consequences of unprotected sex essay

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What counts as high risk sexual behavior, and how to lower the risk

Sex is a natural, healthy part of life that should be fun and pleasurable. However, some sexual acts and behaviors can carry certain risks, such as sexually transmitted infections (STIs) and unintended pregnancy.

This article defines what risky sex is, provides examples of high risk sexual behaviors, and offers some tips on reducing the risks.

What is risky sex?

Sex is a natural part of life, and there is no right or wrong way to engage in consensual sex. However, some sexual acts and behaviors carry certain risks. Risky sex refers to sexual acts or behaviors that can lead to unintended results.

One example includes sex without a condom or other barrier method. Not using barrier methods of contraception, such as condoms and dental dams, can increase a person’s chance of contracting STIs or unintended pregnancies.

There are ways to reduce these risks to ensure people have a happy and healthy sex life.

Sex without barrier protection

Sex without the use of barrier methods of contraception can lead to:

Unintended pregnancy

The Centers for Disease Control and Prevention (CDC) define unintended pregnancy as a pregnancy that a person mistimes or does not desire.

This refers to a pregnancy that occurs when an individual does not want to have children. It can also refer to when pregnancy occurred either earlier or later than intended.

Ways to reduce the risk

The best way to prevent unintended pregnancy is to use contraception, or birth control. There are many different types of contraception available.

Some options include:

• Intrauterine device (IUD) : A doctor places a device inside the uterus to prevent pregnancy. A person can choose between hormonal IUDs and copper IUDs .
• the implant , which can last up to 5 years
• an injection that lasts for 3 months
• the pill , which people usually take every day
• the diaphragm
• the contraceptive sponge
• male and female condoms
• dental dams

The right choice of contraception will depend on the person’s circumstances. A person can speak with a healthcare professional about the best method for them.

Learn more Learn more about birth control and how to get it. What types of birth control are there? Where to get free or low cost birth control: What to know How to get birth control online: Birth control delivery options

STIs are infections that can spread via sexual contact, such as vaginal, oral, and anal sex.

Examples of STIs include the following :

• Syphilis : A bacterial infection that can lead to sores on the genitals, lips, mouth, or anus.
• Gonorrhea : Another bacterial infection that may not cause symptoms. If symptoms occur, they differ between males and females.
• Chlamydia : Most people who have contracted chlamydia do not realize it. This is because it does not often cause any symptoms .
• HIV: A virus that attacks a person’s immune system. There is no cure for HIV, but people can manage it using medication. Without treatment, it can develop into AIDS, which can be fatal.

To help reduce the risk of contracting an STI, a person can use a condom or other barrier method of contraception when engaging in vaginal, anal, or oral sex.

It is also important to get regular screenings for STIs.

Learn more Learn more about STIs and STI testing. What you need to know about sexually transmitted infections Where to get tested for STDs: What are the options? 10 of the best at-home STD tests: Chlamydia, syphilis, HIV, and more

Having multiple sexual partners

According to a 2020 study , sexual relationships can positively influence a person’s happiness and satisfaction. It can also reduce stress levels, heart rate, and blood pressure .

The research authors note that between 2000 and 2018, sexual activity increased among males aged 18–24 and females aged 25–34.

However, having multiple sexual partners can increase the chance of contracting STIs.

If people engage in sexual activities with multiple partners, it is important to practice safe sexual behaviors.

Individuals should therefore:

• use barrier methods of contraception
• get regular STI screenings
• have honest and open communication with those they are engaging in sex with

The United Kingdom’s National Health Service (NHS) states that anal sex refers to any sexual activity that involves a person’s anus.

This can include penetration using:

It can also include using the mouth or tongue to stimulate the anus.

Anal sex presents a higher risk of contracting STIs. The lining of the rectum is thin and easily damaged, making it easier for viruses and bacteria to enter the body.

STIs that a person can acquire via anal sex include:

• genital warts

Performing oral sex on the anus can also lead to individuals contracting Escherichia coli or hepatitis A.

Learn more about the risks of anal sex.

A person can use water-based lubricants to reduce the chance of damaging the rectum. They can also use barrier methods of protection.

People should ensure that they use a new condom before transitioning from anal sex to vaginal sex. This can help reduce the chance of developing a urinary tract infection .

For those not using a condom, the person with a penis should wash it before transitioning from anal to vaginal sex.

Having sex while using drugs or alcohol

Using drugs or alcohol can affect a person’s decision-making. This may make them more likely to engage in high risk sexual behavior.

According to a 2019 cross-sectional study , using legal and illegal drugs can lead to people taking part in high risk sexual practices. This includes not having sex using a condom, increasing the risk of contracting STIs.

If possible, individuals should reduce their alcohol intake and avoid using drugs before engaging in sexual activity.

If people find that using drugs and alcohol affects their decision-making and well-being, they should contact a healthcare professional.

It is also important to use barrier methods of protection to reduce the risk of contracting STIs.

To help avoid unintended pregnancies, people may wish to use forms of birth control, such as an IUD or birth control pill.

