able to identify the two biggest issues with sex education. The first: schools don’t acknowledge that sex is a special subject that, unlike a standard English or math class, requires a bit more finesse to teach effectively. “They don’t take into account that sex is a potentially embarrassing and anxiety provoking topic,” writes study author Pandora Pound, a research fellow in public-health research methodology at the University of Bristol in the U.K., in an email to TIME. “The result can be awkward, painful and unsatisfactory for all involved.”

The second major problem was that schools seemed to deny that their students were sexually active, which made the information out of touch with reality, irrelevant and overly skewed toward heterosexual intercourse, the researchers say. There was little practical information: telling students about community-health services, for example, what to do if they got pregnant or the pros and cons of different kinds of birth control. Teachers also presented the information as overly scientific, with hardly a nod to pleasure and desire; female pleasure, specifically, was rarely mentioned.

But one of the worst parts of sex ed for students was that it was too often delivered by their teachers. “They describe it as ‘cringey’ and embarrassing to have their teachers speaking about sex and relationships,” Pound says.

The best way to improve sex education, Pound says, is to relieve embarrassed schoolteachers of their duties by having someone else do the topic justice. “[It] needs to be delivered by experts who are sex positive, who enjoy their work and who are in a position to maintain clear boundaries with students,” Pound says. “We need to get the delivery right — otherwise young people will disengage.”

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21+ Pros and Cons of Sex Education (explained)

Sex Education is a subject that is gaining traction as a subject that is being taught in schools. It can involve education on the sexuality of individuals, sexual Intercourse, relationships, etc. It is a process that provides knowledge and forms attitudes about sexual identity and intimacy.

The main reason for the subject to be taught in schools is to help young students protect themselves against sexual abuse, exploitation, unwanted pregnancies, and any STDs(Sexually Transmitted Diseases) like HIV, etc.

Table of Contents

Sex Education Pros And Cons

✔️ Advantages Of Sex Education In Schools

Information source.

To have a proper well-rounded education, young students also need to get educated about their bodies, the human reproductive system, diseases that can be transmitted sexually, pregnancy, contraceptives, etc.

As per IDOSR research , Around, 34 percent of young people between the ages of 12 and 19 are estimated to have HIV. Sex education that covers all the important topics is called comprehensive sex education.

In case of no reliable source of information, curious young minds can look for information from harmful germs such as Porn Films.

🎓 Awareness and Education

Human Beings need to learn how to act in their sexual relationships. Sex education in schools gives them the awareness to discern between the myths and reality regarding sex, the dos, and don’ts of a sexual relationship, to respect another person, etc., and this vital part of education creates individuals with solid morals. 

Prevention of STDs

Sexually Transmitted Diseases are a dark reality, and owing to inadequate control over themselves, young couples engaging in unprotected sexual encounters fall prey to them quickly.

Sex education teaches them correctly about unprotected sex and the severe dangers associated with the phenomenon. They learn about contraceptives that can stop STDs. 

Teen Pregnancy

Teen pregnancy rates have increased quite a lot, and this phenomenon can prove detrimental for young souls.

However, studies have shown that teenagers are far less likely to get pregnant if they undergo sex education classes than if they do not. The programs teaching prevention techniques are generally more successful. 

Sex Education teaches the importance of practicing safe sex. This helps not only when people are young and at school but also when they are adults.

Studies have shown that many students either stopped or significantly reduced the amount of unprotected sex they engaged in before the start of the classes. 

Reducing Sexual Activity

Sexual Intercourse brings its own set of complications, and people engaging in it should be completely aware of the responsibilities that come with sex.

Young students learn these responsibilities through sex education and can understand the importance of waiting to engage in sex till they are adults and capable of handling them. 

Human beings must understand the extreme importance of consent before engaging in any sexual activity.

Since the activity involves two people, the consent of both individuals is of utter importance. This is something that sex education classes engrave into the minds of young students, setting them up to be great individuals. 

🧬 Help with Biology

Sex Education Classes in schools often give students a well-rounded education about the anatomy of the human body.

This helps them understand their physical bodies better, and these classes can also assist with their Biology education, complete with exams, assignments, etc., and grading that can add up to their graduation credits. 

🗣️ Communication

Sex Education helps young students open up more about the problems they might be having in their sexual relationships and their sexuality as a whole.

Often people are unwilling to share these problems with their parents, but they feel more comfortable talking to their teachers in sex education classes. 

Lasting effects

The “taboo” that sex is often made out to be, many people can have several problems regarding their sexual relationships, sexuality, etc., but never understand the issues and know what to do.

Learning about sex properly from an early age can help one grow into a complete individual. 

❌ Disadvantages of Sex Education in Schools

Class control.

Controlling a sex education class can be a very tricky situation. Young students do not necessarily want to maintain discipline; the subject might be embarrassing to them, and they might get overly excited.

The students can resort to laughing and passing inappropriate comments, creating an inhospitable environment for the sensitive subject. 

Religious Beliefs

The subject of the classes can not only hurt the moral and religious beliefs of an individual but make them want to discontinue lessons.

Also, several religious beliefs and practices include abstinence, marriage before sex, etc., while most sex education classes teach the art of practicing safe sex. 

👩‍🏫 Teacher Training

This is a common occurrence where an educational institution, introducing sex education classes instead of hiring specialists, delegates the responsibility of teaching the courses to their pre-existing staff.

Inadequate training in the subject can lead to the young students’ knowledge about the subject being improper and unfinished, defeating the whole purpose of the classes. 

Guardian Attitude

The attitude of guardians, religious leaders, etc., can often be very hostile towards sex education classes as they feel their wards are being introduced to a subject they were better off not knowing.

This phenomenon can create severe conflict within the young impressionable minds of the students. 

📚 Inadequate education

In the absence of the implementation of comprehensive sex education, the classes cannot be practical.

For example, in case of teens are not taught adequately about the proper use of birth control, they might still carry out the activity improperly and then get pregnant, falling into severe problems that scar them for life. 

