National Sex Education Standards
- First created 1995, updated in 2007
- Informed by the work of CDC’s Health Education Curriculum Analysis
Tool (HECAT)
- Align with 5 existing state and international education standards that
include health content
- Align with National Teacher Preparation Standards for Sex Education
(NTPSSE)
- Closely align with Professional Learning Standards for Sex Education
(PLSSE)
Essential Content According to NSES
- Consent and Healthy Relationships (CHR)
- Anatomy and Physiology (AP)
- Puberty and Adolescent Sexual Development (PD)
- Gender Identity and Expression (GI)
- Sexual Orientation and Identity (SO)
- Sexual Health (SH)
- Interpersonal Violence (IV)
Notations within each indicator
- Core Concept > concept comprehension
- Analyzing Influences > analyze the influence of family, peers, culture,
media, technology and other factors on health behavior
- Interpersonal Communication > use IC to enhance health and avoid or
reduce health risks
- Decision Making > use DM to enhance health
- Goal Setting
- Self-management
- Advocacy
Grades K-2 (by the end of grade 2)
Consent & Health Relationships
Core Concept
- Describe a characteristic of a friend
- Define bodily autonomy and personal boundaries
- Define consent
- Identify different kinds of families
Interpersonal communication
- Demonstrate how to communicate personal boundaries and show
respect for someone else’s boundaries.
- Explain why it is important to show respect for different kinds of
families.
Self-management
- Identify healthy ways for friends to express feelings, both physically
and verbally.
Anatomy and Physiology
Core concept
- List medically accurate names for body parts, including genitals
Puberty and adolescent sexual development
- No Items
Gender Identity and expression
Core Concept
- Define gender, gender identity and gender role stereotypes
- Discuss the range of ways people express their gender and how
gender-role stereotypes may limit behavior
Sexual Orientation and Identity
- No items
Sexual Health
Core concepts
- Define reproduction and explain that all living things may have the
capacity to reproduce
Interpersonal violence
Core concepts
- Define child sexual abuse and identify behaviors that would be
considered child sexual abuse
Accessing Information
- Identify situations that may be uncomfortable or dangerous
- Identify trusted adults, including parents and caregivers, that you can
talk to about situations which may be uncomfortable or dangerous
(bullying, teasing, child sexual abuse)
Interpersonal Communication
- Demonstrate ways to treat all people with dignity and respect
Decision Making
- Demonstrate ways to start a conversation when seeking help from
trusted adult about an uncomfortable or dangerous situation.
Grades 3-5 (by the end of Grade 5)
Consent and Healthy relationships
Core Concept
- Describe the characteristics of healthy vs unhealthy relationships
among friends and family.
- Explain the relationship between consent, personal boundaries and
bodily anatomy.
Accessing Information
- Identify trusted adults > can talk to about relationship
Interpersonal Information
- Communicate personal boundaries and demonstrate ways to respect
other people’s personal boundaries
Anatomy and physiology
Core concepts
- Recall the human reproductive systems (body parts and their function),
there are natural variations in human bodies
Puberty and adolescent sexual development
Core concept
- Explain the physical, social and emotional changes that occur during
puberty and adolescence and how the onset and progression of
puberty can vary
- Describe how puberty prepares human bodies for the potential to
reproduce and that some healthy people have conditions that impact
the ability to reproduce
- Explain common human sexual development and the role of hormones
- Describe the role of hormones play in the physical, social, cognitive
and emotional changes during adolescence and the potential role of
hormone blockers on young people who identify as transgender
Accessing Information
- Identify credible sources of information about puberty and personal
hygiene
- Identify trusted adults whom students can ask questions about puberty
and adolescent health
Goal Setting
- Make a plan for maintaining personal hygiene during puberty
Gender Identity and expression
Core Concepts
- Distinguish between sex assigned at birth and gender identity and
explain how they may or may not differ
- Define and explain differences between cisgender, transgender,
gender nonbinary, gender expansive, and gender identity
- Explain that gender expression and gender identity exist along a
spectrum
- Describe gender-role stereotypes and their potential impact on self and
others
Accessing Information
- Identity trusted adults whom students can ask questions about gender,
gender role stereotypes, gender identity and gender expression
Advocacy
- Demonstrate ways to promote dignity and respect for people of all
genders, gender expressions and gender identities including other
students their family members and members of the school community
Sexual Orientation and Identity
Core concepts
- Define sexual orientation
- Differentiate between sexual orientation and gender identity
Accessing Information
- Identity trusted adults whom students can ask questions about sexual
orientation
Advocacy
- Demonstrate ways to promote dignity and respect for people of all
genders, gender expressions and gender identities including other
students their family members and members of the school community
Sexual Health
Core concepts
- Explain the relationship between sexual intercourses and human
reproduction
- Explain the range of ways pregnancy can occur (IVF, surrogacy)
- Define STDs, including HIV, and clarify common myths about
transmission
Interpersonal Violence
Core concepts
- Define child sexual abuse, sexual harassment and domestic violence
and explain why they are harmful and their potential impacts
Interpersonal Communication
- Identify strategies a person could use to call attention to or leave an
uncomfortable or dangerous situation, including sexual harassment
- Explain that some survivors are not believed when they disclose sexual
abuse or harassment and that it is important to keep telling trusted
adults until one of the adults takes action
Self-management
- Describe steps a person can take when they are being or have been
sexually abused
Advocacy
- Demonstrate ways to promote dignity and respect for all people