Learn more Learn more about sex, drugs, and alcohol What happens when people mix alcohol and sex? What is alcohol use disorder, and what is the treatment? What are the effects of drug abuse? What is addiction? What to know about helping someone with addiction

Paying for sexual services

The CDC states that those who exchange sex for money or nonmonetary items have an increased risk of STIs, such as HIV. This is because they are more likely to engage in high risk sexual behaviors, such as having multiple sexual partners and not using a condom.

According to the results of a 2015 national survey in Britain, men who pay for sexual services are more likely to contract and transmit STIs. The authors note that this may be because the use of condoms is less likely.

It is important to note that paying for sex remains illegal in most of the United States. And although legal in some counties in Nevada, state law prohibits engaging in sex work unless it occurs in a licensed establishment.

The CDC recommends that for those who do pay for sexual services, using barrier methods of protection can help reduce the chance of contracting STIs.

Those who exchange sex should consider taking preexposure prophylaxis if they are HIV negative.

For those who are HIV positive, it may also be beneficial to consider taking antiretroviral therapy to reduce the chances of transmitting HIV.

Sex is a healthy and natural part of life. However, some behaviors carry higher levels of risk, which can lead to unintended results, such as pregnancy or STIs.

Examples of high risk sexual behavior include:

• sex without the use of barrier protection
• having multiple sex partners
• drug and alcohol use before sex
• paying for sexual services

To help prevent unintended results, individuals should ensure that they use birth control, including barrier methods of contraception. This can help reduce the risk of contracting STIs and getting pregnant unintentionally.

Getting regular STI screening will also help protect a person’s health.

Last medically reviewed on March 31, 2022

• HIV and AIDS
• Sexual Health / STDs

How we reviewed this article:

• About HIV. (2021). https://www.cdc.gov/hiv/basics/whatishiv.html
• Birth control implant. (n.d.). https://www.plannedparenthood.org/learn/birth-control/birth-control-implant-nexplanon
• Birth control shot. (n.d.). https://www.plannedparenthood.org/learn/birth-control/birth-control-shot
• Chapter 201 - crimes against public decency and good morals. (n.d.). https://www.leg.state.nv.us/nrs/nrs-201.html
• Chlamydia. (2021). https://www.cdc.gov/std/chlamydia/default.htm
• Dallelucci, C. C., et al. (2019). Sexual risky behavior, cocaine and alcohol use among substance users in an outpatient facility: A cross section study. https://substanceabusepolicy.biomedcentral.com/articles/10.1186/s13011-019-0238-x
• Does anal sex have any health risks? (2021). https://www.nhs.uk/common-health-questions/sexual-health/does-anal-sex-have-any-health-risks/
• Diseases & related conditions. (2021). https://www.cdc.gov/std/general/default.htm
• Garcia, M. R., et al. (2021). Sexually transmitted infections. https://www.ncbi.nlm.nih.gov/books/NBK560808/
• HIV risk among persons who exchange sex for money or nonmonetary items. (2022). https://www.cdc.gov/hiv/group/sexworkers.html
• Jones, K. G., et al. (2015). The prevalence of, and factors associated with, paying for sex among men resident in Britain: Findings from the third national survey of sexual attitudes and lifestyles (Natsal-3). https://sti.bmj.com/content/91/2/116
• Ueda, P., et al. (2020). Trends in frequency of sexual activity and number of sexual partners among adults aged 18 to 44 years in the US, 2000-2018. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7293001/
• Unintended pregnancy. (2021). https://www.cdc.gov/reproductivehealth/contraception/unintendedpregnancy/index.htm

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Sexual Risk Behaviors

Engaging in risky sexual behaviors can lead to HIV infection, sexually transmitted diseases, and unintended pregnancy among youth.

Youth Engage in Sexual Risk Behaviors

Many young people engage in health risk behaviors and experiences that can result in unintended health outcomes. CDC data show protective sexual behaviors (i.e., condom use, sexually transmitted disease (STD) testing, and HIV testing), experiences of violence, mental health, and suicidal thoughts and behaviors worsened from 2011 to 2021.

Implementation of CDC’s What Works In Schools , a three-strategy school-based program, can lead to reductions in these risk behaviors and experiences and improve student health.

Among U.S. high school students surveyed in 2021 1

• 30% had ever had sexual intercourse.
• 48% did not use a condom the last time they had sex.
• 8% had been physically forced to have sexual intercourse when they did not want to.
• 9% of all students have ever been tested for HIV.
• 5% of all students have been tested for sexually transmitted diseases during the past year.

