Sexual Education

Mallory, Brenna, Pyper, Taylee

 Utah requires that Sex Ed be taught
in schools but what is taught is
Why is Sex ED a extremely specific.

problem in schools?
It must emphasize abstinence but
can’t cover sexual orientation, gender
identity or consent. Instead, you are
supposed to teach refusal skills.
Some sources directly relate the high
rates of sexual assault to Utah’s
cirruculum.
 Some say that Utah's Sex Ed policies limit
students' access to information about

Why is this what’s

healthy sex lives and how to protect
themselves from health risks. Others say that
the teachings of the LDS Church, which has

taught?
had a significant influence on Utah's culture,
have played a role in shaping sex education
policies.
Parents and educators can access resources
on the Health Education webpage. Parents
can also work with local health educators to
review the curriculum and learn when
specific topics will be discussed.
 In order to teach Sex Ed in Utah,
teachers must obtain parental consent
from all parents. If parental consent

Parental Consent isn’t obtained an alternative

assignment must be provided in a
different space.

It must be taught at least twice

between 8th and 12th grade.
 Parents Complaints
Oftentimes parents tend to
neglect the importance of sexual
education due to personal belief
systems.
Common complaints lead to
parents opting their child out of
essential courses in states where it
is allowed.
The Right to Raise our
Children
The Constitution solidifies the right for The State argues that while parents are Sexual Education is important for the
parents to raise their children around allotted their parenting rights, it is the safety of children, which is why most
their own personal beliefs and preferred duty of the State to have the child’s best states require it.
upbringing. (NYU) interest in mind.

Many parents believe leaving sexual This concept came to light in the 1977
education up to a teacher takes away case Ingraham v. Wright in which
that constitutional right. corporal punishment became illegal. This
was one example of the state stepping in
It is under this fight that some states, to “infringe” on parenting styles to
including Utah, have begun to allow ensure the child’s safety.
some courses to be opted out of.
 ● Reduces teen pregnancy
● Increases understanding of
consent

Safety of the Child ●

●
Reduces sexual violence
Reduces and prevents HIV and
STIs
So, why is Sexual Education in the ● Maintains and promotes healthy
best interest of the child? relationships
○ -American Academy of Pediatrics
 - Teachers are required stress the importance of
abstinence from all sexual activity before

Utah Curriculum
marriage
- Utah is one of three states with an opt in
requirement
- The Curriculum was adopted in April 2019
 Standard HI. HD. 1 What they want you to know about it

Identify and compare changes occurring to

teenagers physically, cognitively, emotionally,
Describe the physical, social, cognitive, & socially.
and emotional changes of adolescence • Growth & development charts and explain the
and recognize the individual differences genetic influence involved.
in growth and development, physical • List changes that occur during puberty with
relationships, abilities, emotions, and responses.
appearance, self-identity, and attraction.
 Standard HI.HD.2 What they want you to know

• Label and give functions of the

Describe the anatomy, physiology, reproductive system.
and ways to care for the
• Include common problems which happen
reproductive system. to this body systems.
Standard HI.HD. 3 Using the Health Triangle, list the
benefits of sexual abstinence for each
section.
Define and describe the mental,
emotional, physical, and social Define and discuss the benefits of
benefits of practicing sexual sexual abstinence (abstaining from all
abstinence. sexual contact: genital stimulation, oral
sex, anal sex, and vaginal intercourse).
 Standard HI.HD.4
• Describe the process for
fertilization, fetal development
(stages of growth), and birth process.
Understand the process of pregnancy, practices for a healthy
pregnancy, and pregnancy prevention. • Research healthy pregnancy
Describe fertilization, fetal development, and the birth process.
Compare and contrast the effectiveness of various practices: (e.g., planning, prenatal
contraceptive methods for pregnancy prevention.
Identify adoption as an option for unintended pregnancy and care, nutrition, physical activity;
discuss the Newborn Safe Haven Law.
abstinence from alcohol, nicotine,
drugs).
 Standard HI.HD. 5 Describe reproductive conditions and diseases.
Create charts, organizers or other document on
common reproductive diseases (e.g., endometriosis,
Identify common reproductive
conditions and diseases, including PMS, vaginitis, dysmenorrhea, jock itch, UTI, PCOS,
yeast infection, amenorrhea, testicular torsion,
cancers. hernia) and cancers (e.g., prostate, testicular, ovarian,

uterine, cervical, breast).