⭐️ Importance

Even before attending the classes, young students need to be aware of the importance of sex education classes.

Without that, students can often view the classes as simply “recreational” rather than treating the sensitive subject with the importance it deserves. This can merely render the types ineffective. 

The subject being relatively quite sensitive, sex education in schools is bound to have several disadvantages. But, the benefits of teaching young individuals about the issue far outweigh the problems and are something more schools worldwide should adopt. 

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Opinion Front

Sex Education in Schools Pros and Cons

Whether sex education in schools has more pros or cons is a never ending debate. Let's read arguments for both, pros and cons, in this article and hopefully you'll be able to take a stand.

Whether sex education in schools has more pros or cons is a never ending debate. Let’s read arguments for both, pros and cons, in this article and hopefully you’ll be able to take a stand.

Sex education is one of the most controversial issues in education, that has been hovering over educational institutions since ages. It is probably the most debated topic, that will always have a divided opinion. Some people will always agree and some will always disagree. Try though everyone may, it is almost impossible to shrug off the responsibility of informing students about its importance. Problems like teen pregnancy and STDs rise due to unsafe sex, and one of the best ways to avoid it, is by educating the students about it. Let us see some pros and cons of sex education in schools in this OpinionFront article.

Most of us limit the scope of sex education by taking it at its face value. It is not just about sex. It involves other delicate issues like sexual health, sexual reproduction, sexuality and others that parents often feel awkward to talk about with their children. Hence, it becomes the responsibility and the duty of schools to take up this topic, and inform and educate the students about it as much as they can. However, this is almost never taken in the right spirit by parents and students themselves. They begin deliberation on the pros and cons of sex education in schools, and form an attitude towards it based on what they think is right. Let us see some of these arguments and then decide for ourselves.

Statistics show that more than 50% of American teenagers lose their virginity by the age of 17. It also shows that sex education in schools is well accepted by only 7% of American parents. The other 93% still consider it a taboo to talk about sex to their children, and resort to making up the ever popular stories of birds and bees. But do they stop for a moment and think that it is not the presence of sex education in schools, but its absence that has made the rate of teen pregnancy go up to such a high level? Given below are some more arguments for sex education.

Stress on Abstinence Most schools that do provide sex education, have an ‘abstinence is the best solution’ approach to it. They stress on abstinence as the perfect way to be totally free from any problems whatsoever, related to sex and sexuality. Which actually makes sense. We all believe that prevention is better than cure, so why not just wait for the right age to engage in sexual activity. The two most important things that you need to be sexually active, namely the mind and the body, are not fully matured when kids are in school. It puts them in grave danger, physically and psychologically. Hence stressing the importance of restraint and abstinence through sex education is a great advantage.

Birth Control Schools that don’t use the abstinence approach, prefer to go the ‘safe sex’ way. They have accepted the fact that the sexual activities of teenagers and even pre-teens cannot be controlled by a mere class taken in school. They know that the students have other resources thanks to the various forms and forums of information that are available today. So the schools would rather give them tips on how to engage in safe sex, by using appropriate birth control measures if they are sexually active, than preaching abstinence. They train them on using different methods of birth control, and also the dangers of teenage pregnancy.

Information about STDs It is only through education in schools, that students will get proper and honest information about sexually transmitted diseases. The grave dangers that these diseases pose to them, the physical and mental torture that they may have to go through if they fall prey to an STD, not to mention the social stigma associated with them, are well explained. This instills in the students a sense of responsibility that creeps out of fear for their health and life. As a result they behave more responsibly.

Though the pros may seem like very valid reasons to vouch for it, there are certain people who believe that sex is better left to be understood by teenagers themselves if at all, or worse, through unreliable sources. Hence, they strongly oppose the idea of sex education in schools. Let us see some of the arguments against it now.

Lack of Sincerity It is often seen that sex education is not taken seriously. Students tend to look at it as a subject of ridicule, and either don’t attend the classes, or if made compulsory, either engage in snickering and giggling, throughout. They seem to be aware of much more than the person who’s teaching them about it, thanks to numerous movies, sitcoms, and other media, propagating sex as a style statement. The sensationalizing of sex in school has reached such a level that teens will engage in sex, just to prove how ‘cool’ and ‘popular’ they can be. There’s little that sex ed can do for them. And it’s not just the students, but the faculty too. If they really want to take education about sex to a whole new level of understanding and importance, then they should have more than the customary classes that they do, and hire people who are trained and well informed to teach the students about it.

Religious Beliefs and Sentiments Many groups of people believe that when it comes to sex education, the cons outweigh the pros, for one very simple reason. They believe, beyond a doubt, that their children should not be exposed to something as crude as sex, in their school days because their religion does not permit it. It goes against their religious beliefs and sentiments, and they do not accept it, on principle. It becomes very difficult to argue with people when they bring religion to the forefront. And so, many schools prefer to leave this sensitive issue untouched.

Misinterpretation of ‘Education’ As opposed to ‘abstinence only’ education, when schools propagate safe sex, they run the risk of having their information misinterpreted by the students. We will all agree that we can listen to hours and hours of lecturing about any topic, but finally do exactly what we want. Unfortunately, it is the same with sex education. Students may listen to the lecturers going on and on about safe sex, but in the end, engage in unsafe sex. They will justify saying that they learned about it in school, and that if teachers did not want them to engage in sexual activities, they never should have brought up the topic in the first place. Curiosity can make them take foolish steps which they will undoubtedly regret later.

As you can see, the possibility of a consensus on the debate about whether or not sex education in schools is a acceptable or not is something that will take a while to happen. Until then, all we can do is hope that the children realize their responsibilities towards their bodies and towards their minds.

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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

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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.

https://www.cdc.gov/teenpregnancy/about/

https://www.cdc.gov/mmwr/volumes/65/ss/pdfs/ss6509.pdf

https://www.cdc.gov/std/stats15/tables/1.htm

Abe, Y. et al. “Culturally Responsive Adolescent Pregnancy and Sexually Transmitted Infection Prevention Program for Middle School Students in Hawaii,” American Journal of Public Health (2016) 106:S110.