Source: National Youth Risk Behavior Survey, 2021

CDC recommends everyone aged 13-64 get tested for HIV at least once as part of routine medical care. 5,6

HIV, STDs, and Teen Pregnancy are Health Consequences

Sexual risk behaviors place youth at risk for HIV infection , other STDs , and unintended pregnancy :

19% of all new HIV diagnoses were among young people (aged 13–24) in 2021. 2

Young people aged 15–24 years accounted for 53% of new STIs in 2020. 3

• Teen Pregnancy

Nearly 143,500 infants were born to young females aged 15–19 in 2022. 4

Abstinence from vaginal, anal, and oral intercourse is the only 100% effective way to prevent HIV, other STDs, and pregnancy. The correct and consistent use of male latex condoms can reduce the risk of STD transmission, including HIV infection. However, no protective method is 100% effective, and condom use cannot guarantee absolute protection against any STD or pregnancy.

Schools and Youth Serving Organizations Can Help

School health programs can help young people adopt lifelong attitudes and behaviors that support their health and well-being—including behaviors that can reduce their risk for HIV and other STDs.

HIV, STD, and teen pregnancy prevention programs in schools should:

• Provide health information that is basic, accurate, and directly contributes to health-promoting decisions and behaviors.
• Address the needs of youth who are not having sex as well as youth who are currently sexually active.
• Ensure that all youth are provided with effective education and skills to protect themselves and others from HIV infection, other STDs, and unintended pregnancy.
• Be developed with the active involvement of students and parents.
• Be locally determined and consistent with community values and relevant policies.

National Strategic Plans

• The National HIV/AIDS Strategy calls for all Americans to be educated about HIV. This includes knowing how HIV is transmitted and prevented, and knowing which behaviors place individuals at greatest risk for infection. HIV awareness and education should be universally integrated into all educational environments.
• The Sexually Transmitted Infections National Strategic Plan aims to reverse the recent dramatic rise in STIs in the United States. Using health education to prevent STIs, schools, other professionals, and families can help adolescents make informed, positive, and safe choices about healthy relationships, responsible sexual activity, and their reproductive health.

CDC Programs & Initiatives

The prevalence of some health behaviors remains high and puts youth at higher risk for negative health outcomes and poor academic performance . CDC’s Division of Adolescent and School Health addresses HIV, other STDs, and unintended pregnancy prevention through

• Data collection and analysis
• Science based approaches
• Funding to state and local departments of education and national nongovernmental organizations
• Successful state and local interventions
• Partnerships
• Get Tested: National HIV and STD Testing Resource
• Get Yourself Tested Campaign: STD Awareness Resource
• Health Education Curriculum Analysis Tool (HECAT)
• How Schools Can Support HIV Testing Among Adolescents
• What Works In Schools
• CDC. Youth Risk Behavior Survey: Data Summary & Trends Report: 2011-2021 . Atlanta: Centers for Disease Control and Prevention; 2023.
• CDC.   Diagnoses of HIV infection in the United States and dependent areas, 2021 .  HIV Surveillance Report 2023;34.
• Centers for Disease Control and Prevention. Sexually Transmitted Disease Surveillance 2020 . Atlanta: US Department of Health and Human Services; 2022.
• Hamilton BE, Martin JA, Osterman MJK. Births: Provisional data for 2022 . Vital Statistics Rapid Release ; no 28. Hyattsville, MD: National Center for Health Statistics. June 2023.
• Final Update Summary: Human Immunodeficiency Virus (HIV) Infection: Screening. U.S. Preventive Services Task Force. June 2019.
• CDC.  Revised recommendations for HIV testing of adults, adolescents, and pregnant women in health-care settings . MMWR 2006;55:1-17.

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• Open access
• Published: 21 July 2021

Delaying sexual onset: outcome of a comprehensive sexuality education initiative for adolescents in public schools

• Dolores Ramírez-Villalobos 1 ,
• Eric Alejandro Monterubio-Flores 2 ,
• Tonatiuh Tomás Gonzalez-Vazquez 1 ,
• Juan Francisco Molina-Rodríguez 1 ,
• Ma. Guadalupe Ruelas-González 3 &
• Jacqueline Elizabeth Alcalde-Rabanal 1  

BMC Public Health volume  21 , Article number:  1439 ( 2021 ) Cite this article

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A common risk behavior in adolescence is the early initiation of unprotected sex that exposes adolescents to an unplanned pregnancy or sexually transmitted infections. Schools are an ideal place to strengthen adolescents’ sexual knowledge and modify their behavior, guiding them to exercise responsible sexuality. The purpose of this article was to evaluate the knowledge of public secondary school teachers who received training in comprehensive education in sexuality (CES) and estimate the counseling’s effect on students’ sexual behavior.

Seventy-five public school teachers were trained in participatory and innovative techniques for CES. The change in teacher knowledge ( n  = 75) was assessed before and after the training using t-tests, Wilcoxon ranks tests and a Generalized Estimate Equation model. The students’ sexual and reproductive behavior was evaluated in intervention ( n  = 650) and comparison schools ( n  = 555). We fit a logistic regression model using the students’ sexual debut as a dependent variable.

Teachers increased their knowledge of sexuality after training from 5.3 to 6.1 ( p  < 0.01). 83.3% of students in the intervention school reported using a contraceptive method in their last sexual relation, while 58.3% did so in the comparison schools. The students in comparison schools were 4.7 ( p  < 0.01) times more likely to start sexual initiation than students in the intervention schools.

