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School-Based Sex Education

Sex education for the young is an important aspect that can help children grow knowing what is right for their bodies and what is not. It is important to explore the concept of sex education as a way of helping the young in society develop knowing their bodies well as well as what they might experience (Bragg, et al., 269). For instance, adolescents and teenagers are most vulnerable to sex issues and there is a need for institutions to educate them on the same (Said 950). It is vital to consider aspects that impact the lives of teenagers and the young including peer pressure and other aspects related to globalization. It is the duty of the educational sector to do the right thing and ensure that children are given the correct advice and guidance to see them develop appropriately (Keogh et al. 432). In essence, the essay focuses on handling a common problem that has existed for long in society. The young should be accorded the right sex education in a bid to help them develop well in various aspects. It is important to raise awareness for children regarding sex education for better growth outcomes (García-Vázquez et al. 122). For instance, an online survey that was conducted in 2017 targeting 1000 young people found out that 28% of those aged between 11-12 years had seen online pornography. Equally, 65% of those aged 15-16 years had watched or seen pornographic content. Such facts should prompt the education sector to provide the right guidance on sexual education in a bid to improve outcomes.

Teenagers and adolescents in society are significantly characterized by rapid growth and development, which exposes them to various dangers that should not be overlooked. The stage is a period of transition and children develop sexually, mentally and emotionally, which is why there is a need for educators to teach them what is necessary for their bodies. Equipping children with the right sexual education can be significantly important towards their emotional, physical and social development. In order to help children develop in the right way, there is a need for the education sector to adopt strategic approaches and ensure that equality is achieved for both girls and boys (Keogh et al. 432). It is vital that educators find out what children already know, correct any misinformation and importantly, give facts that can help them understand the need for sexual healthiness. There are various steps that authorities can do to ensure that institutions have employed effective teaching strategies. For instance, creating and improving digital awareness can be strategic towards informing children in society on the need for sexual healthiness (Goldfarb and Lieberman 15). Policymakers in institutions should be keen to implement policies that can improve vigilance on online platforms, especially on sharing pornographic content. sex education for children proves to be effective towards administering the right practices and understanding regarding emotions, feelings and sexual issues.

Globalization has had a big impact on the way education is delivered and ho people create awareness in society. For instance, teaching about safe sex can be done on online platforms and children or the young can assess the same through the internet (Keogh et al. 432). The failure of institutions to implement strategic procedures or educating children can be detrimental to a child’s sexual development and healthiness. Ineffective education in most institutions has exposed children and teenagers to early pregnancies and STIs that should have been otherwise be avoided if the right guidance was offered (Mandigo 43). For instance, teaching about control measures should be part of the sexual education curriculum. Digital technology should be utilized to ensure that better outcomes have been achieved when teaching about sexual healthiness or children in various institutions. Safe sex is at the core of sex education. Noting that it will be hard for adolescents to abstain in an era where they can easily access alcohol and other drugs and internet-based sex videos and pictures, sex education has emphasized the need for protection. On the same note, it is reported that ignorance is a significant cause of the problems facing adolescents, such as unplanned pregnancies (Mandigo 43). However, with sex education, they can make informed decisions important in keeping them safe.

Most sex education programs discuss the different kinds of contraception, such as condoms, that help prevent sexually transmitted diseases while reducing the risk of unplanned pregnancies. With teen pregnancy now being a significant cause of concern worldwide, something has to be done to help save the future generation. In the same vein, a relationship has been established between teen pregnancy and school-based sex education (Bragg, et al., 269). With greater awareness, the rates have dropped, and this is an encouraging trend that must be upheld. Sex education also plays a significant role in highlighting the issue of consent and its impact on promoting healthy relationships. Teaching about empowerment and how to control one’s body can start early on in life and should not just be reserved for high school students. Sex educators can teach adolescents about consent and its significance (Mandigo 43). Approval in this regard would imply that no one has the right to touch them without permission.

Culture is a significant factor that impacts how societies are handling issues on sexual education in a significant manner. For instance, beliefs in some communities affect the way sex education is treated to a large extent. Some communities believe that some aspects can only be taught by their parents and not teachers (Goldfarb and Lieberman 15). For example, some presume that mothers should teach girls on sexual matters as fathers should be take the responsibility of educating their sons on the same. However, the development of globalization has greatly impacted approaches to teaching sexual education in a significant manner (Said 950). Religion should not form a barrier to effective education practices on sex as it can affect healthiness significantly. Cultural beliefs have always been a factor that determines how children grow in societies regarding sex. It is important to note that most societies in the Western culture have significantly accepted changes that have seen better sex outcomes for children compared to those in conservative countries (García-Vázquez et al. 122). Much should be done in the education sector to ensure that success has been achieved regarding sex education. Showing children the right practices through the education sector would make a huge impact on the lives of teenagers and the young in society.

It is also reported that providing adolescents with information on sexuality is a trend that must be avoided, given that it can lead to sexual promiscuity. This is because adolescence is when young people want to discover themselves and explore (Goldfarb and Lieberman 13). Conflicts have also been reported between sex educators and the communities where sex education is taboo. The bottom line is that sex education broadly violates a person’s morals and beliefs, given that it is perceived as an invasion of privacy (Zulu et al. 4). Several schools fail to teach about abstinence. Instead, primary emphasis is placed on safe sex, which has clashed with family and religious values and beliefs (Mandigo 44). This is because sex is sacred and can only be done, discussed, and practiced after marriage. However, these concerns have been addressed. First and foremost, it must be emphasized that school-based sex education is an entitlement of every adolescent (García-Vázquez et al. 122). This is due to the numerous benefits mentioned above. On the other hand, more than 1.85 billion people between 10 and 24 years globally (Keogh et al. 432). It is a group that must be protected for the sake of posterity. To lead healthy and better lives, adolescents will require knowledge about sexual and reproductive health. Adolescents are faced with a series of health problems such as sexually transmitted infections, unplanned pregnancies, sexual violence, unsafe abortion, and early marriages that could make it harder for them to attain their full potential.

