Knowledge alone is not enough to change behaviors.(6) Programs that rely mainly on conveying information about sex or moral
precepts-how the body’s sexual system functions, what teens should and shouldn’t do-have failed. However, programs that
focus on helping teenagers to change their behavior-using role playing, games, and exercises that strengthen social skills-have
shown signs of success.(7)
In the US, controversy over what message should be given to children has hampered sex education programs in schools. Too
often statements of values (”my children should not have sex outside of marriage”) come wrapped up in misstatements of fact
(”sex education doesn’t work anyway”). Should we do everything possible to suppress teenage sexual behavior, or should we
acknowledge that many teens are sexually active, and prepare them against the negative consequences? Emotional arguments
can get in the way of an unbiased assessment of the effects of sex education.(8)
Other countries have been much more successful than the US in addressing the problem of teen pregnancies. Age at first
intercourse is similar in the US and five other countries: Canada, England, France, the Netherlands, and Sweden, yet all those
countries have teen pregnancy rates that are at least less than half the US rate.(9) Sex education in these other countries is
based on the following components: a policy explicitly favoring sex education; openness about sex; consistent messages
throughout society; and access to contraception.
Often sex education curricula begin in high school, after many students have already begun experimenting sexually. Studies have
shown that sex education begun before youth are sexually active helps young people stay abstinent and use protection when
they do become sexually active.(10) The sooner sex education begins, the better, even as early as elementary school. What kinds of programs work best?
Reducing the Risk, a program for high school students in urban and rural areas in California, used behavior theory-based
activities to reduce unprotected intercourse, either by helping teens avoid sex or use protection. Ninth and 10th graders
attended 15 sessions as part of their regular health education classes and participated in role playing and experimental activities
to build skills and self-efficacy. As a result, a greater proportion of students who were abstinent before the program
successfully remained abstinent, and unprotected intercourse was significantly reduced for those students who became sexually
active.(11)
Postponing Sexual Involvement, a program for African-American 8th graders in Atlanta, GA, used peers (11th and 12th
graders) to help youth understand social and peer pressures to have sex, and to develop and apply resistance skills. A unit of
the program also taught about human sexuality, decision-making, and contraceptives. This program successfully reduced the
number of abstinent students who initiated intercourse after the program, and increased contraceptive use among sexually
experienced females.(12)
Healthy Oakland Teens (HOT) targets all 7th graders attending a junior high school in Oakland, CA. Health educators teach
basic sex and drug education, and 9th grade peer educators lead interactive exercises on values, decision-making,
communication, and condom-use skills. After one year, students in the program were much less likely to initiate sexual activities
such as deep kissing, genital touching, and sexual intercourse.(13)
AIDS Prevention for Adolescents in School, a program for 9th and 11th graders in schools in New York City, NY, focused on
correcting facts about AIDS, teaching cognitive skills to appraise risks of transmission, increasing knowledge of
AIDS-prevention resources, clarifying personal values, understanding external influences, and teaching skills to delay
intercourse and/or consistently use condoms. All sexually experienced students reported increased condom use after the
program.(14) A review of 23 studies found that effective sex education programs share the following characteristics:(10)
1.Narrow focus on reducing sexual risk-taking behaviors that may lead to HIV/STD infection or unintended pregnancy.
2.Social learning theories as a foundation for program development, focusing on recognizing social influences, changing
individual values, changing group norms, and building social skills.
3.Experimental activities designed to personalize basic, accurate information about the risks of unprotected intercourse and
methods of avoiding unprotected intercourse.
4.Activities that address social or media influences on sexual behaviors.
5.Reinforcing clear and appropriate values to strengthen individual values and group norms against unprotected sex.
6.Modeling and practice in communication, negotiation, and refusal skills.
What still needs to be done?
Although sex education programs in schools have been around for many years, most programs have not been nearly as
effective as hoped. Schools across the country need to take a rigorous look at their programs, and begin to implement more
innovative programs that have been proven effective. Educators, parents, and policy-makers should avoid emotional misconceptions about sex education; based on the rates of unwanted pregnancies and STDs including HIV among teenagers, we can no longer ignore the need for both education on how to postpone sexual involvement, and how to protect oneself when sexually active. A comprehensive risk prevention strategy uses multiple elements to protect as many of those at risk of pregnancy and STD/HIV infection as possible. Our children deserve the best education they can get.
Aegerter, Ernest E. Understanding your Body. Philadelphia, Pa.
George F. Stickley Company.
Bodanis, David. The Body Book. Boston / Toronto.
Little, Brown and Company. 1984
?Brain.? Compton?s Interactive Encyclopedia. 1996 ed.
?Brain.? The World Book Encyclopedia. Vol 2.
?The Brain: Mystery of Matter and Mind.? The Human Body.
Bibliography
Aegerter, Ernest E. Understanding your Body. Philadelphia, Pa.
George F. Stickley Company.
Bodanis, David. The Body Book. Boston / Toronto.
Little, Brown and Company. 1984
?Brain.? Compton?s Interactive Encyclopedia. 1996 ed.
?Brain.? The World Book Encyclopedia. Vol 2.
?The Brain: Mystery of Matter and Mind.? The Human Body.