Training in CES improved teachers’ knowledge about sexual and reproductive health. Students who received counseling from teachers who were trained in participatory and innovative techniques for CES used more contraceptive protection and delayed sexual debut.

Peer Review reports

Adolescence is the stage in which reproductive capacity is developed, identity is affirmed, independence is built, and self-assertion is strengthened [ 1 ]. During adolescence, life plans are established, but behavioral patterns may represent health risks. One of the patterns is the early debut of unprotected sex that exposes the adolescent to an unplanned pregnancy or sexually transmitted infection (STI) [ 2 ]. According to the World Health Organization (WHO), teenage pregnancy is a public health problem, which has negative effects such as: 1) school dropout, 2) abuse of children raised by adolescents, and 3) limited academic and/or job growth; these factors often serve to perpetuate the cycle of poverty [ 3 , 4 , 5 , 6 ].

The WHO reported in 2012 that around sixteen million teenagers worldwide between the ages of 15 and 19 give birth each year. The children of teenage mothers represent 11% of all births, of which 95% occur in low and middle-income countries [ 7 ]. In 2016, Mexico ranked first in adolescent pregnancies (ages 15–19) among members of the Organization for Economic Cooperation and Development (OECD). Mexico’s birth rate of 64.2 per thousand adolescents is much higher than the rest of the member countries [ 5 , 8 ]. Consequently, the sexual and reproductive health of the adolescent population is a national priority. To address this problem, the Mexican government launched the National Strategy for the Prevention of Adolescent Pregnancy (ENAPEA) in 2015 [ 9 ]. ENAPEA aims to reduce births in girls aged 10–14 to zero and to decrease the fertility rate of adolescents aged 15–19 by 50% by 2030. The national average for teenage pregnancy in 2016 was 35 per 1000, with high variability between states. Morelos is a state located in the center of the country near Mexico City and it has one of the highest teen pregnancy rates (36.2 per 1000 adolescents) [ 10 ].

Previous research shows that high school students have little knowledge and low perception of the risks and consequences of unprotected sexual practices. Early sexual debut (SD) is a risk factor for adolescent pregnancy and sexually transmitted diseases [ 11 ]. International recommendations support the need for comprehensive sexuality education (CSE) programs for adolescents. These programs aim to strengthen knowledge, attitudes and skills in seven areas: gender, sexual and reproductive health, sexual citizenship, pleasure, violence, diversity and interpersonal relationships. Their implementation has been associated with improved knowledge in sexual and reproductive health and fewer risky practices that result in pregnancy and sexually transmitted infections [ 12 , 13 ]. On the other hand, proper sexual education has been shown to delay sexual initiation, reduce the risk of teenage pregnancies, the frequency of sexual intercourse, the number of sexual partners, and increase the use of condoms and other contraceptive methods [ 14 , 15 , 16 ].

Schools are an ideal place to strengthen adolescents’ knowledge and modify their behavior, guiding them to exercise responsible sexuality [ 17 ]. It has been documented that teachers who are trained in sex education can act as agents of change and provide students with good quality information, which in turn helps prevent reproductive risk behaviors [ 18 , 19 , 20 , 21 ]. Research shows encouraging results of sex education interventions that have a multidisciplinary perspective, focus on sexual and reproductive rights, and involve teachers, adolescents, and parents [ 13 , 14 , 15 ]. In Mexico, as in other parts of the world, sexual education initiatives for adolescents have been developed in schools but face challenges, such as: teachers’ inadequate knowledge of sexuality issues and limited skills for addressing these topics; occasional educational content that does not match students’ concerns and needs; as well as resistance from parents and educational authorities [ 22 ]. Given these problems, it is important to support initiatives for sexual education among adolescents and measure their results. This article aims to assess the knowledge of public secondary school teachers in Morelos, Mexico who received sexual education training and estimate the effect of counseling on students’ sexual behavior.

Materials and methods

Description of the intervention.

The training model is based on best practices for a Comprehensive Sexuality Education. CSE is built on a framework of rights; it aims to provide adolescents with knowledge, skills, attitudes and values that allow them to enjoy their physical and emotional sexuality on an individual level and in their relationships. CSE views sexuality in a holistic manner, as an integral part of adolescents’ emotional and social development. It recognizes that information alone is not enough; sexual education should provide the opportunity to acquire essential life skills and develop positive attitudes and values towards sex [ 23 ]. CSE was implemented in Mexican public schools in two stages. The first focused on teachers and the second on students.