 Standard HI.HD. 6
• Compare and contrast abstinence, barrier, and hormonal methods
in graphic organizer.

• Recognize symptoms (including the absence of symptoms), modes

of transmission, importance of early detection, testing, and
Identify practices for prevention of common sexually treatments for common
transmitted diseases & infections (STD/STI).
o Define and discuss sexual abstinence as it relates to STD/STIs.
STD/STI prevention.
o Compare and contrast the effectiveness of various • Discuss the transmission of STDs orally, anally, or topically.
risk-reducing behaviors, including condoms, as a
method of preventing STD/STI. • Facts and Myths about STD/STI.

• Identify local STD/STI and HIV testing and treatment resources.

 Standard HI.HD.7 Identify accurate and credible
sources of information about sexual
health, development, relationships,
Identify accurate and credible sources of
information about sexual health, development, harassment, and abuse and identify
relationships, harassment, and abuse and identify who and where to turn to for help
who and where to (for example, parent, relative,
turn to for help (for example, parent, relative,
clergy, health care provider, teacher, counselor). clergy, health care provider, teacher,
counselor).
 • Review vocabulary words: love, mature love,

Standard HI.HD.8
immature love, and infatuation. Give students
examples of relationships and match with the
correct vocabulary word.
Recognize characteristics of healthy and unhealthy relationships.
Recognize the difference between healthy and unhealthy relationships and practice • Discuss behaviors students may see in
skills necessary to build healthy relationships and end unhealthy
relationships both online and in person. friendships, parent/child, sibling, dating, marital
Identify effective ways to communicate personal boundaries and show respect for the
boundaries of others to foster healthy relationships. relationships.
Discuss and understand the importance of developing personal refusal skills, including
how to refuse an unwanted sexual advance, and how and when to use
those skills. • Discuss how to create and maintain healthy
personal online relationships (e.g., use, contact
list, time, safety).
 • Recognize methods to prevent
harassment, abuse, discrimination
and relationship violence (e.g., setting
boundaries, communication, conflict

Standard HI.HD.9 resolution).

• List local resources for reporting

Recognize harassment, abuse, discrimination, and relationship violence prevention and
reporting strategies. (e.g., trusted adult, community center,
Investigate methods of reporting, seeking help, and stopping sexual harassment and
sexual abuse.
Explain why a person who has been raped or sexually assaulted is not at fault.Examine
reliable website, apps, hotlines).
how alcohol and other substances, friends, family, media, society, and culture
influence decisions about engaging in sexual behaviors.
Explain the potential legal and emotional impacts in a relationship when there are See specific concepts under each
power differences such as age, status, or position.
sub-standard (a-d)
 - Alaska schools are not required to
teach sex education
- No standard regarding abstinence
- Curriculum is not required to
include instruction on sexual
orientation or gender identity

Alaska Curriculum
- Teaching of consent us also not
included in the curriculum because
of sex education not being
mandatory in Alaska's schools
- districts decide whether or not they want to teach sex
ed
- While sex ed may not be mandatory,

Districts can decide districts decide whether or not they

want to teach sex ed

how to teach sex - They must adhere to state laws and

guidelines for what can and cannot

education
be taught
- The key regulations governing sex
education in Alaska come from state
law and local school district policies,
but the overall structure of what is
taught can vary by district.
-
 Alaska law (AS 14.30.360) mandates that any sex
education curriculum taught in public schools must
emphasize abstinence as the primary and most

Abstinence and
effective method

Abstinence instruction should be provided, but this

does not mean other methods of contraception and

parent involvement
disease prevention cannot be taught

Parents must be notified if sex education is being

taught, and they have the right to review the
curriculum.
Parents also have the option to opt their children out
of sex education classes if they prefer.
School districts are required to hold public hearings
or meetings to ensure community and parental
involvement in determining the sex education
curriculum.
 human anatomy, puberty, reproductive
systems, and sexual health.