Barbee, A.P. et al. “Impact of Two Adolescent Pregnancy Prevention Interventions on Risky Sexual Behavior: A Three-Arm Cluster Randomized Control Trial,” American Journal of Public Health (2016) 106:S85.

Bearman “After the Promise: The STD Consequences of Adolescent Virginity Pledges,” Journal of Adolescent Health (2005) 36:271.

Bull, S. et al. “Text Messaging, Teen Outreach Program, and Sexual Health Behavior: A Cluster Randomized Trial,” American Journal of Public Health (2016) 106:S117.

Bruckner, H. and P. Bearman “After the Promise: The STD Consequences of Adolescent Virginity Pledges,” Journal of Adolescent Health (2005) 36:271.

Calise, T.V. et al. “’Healthy Futures’ Program and Adolescent Sexual Behaviors in 3 Massachusetts Cities: A Randomized Controlled Trial,” American Journal of Public Health (2016) 106:S103.

DiCenso, A et al. “Interventions to Reduce Unintended Pregnancies Among Adolescents: Systematic Review of Randomized Controlled Trials,” BMJ [ formerly British Medical Journal] (2002) 324(7351):1426.

Fortenberry, D.J. “The Limits of Abstinence-Only in Preventing Sexually Transmitted Infections,” Journal of Adolescent Health (2005) 36:269.

Francis, K. et al. “Scalability of an Evidence-Based Adolescent Pregnancy Prevention Program: New Evidence from 5 Cluster-Randomized Evaluations of the Teen Outreach Program,” American Journal of Public Health (2016) 106:S32.

Gelfond, J. et al. “Preventing Pregnancy in High School Students: Observations From a 3-Year Longitudinal, Quasi-Experimental Study,” American Journal of Public Health (2016) 106:S97.

Goesling, B. et al. “Impacts of an Enhances Family Health and Sexuality Module of the Health Teacher Middle-School Curriculum: A Cluster Randomized Trial,” American Journal of Public Health (2016) 106:S125.

Jenner, E. et al. “Impact of an Intervention Designed to Reduce Sexual Health Risk Behaviors of African-American Adolescents: Results of a Randomized Controlled Trial,” American Journal of Public Health (2016) 106:S78.

Kelsey, M. et al. “Replicating “Reducing the Risk:” 12-onth Impacts of a Cluster Randomized Trial,” American Journal of Public Health (2016) 106:S45.

Kelsey, M. et al. “Replicating the Safer Sex Intervention: 9-Month Impact Findings of a Randomized Controlled Trial,” American Journal of Public Health (2016) 106:S53.

Kelsey, M. et al. “Replicating ‘Cuidate!:’ 6-Month Impact Findings of a Randomized Controlled Trial,” American Journal of Public Health (2016) 106:S70.

LaChance, R.B. “A Clustered Randomized Controlled Trial of the Positive Prevention PLUS Adolescent Pregnancy Prevention Program,” American Journal of Public Health (2016) 106:S91.

Lindau. S.T. et al. “What Schools Teach Our Patients about Sex: Content, Quality, and Influences on Sex Education,” Obstetrics and Gynecology (2008) 111:256.

Mason-Jones, A.J. et al. “School-Based Interventions for Preventing HIV, sexually Transmitted Infections, and Pregnancy in Adolescents,” Cochrane Database Systematic Reviews (106) 11:CD006417.

Phipps, M.G. “Consequences of Inadequate Sex Education in the United States,” Obstetrics and Gynecology (2008) 111:254.

Potter, S.C. et al. “’It’s Your Game…Keep It Real’ in South Carolina: A Group Randomization Trial Evaluating the Replication of an Evidence-Based Adolescent Pregnancy and Sexually Transmitted Infection Prevention Program,” American Journal of Public Health (2016) 106:S60.

Robinson, W.T. et al. “Randomized Trial of the Teen Outreach Program in Louisiana and Rochester, New York,” American Journal of Public Health (2016) 106:S39.

Rosenbaum, J.E. “Patient Teenagers? A Comparison of the Sexual Behavior of Virginity Pledgers and Matched Non-Pledgers,” Pediatrics (2009) 123:e110. Doi: 10.1542/peds.2008-0407.

Stanger-Hall, K.F. and D.W. Hall. “Abstinence-Only Education and Teen Pregnancy Rates: Why We Need Comprehensive Sex Education in the U.S.,” PlosOne . (2011) http://dx.doi.org/10.1371/journal.pone.0024658 .

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

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US Adolescents’ Receipt of Formal Sex Education

Reproductive rights are under attack. Will you help us fight back with facts?

Sex education is vital to adolescents’ healthy sexual development, and young people have the right to information that is medically accurate, inclusive, and age- and culturally appropriate in order to make informed decisions about their sexual behavior, relationships and reproductive choices. 1–4 Numerous health organizations recommend comprehensive sex education that addresses a range of topics, 2–4 and support for this type of instruction is reflected in national public health goals. 5

Formal sex education for adolescents consists of instruction that generally takes place in a structured setting, such as a school, community center or church. The US Department of Health and Human Services’ Healthy People 2030 initiative includes objectives for formal sex education for adolescents based on a minimal set of topics that focus on delaying sex, using birth control methods and preventing STIs (including HIV). 6 However, not all states require sex education and any required content varies widely; there is further variation at both the district and school levels. 7,8 Understanding differences in the receipt of formal instruction is the first step toward ensuring that the needs of all youth are met.

The data in this fact sheet come from multiple rounds of the National Center for Health Statistics’ National Survey of Family Growth and apply to female and male respondents aged 15–19 at the time of the survey interview. (Self-reported gender at time of interview may differ from respondents’ gender assigned at birth.)