The first stage consisted of two phases. In the first phase, we defined objectives, designed the content and prepared evaluation instruments. In the second phase, teachers were invited to participate in training through the Institute of Basic Education of the State of Morelos (IEBEM). The training workshop was held to improve teachers’ knowledge and skills in CSE for adolescents. The workshop lasted 3 days and focused on four theoretical-methodological axes, which are defined by the following concepts and content: 1) Gender perspective, which distinguishes the differential characteristics, attitudes and behaviors that society attributes to men and women that must be recognized in order to achieve equity [ 24 ] (Gender and its expressions in the community, expectations and life-plans, gender inequalities, empowerment, assertive communication); 2) Adolescence and sexuality, which refers to the period of life between 10 and 19 years when sexuality is explored [ 25 ] (sexual debut, mythos in sexuality, sexually transmitted infections, Internet and appropriate information sources); 3) Teenage pregnancy and responsible sexuality, which refers to pregnancies during ages 10 to 19 and the responsibility that adolescents must assume when exercising their sexuality [ 26 ] (anatomy of pregnancy, implications of teenage pregnancy, sexual self-care); and 4) Teenage contraceptive methods, which focuses on adolescents’ right to know about contraceptive methods and how to use them [ 12 ] (contraceptive methods, advantages and disadvantages). The workshop was developed using participatory and innovative methodology with a Gestalt philosophy that included reflection and discussion of each topic [ 25 ]. On the basis of the teachers’ tacit knowledge (knowledge embedded in the human mind through experience and jobs) [ 26 ] in each theme, a reflective process was carried out and misconceptions and myths were identified. A technique was developed to facilitate teacher-student communication, so that the teacher could learn how to use it and replicate it in class. The workshop facilitators were expert researchers in the subject, knowledgeable about assertive communication skills, and had work experience with teenagers. At the end of the workshop, each teacher was given a kit of materials (electronic folder with the themes developed in the workshop, a flip chart, a poster and leaflets).

The second stage also had two phases. In the first phase, the trained teachers selected the order in which the themes they learned in the workshop (from all four theoretical-methodological axes) would be taught in the classroom (35–40 adolescents from second and third secondary grade). All the topics were addressed in 24 sessions. The methodology employed in each session was diverse, using questions that adolescents proposed and cases that described their sexuality problems, as well as theatrical performances or fairs. Regardless of the technique used, each topic began with a reflection process to recognize positive and negative aspects. Each discussion developed according to the adolescents’ knowledge, while teachers clarified erroneous ideas and myths. To close, teachers and students identified healthy behaviors they should adopt. The teachers covered the themes in the classroom for an average of 8 months, in weekly sessions of 1 h (a total of 24 sessions). In the second phase, the evaluation was performed. At the end of the school year, students who received CES in intervention schools and students from comparison schools were selected to answer a questionnaire. The comparison schools used traditional public-school sex education (TSE) [ 27 ], which is requiered for all students in all schools in Mexico. Exceptions are only made for students whose parents have requested exemption due to cultural or religious reasons. The themes in the school curriculum are adjusted according to grade level, although the topics are discussed at the teacher’s discretion. Classes are usually given 1 h a week for an average of 8 months. The themes are oriented towards the anatomy of sexual organs and the use of contraceptives.

Population and sample

The intervention was designed for teachers and students in second and third grade in public secondary schools in Morelos, Mexico. It was carried out during October 2015–June 2016. For the intervention, 45 schools were randomly selected and 45 for comparison schools. Technical secondary schools are similar to general secondary schools; however, technical secondary emphasizes technological education, according to the economic activity of each region (agriculture, fishing, forestry or services), both in rural and urban communities. Tele secondary is an educational option for communities of less than 2500 inhabitants.

To participate in training of CSE, two teachers who taught sex education were randomly selected from each intervention school. The sample of students who received training in CSE was estimated at 693 (from 3540 students in intervention schools) and for students who received TSE, 738 (4329 students from comparison schools). The questionnaires were answered by randomly selected students in both intervention and comparison schools (Fig.  1 ).

Selection of the study population

For teachers, the outcome was knowledge of comprehensive sexuality education, which includes knowledge of gender, adolescence, pregnancy prevention, contraceptive use and sexually transmitted diseases. For adolescents, the outcome was sexual debut, which was measured by self-report of their first sexual intercourse.

Evaluation design

The change in the knowledge of the trained teachers was evaluated before and after the workshop. We used the questionnaire by the Mexican Foundation for Family Planning, made up of 22 questions [ 28 ]. It explored the perspective of gender equality, adolescence and sexuality, teenage pregnancy, responsible sexuality and contraceptive methods. Additionally, it included sociodemographic information like age, sex, the teacher’s main duty (teaching, principal or assistant principal), and type of school (general, technical or tele secondary). The answers to the questions were multiple choice and only one answer was correct; where 0 = incorrect and 1 = correct. The score obtained by each teacher was transformed into a 10-point scale; the score for each methodological axis was multiplied by 10 and divided by the maximum possible score of each methodological axis. To estimate the global score, we added up the scores obtained in all methodological axes, multiplied by 10 and divided by the maximum possible score (twenty two). We classified the score between 0 and 5 as: inacceptable, 5.1–6: regular, 6.1–7: acceptable, 7.1–8: very acceptable, and 8 or more: excellent.