Content and what is the process for fertilization, fetal

development (stages of growth), and birth
process. As well as talking about healthy

in the curriculum pregnancy

sexual orientation, gender identity, and
relationships may be included depending on
the district's curriculum.
instruction about contraception methods
(e.g., condoms, birth control pills) and
sexually transmitted infections is allowed as
part of a comprehensive program
 Healthy
relationships/consent
Alaska law prohibits any instruction
that promotes abortion

No promoting Many districts are now incorporating

abortions
elements of relationship education,
which may include discussions on
consent, respectful relationships, and
communication in sexual contexts.
 Because of Bree’s Law, dating violence education is

Erin’s Law and

being taught in grades 7-12 in all Alaska public
schools.

Bree’s Law
It instructs teens how to develop healthy
relationships, practice supportive communication
skills, recognize the warning signs of an abusive
relationship, and where to go for help.
This is required in Alaska by law in each district due to our
high numbers of sexual abuse and assault. Erin’s law talks about how she is a sexual abuse
survivor. Wants to implement safe touch and
awareness of unwanted touch in school curriculum
(38 states have approved)
 The governing body of each school
district shall adopt and implement a policy, establish a

AS 14.30.355 Sexual
training program for employees and students

The policy, training, and notices adopted under this

Abuse & Sexual

section must include:
• Age-appropriate information
• Warning signs of sexual abuse of a child

Assault Awareness &

• Referral and resources information
• Methods for increasing teacher, student and parent
awareness of issues regarding sexual abuse of

Prevention
children
• Actions that a child may take to prevent and report
sexual assault;
 K-12:

Additional
● Healthy sexual decision making
(Sexually transmitted diseases)

Information
● Sexuality Education and
Language naming of body parts
● Condoms and Contraceptives
● Masterbation (secondary level)
● Sexual Diversity
● Preventative Self- Exams
(Secondary level)
Statistics within Some estimates suggest that approximately 60-70% of Alaska’s
school districts offer some form of sex education, but the

Alaska
depth and content of those programs can vary widely

Urban districts (such as those in Anchorage and Fairbanks)

are more likely to offer comprehensive sex education
programs.

Rural or remote districts may have less consistent offerings of

sex education. In some rural areas, cultural or community
norms may influence the extent to which such topics are
covered
 Overall, every state differs with their standards so
it is important to know your school’s standards
whenever teaching sex ed.

Just like with all aspects of teaching, be sure to

keep bias out of lessons. It is important to stick to
the standards and not stray from lesson plans due
to the touchiness of the subject.

Teaching Sex Ed
Permission slips may be required, create an
environment that is able and welcoming to
sensitive information.

Even if you are not specifically teaching Sex Ed

and a question under the subject comes up, you
are not able to teach or answer questions.
However, you can direct them to other adults
within the school who are able to answer these
questions such as school nurses and social
workers/counselors.
 “As they develop, adolescents and
young adults need access to
evidence-based, holistic and non
stigmatizing information, education
and services that support their lifelong
sexual and reproductive health and
well-being.” (guttmacher)
Sources
● https://socialchangenyu.com/review/public-school-sex-education-does-it-violate-parents-rights/#:~:text=Most%20of%20the
%20parents'%20complaints,that%20the%20curricula%20be%20abolished.
● https://www.schools.utah.gov/curr/health/_health/healtheducationutahcorestandards/utahcorestandards/CoreStandards1.pdf
● https://www.guttmacher.org/fact-sheet/american-teens-sexual-and-reproductive-health?gad_source=1&gclid=Cj0KCQjwsoe
5BhDiARIsAOXVoUtTUYAytEsPeWko6jNcr0EiNpdWn0cUDhd_13-iuSh4FR9Bv5EGMyoaAvDrEALw_wcB
● https://www.aap.org/en/patient-care/adolescent-sexual-health/equitable-access-to-sexual-and-reproductive-health-care-for-al
l-youth/the-importance-of-access-to-comprehensive-sex-education/?srsltid=AfmBOooLOJd6NlI2cqiGVY7AmzFOZy17drIJp
fYCngeqpNN2mSdm1kB4
● https://uwhr.utah.edu/sexual-violence-in-utah-the-relationship-between-sexual-education-and-sexual-violence/#:~:text=This
%20is%20surprising%20as%20Utah's,%25%20(IBIS%2C%202018).&text=In%202013%2C%209%25%20of%20female,(Gutt
macher%20Institute%2C%202017).