Sex Education Curricula

Ron Flickinger, Counselor at North Side High School in Fort Wayne, IN

A group of parents helped us to select our sexuality curriculum called Sex Respect, which is an abstinence-based curriculum dealing with all kinds of sexuality issues. Through it, we try to: define human sexuality, sex drive, and the difference between needs and drives; to explain the difference between sexual freedom and sexual impulsiveness; to understand the relationship between maturity, true freedom and self-control; and to define outside influences on sexual behavior and look at all the consequences of pre-marital sex.

Sex Respect promotes the concept of secondary virginity, which allows students to consider choosing abstinence even after they have been sexually active. Choosing abstinence at any juncture results in the same benefits. When I taught Sex Respect, I added an anonymous question box. Students could ask anything, and I answered every question and took each one seriously. We got some honest, seeking questions from students.

Contraception is not part of our curriculum, but I would deal with it if a student asked. My parent committee did not expect me to do anything that they would interpret as permission (i.e. demonstrating how to use a condom on a piece of fruit). The parents also did not want to have co-educational programs, so we separate girls and boys for these classes.

Vickie Holloway, Science teacher at Tri-North Middle School and Bloomington North High School in Bloomington, IN

I do not use a formal human sexuality curriculum, but I focus on responsible behavior, decision making, and respect for one another and for one's self. I feel that it is my role to meet the students' needs. We begin our discussion of sexuality with a look at media and how the students are sold on the idea of sexuality. "Wear this perfume and you'll be more sexual." The students need to know where this is coming from because they get subtle pressure to be sexually active from the media.

We use activities that allow us to teach respect for individuals regardless of race, sexual orientation, or socio-economic class. I also encourage students to take home anything we do in class and extend the discussion to the dinner table.

I do a question box with two rules. First, I will not ask you personally about your own sexual practices and you will not ask me about mine. Second, no names are to appear on a question.

My curriculum doesn't include a unit on birth control or how to use pills, but I feel the responsibility to answer a teen's question honestly. All we can do is arm our kids with as much information as possible, teach them good decision-making skills and hope that they make good decisions for themselves. As far as abstinence issues are concerned, I personally don't believe that there is a responsible sex educator that wants students to have sex at an early age.

Betty Anderson, Health Educator at Bloomington North High School in Bloomington, IN

When I taught sex education, I taught self-respect and respect for others. Abstinence was one of the first things in my curriculum. I taught abstinence in terms of making responsible choices that will lead to successful completion of high school. We talked about personal responsibilities, self-respect, and different types of protection in terms of birth control and diseases. I took a humanistic approach in terms of discussing family life, alternative families, different lifestyles, and I tried to assist students in developing their attitudes and beliefs about sexuality and their own lifestyles.

For my health classes, I sent home a checklist and parents checked off what they wanted to be discussed. I encouraged them to call me if they had any questions. For teaching contraception, I've used experts in the area, like Planned Parenthood, and had them come in and demonstrate all the options. This is one of the items on the checklist that parents can approve or disapprove of. Some students choose to leave on their own at times.

I think there are many ways we can have an impact on students outside the curriculum. One of the ways that we do it most is through our personal relationships. I have some students who talk to me in the hall and share things with me. It is this contact with someone who supports and encourages them that may help them to make some solid decisions.

We cannot teach values directly, but we can help students form some values. We can give some suggestions and ideas, draw from their personal lives, and help them identify what in their life is most important. For my students, my main focus is personal respect, self-respect for all.