For students, to estimate the effect of CSE, we measured sexual debut as 0 = if the first sexual intercourse occurred more than 6 months prior to the time of answering the questionnaire and 1 = if the first sexual intercourse occurred less than 6 months prior. We applied a questionnaire with 20 items that included sociodemographic variables and explored their reproductive knowledge (gender differences, ITS, Knowledge of contraceptive methods, social effect of pregnancy) and sexual behavior (sexual debut, use of contraceptive in the first and last sexual interaction). The questions to explore reproductive knowledge were multiple choice, e.g. what is the recommended method that provides double protection against pregnancy and sexually transmitted infections? 1 = Abstinence, 2 = Intrauterine device, 3 = Condom, 4 = Hormonal method 5 = I don’t know. The questions to explore sexual behavior were dichotomous, e.g. did you use contraceptive methods during your sexual interaction? 1 = yes 2 = not. The instrument was applied at the end of the school year to both intervention and comparison schools after they had received orientation and counseling in sexual education.

Data collection

Teachers answered the self-administered questionnaire electronically on a computer provided by the research team before and after the workshop. At the end of the school year, the students received the questionnaire in their e-mails. After answering it, their responses were linked to the google docs platform. The questionnaires from teachers and students were answered anonymously.

Analysis of information

Teachers’ overall knowledge was estimated with the sum of correct answers. The average level of knowledge about the four theoretical-methodological axes was also estimated. Descriptive statistics were estimated for all study variables (percentages, means, medians and confidence intervals). To analyze differences by sex, the Cohen Chi 2 test was used. To estimate the change in teacher knowledge, the paired Student t-test was used when the scores presented a normal distribution. The Wilcoxon rank sum test for paired data was used when the distributions did not have a normal distribution. We fit a Generalized Estimation Equations model with mixed effects to analyze the characteristics associated with the change in the overall rating. The model was adjusted considering the effect of conglomerates at the school level.

Sociodemographic information, knowledge and reproductive behavior was reported for students. To compare the percentages between intervention and non-intervention schools, the Cohen Chi 2 statistic was used. We fit a logistic regression model using sexual debut as the dependent variable and used age, sex, school grade and type of school as covariates. Robust variance estimators were calculated by adjusting for the cluster effect at the school level.

Ethical considerations

The Ethics and Research Committee of the National Institute of Public Health of Mexico (record number 767) approved this project and authorized verbal informed consent for all informants. Therefore, we requested verbal consent from teachers, parents of minors (under the age of 18), and adolescents. Only those informants who freely agreed to participate were included in the study.

Effect of the intervention on teachers

Of the 89 teachers who attended the CES training workshop, 84% (75) participated in both measurements (before and after). The teachers came from 26 municipalities in the state. 36% (27) were women, the mean age was 49 ± 9.9 years and 63% (46) were between 40 and 59 years old. 66% of the teachers worked in general secondary schools and 62.7% (47) were Directors or Deputy Directors who also worked as counselors in sex education in the schools (Table  1 ).

Table 2 shows the scores that the teachers obtained before and after the workshop. Overall, their score before the workshop was 5.1 and afterwards, it was 6.1 out of a total of 10 points. An increase of 0.8 points ( p  < 0.001) was observed in the unadjusted model and 0.9 when the model was adjusted by age, sex, type of school and teacher duties. In general, teachers’ knowledge of adolescence and sexuality, adolescent pregnancy and responsible sexuality and contraceptive methods improved after their participation in the workshop, both in the unadjusted and in the adjusted analysis. ( p  < 0.007).

Effect of the intervention on students

A total of 1205 students (650 in intervention group and 555 in comparison group) were included to assess the effect of the CSE intervention. The median of age of adolescents in the intervention group was 13.4 and for adolescents in the comparison group, it was 13.8. However, a greater percentage of younger adolescents was observed in the intervention group. Regarding the school grade in the intervention group, there was a higher percentage of students in the second grade, while in the comparison group there was a higher percentage of students in the third grade. Finally, in the intervention group, the majority of the participants were in general secondary schools and in the comparison group, in technical secondary schools (Table  3 ). 89.4% of students in the intervention group vs. 81.1% in the comparison group responded that they received pregnancy prevention advice. Regarding the effects of pregnancy on adolescents, 84.5% of participants in the intervention group reported they would consider dropping out of school in case of pregnancy and in the comparison group, 79.1%. About 2% of participants in the intervention group reported their sexual debut was (on average) at 14.1 ± (1.5) years, while in the comparison group 5.4% started their sexual debut at 13.1 ± (0.7) years; these differences were statistically significant ( p  < 0.01) (Table 3 ).

With respect to the place where they got a contraceptive method, 38.4% (462) of the adolescents reported that they could only acquire them in health centers, 24.8% (299) in pharmacies, 32.4% (390) in health centers and pharmacies, and the remaining (4.4%) obtained contraceptive methods at school, with their parents, with their partner, or they did not specify. There were no statistically significant differences between the comparison and intervention group. 83.3% of participants used a contraceptive method in their last sexual relation in the intervention group and in the comparison group, it was 58.3%.