• Young people are not getting the sex education they need: About half of adolescents (53% of females and 54% of males) reported in 2015–2019 that they had received sex education that meets the minimum standard articulated in Healthy People 2030; among teens reporting penile-vaginal intercourse, fewer than half (43% of females and 47% of males) received this instruction before they first had sex. 9
• In 2015–2019, more adolescents reported that they had received instruction about saying no to sex (81% of females and 79% of males) or waiting until marriage (67% and 58%, respectively) than about where to obtain birth control (48% of females and 45% of males) or how to use a condom (55% and 60%, respectively). 9

that they had received instruction on where to get birth control before they had sex for the first time. 9

• More than 90% of adolescents reported receiving instruction on STIs, including HIV. 9
• Adolescents reported in 2015–2019 that they first received instruction about birth control methods, where to get birth control and how to use a condom primarily in grades nine and above. 9

Changes in receipt of sex education

Adolescents were less likely to report receiving sex education on key topics in 2015–2019 than they were in 1995. 9

• In 1995, 81% of adolescent males and 87% of adolescent females reported that they had received instruction on birth control methods, while in 2015–2019, 63% of males and 64% of females reported receiving instruction on this topic. 9
• Although the proportion of adolescent males reporting instruction on saying no to sex increased between 1995 and 2015–2019 (74% vs. 79%), this proportion decreased for adolescent females during the same time period (92% vs. 81%). 9

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Disparities in sex education received

Disparities in the receipt and timing of formal sex education by gender, race and ethnicity, and sexual orientation leave some young people without critical information for their sexual health and well-being, particularly when this instruction does not occur before they first have sex.

• In 2015–2019, adolescent females were more likely than males to report receipt of instruction on waiting until marriage to have sex (67% vs. 58%), while males were more likely to report instruction about condoms (60% vs. 55%). 9
• Adolescent males were more likely than females to report that, before they had sex for the first time, they had received condom instruction (64% vs. 50%), instruction about birth control methods (61% vs. 54%) and instruction on STIs or HIV (78% vs. 69%). 9

Race and ethnicity

• In 2015–2019, non-Hispanic Black adolescents were more likely than their peers of other races and ethnicities to report having received instruction about condoms (males, 67% vs. 58–62% and females, 65% vs. 50–56%). 9
• Non-Hispanic Black males and Hispanic males were less likely than non-Hispanic White males to report having received instruction on a range of topics before they first had sex: prevention of STIs or HIV (70% and 72%, respectively, vs. 84%), methods of birth control (41% and 54% vs. 75%) and where to get birth control (36% and 42% vs. 56%). 9
• In 2015–2019, 30% of non-Hispanic Black females reported that they had learned about where to get birth control before having sex for the first time; this was true for 45% of non-Hispanic White females and 49% of Hispanic females. 9

Sexual orientation

• Males who reported that they were homosexual, gay or something else were less likely than straight males to report in 2015–2019 that they had received instruction about STIs or HIV (83% vs. 93%) or where to get birth control (31% vs. 46%). 9

Sources of formal instruction

Young people receive sex education from multiple sources. Religious institutions were commonly reported in 2015–2019 as a source of sex education, but they rarely offered comprehensive information.

• In 2015–2019, adolescents who attended religious services at least once a week were more likely than their peers who attended services less frequently or not at all to report having received instruction about delaying sex until marriage and less likely to report having received instruction about birth control methods. 9
• Among adolescent females who reported in 2015–2019 that they had received instruction about waiting until marriage to have sex, 56% received this instruction in church; more than half (53%) received this instruction in school and 13% in a community setting. Among males, 49% reported that they received this instruction in church, 59% in school and 11% in a community setting. 9 (Some respondents received instruction in multiple locations.)
• Among adolescents who reported in 2015–2019 that they had received instruction about birth control methods, 92% of females and 98% of males received it in school. Only 2% and 3%, respectively, reported receiving instruction about birth control methods at church, and 14% and 4% reported receiving instruction in another community setting. 9

1. Santelli JS et al., Abstinence-only-until-marriage: an updated review of U.S. policies and programs and their impact, Journal of Adolescent Health , 2017, 61(3):273–280, doi:10.1016/j.jadohealth.2017.05.031.

2. Breuner CC et al., Sexuality education for children and adolescents, Pediatrics , 2016, 138(2):e20161348, doi:10.1542/peds.2016-1348.

3. American College of Obstetricians and Gynecologists, Comprehensive sexuality education, Committee Opinion No. 678, Obstetrics & Gynecology , 2016, 128(5):e227–e230, doi:10.1097/AOG.0000000000001769.

4. Society for Adolescent Health and Medicine, Abstinence-only-until-marriage policies and programs: an updated position paper of the Society for Adolescent Health and Medicine, Journal of Adolescent Health , 2017, 61(3):400–403, doi:10.1016/j.jadohealth.2017.06.001.

5. Office of Disease Prevention and Health Promotion (ODPHP), US Department of Health and Human Services (HHS), Healthy People 2030: Adolescents, no date, https://health.gov/healthypeople/objectives-and-data/browse-objectives/… .

6. ODPHP, HHS, Increase the proportion of adolescents who get formal sex education before age 18 years—FP‑08, no date, https://health.gov/healthypeople/objectives-and-data/browse-objectives/… .

7. Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control and Prevention, School Health Policies and Practices Study, Trends Over Time: 2000–2016 , 2019, https://www.cdc.gov/healthyyouth/data/shpps/results.htm .

8. Guttmacher Institute, Sex and HIV education, State Laws and Policies (as of January 1, 2022) , 2022, https://www.guttmacher.org/state-policy/explore/sex-and-hiv-education .

9. Lindberg LD and Kantor L, Adolescents’ receipt of sex education in a nationally representative sample, 2011–2019, Journal of Adolescent Health , 2022, 70(2):290–297, doi:10.1016/j.jadohealth.2021.08.027.