It is important to echo the issue of inequalities that are experienced in various places regarding sex education for the young. For instance, the Equality Act of 2010 stipulates clearly that institutions should work hard to ensure that discrimination is eliminated from the system (Goldfarb and Lieberman 15). The prevalence of sexual abuse and other negative sexual outcomes for children vary from one group to another in most societies. For instance, blacks and other people of color indicate a high prevalence than the majority in most places. Children with special needs education in institutions have a higher chance to be sexually abused in most places. Such practices should be eliminated and equality advanced in a bid to ensure that sexual healthiness is achieved (Namukonda et al. 463). Also, people from socioeconomically deprived groups face difficulties in accessing sexual education in most situations. Equality should be enhanced and discrimination eliminated in a bid to improve outcomes in a significant manner. Cases of sexual violence have increased recently, and many go unreported because the victims do not know their rights (Bragg, et al., 269). Furthermore, though believed to be ordinary among adults, sexual violence is also reported among teenagers. It is a worrying trend that has led to unwanted deaths, with sex education playing a crucial in empowering adolescents to make the right decisions.

An important point to consider is that taking care must ensure that this education is not sexually stimulating. In addition, it should not be a distraction for adolescents (Namukonda et al. 463). Cultural differences and personality issues should also be noted. On the other hand, besides providing adolescents with general information, sex education should be person-centered. Simply put, it must be provided in line with the needs of every adolescent and prevailing situation (García-Vázquez et al. 122). Based on the justice principle, every adolescent and teenager has access to appropriate and adequate information. The person’s continuum of development must be considered when providing education. Moreover, it must suit the age, prevailing family conditions, and cultural setting (Goldfarb and Lieberman 15). Sex education should be the foundation of sexual discipline and must begin by ensuring kids are given gender identity. It must continue throughout their developmental stages, physical and mental, in line with their needs. Considering the age and background of the young people during sex education would be necessary. The right time for sex education on the various aspects of adolescent health, including social, physical, psychological, and sexual health, is different (Namukonda et al. 463). Therefore, every area of teenage health must be taught at the right time while taking note of the underlying cultural beliefs and social factors. Decision-making becomes complex when society and parents oppose sex education (Yeniel and Petri 5). It seems that failure to accord adolescents with proper knowledge might put them in great danger. This is because they can easily access much incorrect information on the internet. To this effect, the level at which adolescents understand sex matters must be the criterion, and society and parents should be educated on such issues (García-Vázquez et al. 122). In general, interventions aimed at improving quality sex education will be necessary for guaranteeing the rights of adolescents, their health, and well-being.

In summary, school-based sex education has a significant role in providing adolescents with the knowledge and skills essential in promoting sexual and reproductive health. They are presented with better opportunities to understand sex, deal with relationships, and have the information required to make the right decisions about their health. However, sex education is not widely accepted as some consider adolescent sex debates immoral and uncalled for, emphasizing sex after marriage. In other words, matters of sex should only be discussed and practiced by adults. For school-based sex education to be successful, the moral and ethical concerns that have been raised should be addressed in the curriculum content to ensure that it is accommodative. The only problem is that it will not be easy to prevent this generation from sexual practices given the early exposure; thus, sex education must be motivated by the need to promote the sexual health of adolescents and their well-being while ensuring that they become healthy from now on. In a nutshell, focusing on the whole aspect of sexual health, presented in various grades and bolstered by a perfect environment, will help enhance adolescents’ sexual, emotional, psychological, and social health.

Works Cited

Bragg, Sara, et al. “Dilemmas of school-based relationships and sexuality education for and about consent.” Sex Education 21.3 (2021): 269-283.

García-Vázquez, J., Quintó, L. and Agulló-Tomás, E., 2020. Impact of a sex education programme in terms of knowledge, attitudes and sexual behaviour among adolescents in Asturias (Spain). Global health promotion27(3), pp.122-130.

Goldfarb, Eva S., and Lisa D. Lieberman. “Three decades of research: The case for comprehensive sex education.” Journal of Adolescent Health 68.1 (2021): 13-27.

Keogh, Sarah C., et al. “Classroom implementation of national sexuality education curricula in four low-and middle-income countries.” Sex Education 21.4 (2021): 432-449.

Mandigo, David. “Pros and Cons of Sex Education in School Children: Review.” IDOSR JOURNAL OF APPLIED SCIENCES 5(1) 42-45, 2020

Namukonda, Edith S., et al. “Sexual and reproductive health knowledge, attitudes and service uptake barriers among Zambian in-school adolescents: a mixed methods study.” Sex Education 21.4 (2021): 463-479.

Said, Samira. “Research Spotlight on Single-Sex Education and the Challenging Entailments.” International Journal of Humanities and Cultural Studies (IJHCS) ISSN 2356-5926 2.4 (2016): 950-961.

Yeniel, A. O., and E. Petri. “Pregnancy, childbirth, and sexual function: perceptions and facts.” International urogynecology journal 25.1 (2014): 5-14.

Zulu, Joseph Mumba, et al. “Why teach sexuality education in school? Teacher discretion in implementing comprehensive sexuality education in rural Zambia.” International journal for equity in health 18.1 (2019): 1-10.


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