The ratio of data of the SD as an indicator of reproductive risk was estimated (Table  4 ). It was found that students in the comparison group had a higher risk of starting sex life earlier compared to the intervention group (OR = 4.7).

Results from the evaluation of the CSE training model demonstrated that teachers who participated in the workshop increased their knowledge of sexual education. Among the students, there was a significant reduction in SD among those who received sex education from the teachers in the intervention schools vs. the students from the schools in the comparison group.

To strengthen sex education in schools, teachers should be trained in CES to promote adequate knowledge of adolescent sexual health and facilitate teacher-student interactions [ 29 ]. It has been documented that sex education in schools in Mexico focuses on a biological approach and that CSE is not sufficiently and adequately addressed in the curricula, plus a lack of teacher training [ 27 ]. The Kirby study showed that many issues related to SD in adolescents are not covered by the teacher in the classroom, which is why training is needed to prepare teachers as facilitators in sex education [ 17 , 30 ]. Currently, traditional and conservative norms and pedagogical practices are imposed in school sex education programs [ 17 ]. Implementing sexuality-related educational strategies with adolescents through teachers is a challenge [ 31 ].

Several studies have shown that school training interventions that improve teachers’ skills in sexual health maximize the effectiveness of interactions with their students. These interventions have shown results in reducing risky sexual behaviors and preventing teenage pregnancy [ 32 ]. Furthermore, CSE is effective in influencing adolescents’ decisions, such as delaying sexual debut [ 23 ]. Therefore, training teachers in sex education is a strategy that is recommended worldwide, but its development and implementation is still limited [ 33 ]. It is interesting to note that the training offered to teachers in this intervention included topics related to STIs and showed positive results in their knowledge improvement, despite the short period of training. These results could be attributed to the use of a reflective methodology and the teacher’s recovery of tacit knowledge, which they could have applied to the subject [ 34 ]. It is also important to highlight that young people identify different actors to meet their reproductive health needs; from parents as confidants in courtship issues, to doctors for sexuality problems (sexual impotence and pregnancy), and to teachers as counselors in sexuality issues [ 35 ].

Likewise, the evidence shows that STIs occur at an earlier age and that the risk perception is non-existent for adolescents [ 36 ]. Therefore, it exposes adolescents to having a greater number of sexual partners which is associated with unsafe sexual practices and carries greater risks of contracting STIs [ 37 , 38 ]. It also exposes them to an unplanned pregnancy that forces them to take responsibility for the care of a child and alters their personal development plans [ 34 ]. The results of this study show that adolescents who receive adequate counseling on sexuality will delay SD. Similar studies show that for the programs to be effective and achieve the expected result in sexual behavior, they must address issues related to pregnancy prevention, STIs, HIV / AIDS, encourage contraceptive use and provide tools to cope with peer pressure [ 39 ]. These topics were extensively developed in the training model with the teachers of the intervention schools.

The main limitation of this study lies in the design of the evaluation. The ideal effect evaluation design should include before and after measurements of teachers and students in both the intervention and comparison groups. For budgetary reasons, it was not possible to fully implement this design, so the evaluation in teachers was limited to before-after measurements only performed in the group of teachers who received the training. The other limitation is that we do not evaluate teachers’ knowledge and skills in CSE at the end of the school year. It is likely that these skills improved, since they had to review the information in order to teach the themes to their students. In the students, a cross-sectional measurement was conducted after the CSE implementation in the intervention and comparison schools. Although schools were randomly selected for both the intervention and comparison groups, there were differences in the types of schools included in each group. Additionally, we cannot rule out that other events outside the intervention (social networks and internet use that were not measured in the study) may have influenced the increase in knowledge. It could also be argued that the differences between intervention and comparison groups (in the case of students) are due to differences in their characteristics. In the case of the students, the analysis was adjusted by characteristics (age, sex and schooling and type of school) to control the effect that the differences between the groups could have. It is possible that students in secondary schools have a greater interest in continuing their studies than those in technical secondary schools and tele schools. They may place more importance on staying in school because it is an important part of their future life plans [ 27 , 40 , 41 ]. Finally, we do not know if teachers and students from the schools that participated in the intervention shared materials with teachers and students from the comparison schools.

Conclusions and recommendations

Training teachers in issues related to comprehensive sexuality through participatory and reflexive methodology strengthens their knowledge and skills to transmit information to their students in an appropriate manner. In this study, students who received information from teachers who were trained in CSE used more contraceptive protection and delayed SD [ 27 , 29 ]. Consequently, in light of the results presented, we recommend that schools develop innovative and attractive sex education programs for adolescents as they are ideal settings to implement responsible sexuality programs for this population. Therefore, teachers must be continuously trained in innovative methodology to become sexual education counselors and help students reduce their sexual risk behaviors [ 28 , 32 ].

Availability of data and materials

The datasets generated and/or analyzed during the current study are not publicly available since we made an agreement with the Institute of Basic Education of the State of Morelos not to publish the database for free access. It will be used only for academic purposes. For this reason, the data are available from the corresponding author on reasonable request .