Figure sources:

1995 and 2002: Lindberg LD et al., Changes in formal sex education: 1995–2002, Perspectives on Sexual and Reproductive Health , 2006, 38(4):182–189. 2006–2010: Lindberg LD et al., Changes in adolescents’ receipt of sex education, 2006–2013, Journal of Adolescent Health , 2016, 58(6):621–627. 2011–2015 and 2015–2019 : reference 9.

Federally Funded Abstinence-Only Programs: Harmful and Ineffective

Federally funded sex education: strengthening and expanding evidence-based programs, sex and hiv education, adolescents deserve better: what the biden-harris administration and congress can do to bolster young people’s sexual and reproductive health, united states.

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Single-sex education: the pros and cons

by: Kristin Stanberry | Updated: May 7, 2024

Print article

Single-sex education (teaching boys and girls in separate classrooms or schools) is an old approach regaining momentum. While single-sex education has long existed in many private schools, it’s a relatively new option for public schools. Only 34 single-sex schools were operating in 2004, but by 2017 U.S. Department of Education data estimated more than 1,000 single-gender public schools. Forty-five percent are all boys, 55 percent are all girls, and 83 percent are overwhelmingly Black and Latino.

Since 2006, federal law has supported the option of single-sex education. when Education Secretary Margaret Spellings eased federal regulations , allowing schools to offer single-sex classrooms and schools, as long as such options are completely voluntary. This move has given parents and school districts greater flexibility, but the research on its value remains a matter of debate.

Nature vs. nurture

Before weighing the pros and cons of single-sex education, consider the influences of “nature versus nurture.” Many factors affect each child’s learning profile and preferences:

• Some factors relate to the child’s nature, such as gender, temperament, abilities (and disabilities), and intelligence.
• Other influences stem from the way parents and society nurture the child: Family upbringing, socioeconomic status, culture, and stereotypes all fall under the “nurture” category.

Advocates of single-sex education argue for the value of separating children from a number of different angles. The most prominent advocate is psychologist and physician Leonard Sax, whose books Why Gender Matters (2005), Boys Adrift (2007), and Girls on the Edge (2010), argue that boys and girls are inherently different and need different educational experiences. Others have argued that the success of women’s colleges point to a value in female-only education, where the chroniclers of the boys growing academic struggles compared to their female peers suggest that boys need girl-free education to fight the stereotype that boys can’t read.

Critics point to a lack of evidence for such claims, summarized by a 2008 New York Times article, which explained that “many academics and progressives tend to find Sax’s views stereotyped and infuriating.” They point out that studies on the impact of single-sex education on learning often do not account for the fact that most single-sex schools are selective or draw from a different population than coeducational public schools. Former president of the American Psychological Association, Diane F. Halpern co-published “ The Pseudoscience of Single-Sex Schooling” with other scholars, lambasting sex-segregated education as “deeply misguided, and often justified by weak, cherrypicked, or misconstrued scientific claims.” The subject even inspired a New York Times debate where researchers and pundits squared off about the benefits and bluster of single-sex learning.

So, who’s right? Below are arguments both for and against single-sex education.

Making the case for single-sex education

Those who advocate for single-sex education in public schools argue that:

• Some parents don’t want their children to be in mixed-gender classrooms because, especially at certain ages, students of the opposite sex can be a distraction.
• A 2019 study from the University of Southern California indicates girls learn better when the classroom temperature is warm, while boys perform better in cooler classrooms. If that’s true, then the temperature in a single-sex classroom could be set to optimize the learning of either male or female students.
• Evidence suggests single-sex education can broaden the educational prospects for both girls and boys. A 2017 study examining students in Seoul, Korea, concluded, “male high school seniors attending all-boys schools show higher levels of science interests…than their counterparts attending coeducational schools.”
• A 2015 study out of Switzerland also reports, “[F]emale students in all-female classes experience less stereotype threat and perform better in their mathematics grades than their female peers in coeducational classes.”
• Advocates claim co-ed schools reinforce gender stereotypes, while single-sex schools can break down gender stereotypes. Girls are free of the pressure to compete with boys in male-dominated subjects such as math and science, while boys can more easily pursue traditionally “feminine” interests such as music and poetry.
• Some research offers evidence in favor of co-ed education for boys but single-sex for girls. A 2011 study by Victor Lavy and Analia Schlosser titled “ Mechanisms and Impacts of Gender Peer Effects at School ” determined “an increase in the proportion of girls impose boys and girls’ cognitive outcomes” in elementary schools, caused by “lower levels of classroom disruption and violence, improved inter-student and student-teacher relations, and lessened teacher fatigue.”

What critics say about single-sex education

Those who claim single-sex education is ineffective and/or undesirable make the following claims:

• The impact on learning isn’t conclusive. For instance, in one of the few studies that controlled for a host of parental, individual and school level factors, researchers analyzing Irish schools (where about one third of the students attend gender segregated schools) found no “significant difference in performance for girls or boys who attend single-sex schools compared to their mixed-school peers in science, mathematics or reading.”
• Few educators are formally trained to use gender-specific teaching techniques. However, it’s no secret that experienced teachers usually understand gender differences and are adept at accommodating a variety of learning styles within their mixed-gender classrooms.
• Gender differences in learning aren’t the same across the board; they vary along a continuum of what is considered normal. For a sensitive boy or an assertive girl, the teaching style promoted by advocates of single-sex education could be ineffective (at best) or detrimental (at worst).
• It doesn’t teach genders to work together. Students in single-sex classrooms will one day live and work side-by-side with members of the opposite sex. Educating students in single-sex schools limits their opportunity to work cooperatively and co-exist successfully with members of the opposite sex.
• It perpetuates gender stereotyping. For instance, the ACLU opposes single-sex schools, claiming they are based on “junk science” to perpetuate “disturbing gender stereotypes” and are a “waste of time” that divert attention from more valuable reforms, such as reducing class size and increasing teacher training. Or as Diane F. Halpern’s put it in “The Pseudoscience of Single-Sex Schooling” “…sex segregation increases gender stereotyping and legitimizes institutional sexism.”

Measuring public perception

How does the public view single-sex education? The “average” adult has a different opinion than the graduates of these schools.

In a 2022 poll by YouGov only 25% of adult men surveyed thought all-boys schools were “better” than co-ed schools, with the same percentage viewing them as “worse.” Adult women were less enthusiastic – only 17% thought all-boy schools were superior, with 21% regarding them as worse. Public opinion of all-girls schools was a bit more generous: 25% of men thought they were better for girls than coed schools, and 22% said they were worse, while 20% of women viewed all-girls schools as better than coeds, with 19% claiming they were worse.

People who actually attended single-sex schools were far more supportive. Men who attended all-boys schools were 45 percent positive, claiming it was better than coed, with 29 percent saying they were worse. Women who attended all-girls schools were 41 percent positive, and 26 percent negative.

Many (often most) people answered the survey question with “not sure” or “no difference.” Their uncertainty mirrors the overall ambiguity of the co-ed vs. single-sex school question. As is true of many educational questions, the answer for any given family often depends on context. For instance, is the school operating in a culture where a single-sex education might offer students a respite from gender discrimination? Is the school (coeducational or single-sex) reinforcing gender stereotypes or working against them? Why might the family want single-sex education for their child? Is it intended to empower the child to succeed and learn or keep them narrowly focused on acceptable gender roles?

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The State of Sex Education in the United States

Kelli stidham hall.

Department of Behavioral Sciences and Health Education, Rollins School of Public Health, Emory University, Atlanta, Georgia

Jessica McDermott Sales

Kelli a. komro, john santelli.

Department of Population & Family Health, Mailman School of Public Health, Columbia University, New York, New York

For more than four decades, sex education has been a critically important but contentious public health and policy issue in the United States [ 1 – 5 ]. Rising concern about nonmarital adolescent pregnancy beginning in the 1960s and the pandemic of HIV/AIDS after 1981 shaped the need for and acceptance of formal instruction for adolescents on life-saving topics such as contraception, condoms, and sexually transmitted infections. With widespread implementation of school and community-based programs in the late 1980s and early 1990s, adolescents’ receipt of sex education improved greatly between 1988 and 1995 [ 6 ]. In the late 1990s, as part of the “welfare reform,” abstinence only until marriage (AOUM) sex education was adopted by the U.S. government as a singular approach to adolescent sexual and reproductive health [ 7 , 8 ]. AOUM was funded within a variety of domestic and foreign aid programs, with 49 of 50 states accepting federal funds to promote AOUM in the classroom [ 7 , 8 ]. Since then, rigorous research has documented both the lack of efficacy of AOUM in delaying sexual initiation, reducing sexual risk behaviors, or improving reproductive health outcomes and the effectiveness of comprehensive sex education in increasing condom and contraceptive use and decreasing pregnancy rates [ 7 – 12 ]. Today, despite great advancements in the science, implementation of a truly modern, equitable, evidence-based model of comprehensive sex education remains precluded by sociocultural, political, and systems barriers operating in profound ways across multiple levels of adolescents’ environments [ 4 , 7 , 8 , 12 – 14 ].

At the federal level, the U.S. congress has continued to substantially fund AOUM, and in FY 2016, funding was increased to $85 million per year [ 3 ]. This budget was approved despite President Obama’s attempts to end the program after 10 years of opposition and concern from medical and public health professionals, sexuality educators, and the human rights community that AOUM withholds information about condoms and contraception, promotes religious ideologies and gender stereotypes, and stigmatizes adolescents with nonheteronormative sexual identities [ 7 – 9 , 11 – 13 ]. Other federal funding priorities have moved positively toward more medically accurate and evidence-based programs, including teen pregnancy prevention programs [ 1 , 3 , 12 ]. These programs, although an improvement from AOUM, are not without their challenges though, as they currently operate within a relatively narrow, restrictive scope of “evidence” [ 12 ].

At the state level, individual states, districts, and school boards determine implementation of federal policies and funds. Limited in-class time and resources leave schools to prioritize sex education in competition with academic subjects and other important health topics such as substance use, bullying, and suicide [ 4 , 13 , 14 ]. Without cohesive or consistent implementation processes, a highly diverse “patchwork” of sex education laws and practices exists [ 4 ]. A recent report by the Guttmacher Institute noted that although 37 states require abstinence information be provided (25 that it be stressed), only 33 and 18 require HIV and contraceptive information, respectively [ 1 ]. Regarding content, quality, and inclusivity, 13 states mandate instruction be medically accurate, 26 that it be age appropriate, eight that it not be race/ethnicity or gender bias, eight that it be inclusive of sexual orientation, and two that it not promote religion [ 1 ]. The Centers for Disease Control and Prevention’s 2014 School Health Policies and Practices Study found that high school courses require, on average, 6.2 total hours of instruction on human sexuality, with 4 hours or less on HIV, other sexually transmitted infections (STIs), and pregnancy prevention [ 15 ]. Moreover, 69% of high schools notify parents/guardians before students receive such instruction; 87% allow parents/guardians to exclude their children from it [ 15 ]. Without coordinated plans for implementation, credible guidelines, standards, or curricula, appropriate resources, supportive environments, teacher training, and accountability, it is no wonder that state practices are so disparate [ 4 ].

At the societal level, deeply rooted cultural and religious norms around adolescent sexuality have shaped federal and state policies and practices, driving restrictions on comprehensive sexual and reproductive health information, and service delivery in schools and elsewhere [ 12 , 13 ]. Continued public and political debates on the morality of sex outside marriage perpetuate barriers at multiple levels—by misguiding state funding decisions, molding parents’ (mis)understanding of programs, facilitating adolescents’ uptake of biased and inaccurate information in the classroom, and/or preventing their participation in sex education altogether [ 4 , 7 , 8 , 12 – 14 ].

Trends in Adolescents’ Receipt of Sex Education

In this month’s Journal of Adolescent Health , Lindberg et al. [ 16 ] provide further insight into the current state of sex education and the implications of federal and state policies for adolescents in the United States. Using population data from the National Survey of Family Growth, they find reductions in U.S. adolescents’ receipt of formal sex education from schools and other community institutions between 2006–2010 and 2011–2013. These declines continue previous trends from 1995–2002 to 2006–2008, which included increases in receipt of abstinence information and decreases in receipt of birth control information [ 17 – 19 ]. Moreover, the study highlights several additional new concerns. First, important inequities have emerged, the most significant of which are greater declines among girls than boys, rural-urban disparities, declines concentrated among white girls, and low rates among poor adolescents. Second, critical gaps exist in the types of information (practical types on “where to get birth control” and “how to use condoms” were lowest) and the mistiming of information (most adolescents received instruction after sexual debut) received. Finally, although receipt of sex education from parents appears to be stable, rates are low, such that parental-provided information cannot be adequately compensating for gaps in formal instruction.

Paradoxically, the declines in formal sex education from 2006 to 2013 have coincided with sizeable declines in adolescent birth rates and improved rates of contraceptive method use in the United States from 2007 to 2014 [ 20 , 21 ]. These coincident trends suggest that adolescents are receiving information about birth control and condoms elsewhere. Although the National Survey of Family Growth does not provide data on Internet use, Lindberg et al. [ 16 ] suggest that it is likely an important new venue for sex education. Others have commented on the myriad of online sexual and reproductive resources available to adolescents and their increasing use of sites such as Bedsider.org, StayTeen.org, and Scarleteen. [ 2 , 14 , 22 – 24 ].

The Future of Sex Education

Given the insufficient state of sex education in the United States in 2016, existing gaps are opportunities for more ambitious, forward-thinking strategies that cross-cut levels to translate an expanded evidence base into best practices and policies. Clearly, digital and social media are already playing critical roles at the societal level and can serve as platforms for disseminating innovative, scientifically and medically sound models of sex education to diverse groups of adolescents, including sexual minority adolescents [ 14 , 22 – 24 ]. Research, program, and policy efforts are urgently needed to identify effective ways to harness media within classroom, clinic, family household, and community contexts to reach the range of key stakeholders [ 13 , 14 , 22 – 24 ]. As adolescents turn increasingly to the Internet for their sex education, perhaps school-based settings can better serve other unmet needs, such as for comprehensive sexual and reproductive health care, including the full range of contraceptive methods and STI testing and treatment services. [ 15 , 25 ].

At the policy level, President Obama’s budget for FY 2017 reflects a strong commitment to supporting youths’ access to age-appropriate, medically accurate sexual health information, with proposed elimination of AOUM and increased investments in more comprehensive programs [ 3 ]. Whether these priorities will survive an election year and new administration is uncertain. It will also be important to monitor the impact of other health policies, particularly regarding contraception and abortion, which have direct and indirect implications for minors’ rights and access to sexual and reproductive health information and care [ 26 ].

At the state and local program level, models of sex education that are grounded in a broader interdisciplinary body of evidence are warranted [ 4 , 11 – 14 , 27 – 29 ]. The most exciting studies have found programs with rights-based content, positive, youth-centered messages, and use of interactive, participatory learning and skill building are effective in empowering adolescents with the knowledge and tools required for healthy sexual decision-making and behaviors [ 4 , 11 – 14 , 27 – 29 ]. Modern implementation strategies must use complementary modes of communication and delivery, including peers, digital and social media, and gaming, to fully engage young people [ 14 , 22 , 23 , 27 ].

Ultimately, expanded, integrated, multilevel approaches that reach beyond the classroom and capitalize on cutting-edge, youth-friendly technologies are warranted to shift cultural paradigms of sexual health, advance the state of sex education, and improve sexual and reproductive health outcomes for adolescents in the United States.

Acknowledgments

Funding Sources

K.S.H. is supported by the National Institute of Child Health and Human Development #1K01HD080722-01A1.

Contributor Information

Kelli Stidham Hall, Department of Behavioral Sciences and Health Education, Rollins School of Public Health, Emory University, Atlanta, Georgia.

Jessica McDermott Sales, Department of Behavioral Sciences and Health Education, Rollins School of Public Health, Emory University, Atlanta, Georgia.

Kelli A. Komro, Department of Behavioral Sciences and Health Education, Rollins School of Public Health, Emory University, Atlanta, Georgia.

John Santelli, Department of Population & Family Health, Mailman School of Public Health, Columbia University, New York, New York.

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Shaping A Future: Pros and Cons of Sex Education in Schools

• Written by : Onlymyhealth Staff Writer
• Updated at: Apr 28, 2020 10:55 IST

Sex education is the most controversial problem in the education system. Some people agree to sex education while some think it’s still a taboo. This is not possible to shrug off the obligation of informing youth about its importance. Problems like STDs, pregnancy, and assault can be avoided if being taught at school about it. This is a broad term elaborating education on human anatomy, sexual reproductive health, emotional relation, reproductive rights and responsibilities, abstinence, contraception and other aspects of human sexual behaviour. Parents usually feel awkward talking about it to youngsters.

• The spread of HIV and other sexually transmitted diseases in young adults is due to low rates of contraceptive use and the lack of information on safe sex practices. Sex education can give some knowledge on preventing STDs and the technique to use condoms for prevention.
• They are less prone to HIV infection since they have the necessary information and skills to protect themselves.
• Gives insight and offers practical knowledge to avoid unwanted pregnancies and has resulted in great success in deterring it.
• Sex education helps young adults in preventing any sexual assaults and teaches students what is right and what is wrong.
• Not talking about sex education will create a significant impact on adolescents. Hence, talking about it can create a better influence on adolescents by being able to communicate, listen, negotiate with others, ask for and identify sources of help and advice.

• Educating youngsters about sex education goes a long way as it is a broad topic about the bodies, human reproductive system, sexually transmitted diseases, birth contraceptives, and pregnancy prevention techniques.
• There is a lack of skilled teachers in teaching sex education because some find it painful and discomforting to teach sex education topics in school
• Often people see sex education as a “recreational” course and do not take it as a serious issue
• For some, this is against their moral or religious beliefs and sentiments as an individual. Many schools do not teach as it becomes very tough to argue with people when they carry the faith to the forefront and hence prefer to go away this sensitive trouble untouched.
• Parents think that sex education could corrupt a student’s moral standing and incline them to engage in sexual activity due to their curiosity.

Can This Knowledge Backfire?

There has been an argument raised by the opponents of sex education is that the provision of too much or the talking of sexual education can ruin the innocence and make them think about it. Comprehensive sex education involves teaching on abstinence, safe sex practices, and sexual diversity, but most schools do not teach ‘abstinence’. Instead, they focus on having safe intercourse which family objects before marriage

There is a lack of sincerity in students as well as teachers. Students tend to think of this subject as embarrassing or ridiculous and hence do not pay attention to it or attend the instruction. They either laugh about it or think of it as an “entertaining subject”. This might be difficult for teachers to teach about this subject. Although receiving sex education during your adolescence can be not always practical but beneficial, it should not be removed from the school curriculum. It should approach as to how it is taught.

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• # Sex Education For Kids
• # Sex Education
• # Advantages of Sex Education in Scchool
• # Disadvantages of Sex Education in School
• # Impact of Sex Education on Children

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

Sex education helps people gain the information and skills they need to make the best decisions for themselves about sex and relationships. Planned Parenthood is the nation’s largest provider of sex education, reaching 1.2 million people a year through education and outreach.

Facts About Sex Education

Sex education is high quality teaching and learning about a broad variety of topics related to sex and sexuality. It explores values and beliefs about those topics and helps people gain the skills that are needed to navigate relationships with self, partners, and community, and manage one’s own sexual health. Sex education may take place in schools, at home, in community settings, or online. 

Planned Parenthood believes that parents play a critical and central role in providing sex education. Here are sex education resources for parents .  

Comprehensive sex education refers to K-12 programs that cover a broad range of topics related to:

• Human development, including puberty, anatomy, sexual orientation, and gender identity
• Relationships, including self, family, friendships, romantic relationships, and health care providers
• Personal skills, including communication, boundary setting, negotiation, and decision-making
• Sexual behavior, including the full spectrum of ways people choose to be, or not be, sexual beings
• Sexual health, including sexually transmitted infections, birth control, pregnancy, and abortion
• Society and culture, including media literacy, shame and stigma, and how power, identity, and oppression impact sexual wellness and reproductive freedom

There are several important resources that help with implementing sex education, including:

• The Future of Sex Education Initiative (FoSE) seeks to create a national dialogue about the future of sex education and to promote the institutionalization of comprehensive sex education in public schools. They’ve developed the first-ever National Sexuality Education Standards , National Teacher Preparation Standards, and many additional toolkits and materials to strengthen comprehensive sex education implementation and professional development.
• The SIECUS  Guidelines for Comprehensive Sexuality Education were developed by a national task force of experts in the field of adolescent development, health care, and education. They provide a framework of the key concepts, topics, and messages that all sex education programs would ideally include.

What Role Does Planned Parenthood Play In Sex Education?

Planned Parenthood education staff reach 1.2 million people each year, most of whom are in middle school and high school.

Planned Parenthood education departments around the country provide a range of programming options, including:

• Evidence-based and evidence-informed education programs that have been proven to work
• Peer education programs
• Promotores programs and other community-driven, culturally relevant health education programs
• Parent/family education programs
• LGBTQ-focused programs for LGBTQ+ youth and their parents/caregivers
• Training of professionals, including educators and school-staff, community-based organization staff, and faith-based leaders
• Outreach and single session workshops

Sex Education Resources

The best sex education resource is your local Planned Parenthood education department!

There are also many other resources available to inform and guide sex education programs and policies:

Advocates for Youth

Advocates for Youth partners with youth leaders, adult allies, and youth-serving organizations to advocate for policies and champion programs that recognize young people’s rights to honest sexual health information and accessible, confidential, and affordable sexual health services.

AMAZE provides young adolescents around the globe with engaging, honest, and medically accurate sex education they can access directly online — regardless of where they live or what school they attend.  AMAZE also strives to assist adults — parents, guardians, educators and health care providers around the globe — to communicate effectively and honestly about sex and sexuality with the children and adolescents in their lives.  

Answer provides high-quality training to teachers and other youth-serving professionals.

ETR Associates

ETR offers science-based health and education products and programs for health professionals, educators, and others throughout the United States.

The Guttmacher Institute

The Guttmacher Institute is the leading research and policy organization committed to advancing sexual and reproductive health and rights in the United States and globally through high-quality research, evidence-based advocacy, and strategic communications.

Future of Sex Education

The Future of Sex Education Initiative (FoSE) was launched as a partnership between Advocates for Youth, Answer, and the Sexuality Information and Education Council of the U.S. (SIECUS) to create a national dialogue about the future of sex education and to promote comprehensive sex education in public schools.

Gay, Lesbian and Straight Education Network

GLSEN works to ensure that every student in every school is valued and treated with respect, regardless of their sexual orientation, gender identity, or gender expression.

Power to Decide

The mission of Power to Decide is to ensure that all young people—no matter who they are, where they live, or what their economic status might be—have the power to decide if, when, and under what circumstances to get pregnant and have a child. They do this by increasing information, access, and opportunity.

Sex Education Collaborative

The Sex Education Collaborative (SEC) advances and scales K–12 school-based sex education across the U.S. by leveraging its collective leadership, networks, and resources, including through it’s training hub for youth-serving professionals .

SIECUS: Sex Ed for Social Change advocates for the rights of all people to access accurate information, comprehensive sex education, and the full spectrum of sexual and reproductive health services.

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