Abbreviations

Acquired Immune Deficiency Syndrome

Comprehensive sexuality education

National Strategy for the Prevention of Adolescent Pregnancy

Human Immunodeficiency Virus

Institute of Basic Education of the State of Morelos

Organization for Cooperation and Development Economic

• Sexual debut

Sexually transmitted infection

Traditional sex education

World Health Organization

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Acknowledgements

To the Institute of Basic Education of the State of Morelos for its interest and support of the Integral Education training project in its public schools.

This study was supported by Consejo Nacional de Ciencia y Tecnologia (CONACYT) México, Distrito. Federal [grant number 233761]; 30/1/2015.

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MRV, EMF, JAR conceptualized the research; MRV and EMF analyzed the data; MRV, JAR and GRG conducted data analysis and interpretation; MRV, JAR, EMF and JMR and TGV critically revised the article; MRV, JAR and EMF supervised; MRV, EMF, JAR, JMR, TGV, GRG, and JMR drafted the article and approved the final version. The author(s) read and approved the final manuscript.

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The Ethics and Research Committee of the National Institute of Public Health in Mexico (record number 767) approved this project and authorized verbal informed consent for all informants. The use of verbal informed consent was suggested by the Institute of Basic Education of the State of Morelos. They recommended that mothers authorize their children’s participation orally because many have poor reading habits and/or they could be apprehensive about signing documents. In addition, to avoid differences in how the research was implemented, they suggested using verbal consent for all informants. Therefore, we requested verbal consent from teachers, parents of minors (under the age of 18), and adolescents.

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Ramírez-Villalobos, D., Monterubio-Flores, E., Gonzalez-Vazquez, T.T. et al. Delaying sexual onset: outcome of a comprehensive sexuality education initiative for adolescents in public schools. BMC Public Health 21 , 1439 (2021). https://doi.org/10.1186/s12889-021-11388-2

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Comprehensive sexuality education: For healthy, informed and empowered learners

Did you know that only 37% of young people in sub-Saharan Africa can demonstrate comprehensive knowledge about HIV prevention and transmission? And two out of three girls in many countries lack the knowledge they need as they enter puberty and begin menstruating? Early marriage and early and unintended pregnancy are global concerns for girls’ health and education: in East and Southern Africa pregnancy rates range 15-25%, some of the highest in the world. These are some of the reasons why quality comprehensive sexuality education (CSE) is essential for learners’ health, knowledge and empowerment. 

What is comprehensive sexuality education or CSE?

Comprehensive sexuality education - or the many other ways this may be referred to - is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that empowers them to realize their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and understand and ensure the protection of their rights throughout their lives.

CSE presents sexuality with a positive approach, emphasizing values such as respect, inclusion, non-discrimination, equality, empathy, responsibility and reciprocity. It reinforces healthy and positive values about bodies, puberty, relationships, sex and family life.

How can CSE transform young people’s lives?

Too many young people receive confusing and conflicting information about puberty, relationships, love and sex, as they make the transition from childhood to adulthood. A growing number of studies show that young people are turning to the digital environment as a key source of information about sexuality.

Applying a learner-centered approach, CSE is adapted to the age and developmental stage of the learner. Learners in lower grades are introduced to simple concepts such as family, respect and kindness, while older learners get to tackle more complex concepts such as gender-based violence, sexual consent, HIV testing, and pregnancy.

When delivered well and combined with access to necessary sexual and reproductive health services, CSE empowers young people to make informed decisions about relationships and sexuality and navigate a world where gender-based violence, gender inequality, early and unintended pregnancies, HIV and other sexually transmitted infections still pose serious risks to their health and well-being. It also helps to keep children safe from abuse by teaching them about their bodies and how to change practices that lead girls to become pregnant before they are ready.

Equally, a lack of high-quality, age-appropriate sexuality and relationship education may leave children and young people vulnerable to harmful sexual behaviours and sexual exploitation.

What does the evidence say about CSE?

The evidence on the impact of CSE is clear:

• Sexuality education has positive effects, including increasing young people’s knowledge and improving their attitudes related to sexual and reproductive health and behaviors.
• Sexuality education leads to learners delaying the age of sexual initiation, increasing the use of condoms and other contraceptives when they are sexually active, increasing their knowledge about their bodies and relationships, decreasing their risk-taking, and decreasing the frequency of unprotected sex.
• Programmes that promote abstinence as the only option have been found to be ineffective in delaying sexual initiation, reducing the frequency of sex or reducing the number of sexual partners. To achieve positive change and reduce early or unintended pregnancies, education about sexuality, reproductive health and contraception must be wide-ranging.
• CSE is five times more likely to be successful in preventing unintended pregnancy and sexually transmitted infections when it pays explicit attention to the topics of gender and power
• Parents and family members are a primary source of information, values formation, care and support for children. Sexuality education has the most impact when school-based programmes are complemented with the involvement of parents and teachers, training institutes and youth-friendly services .

How does UNESCO work to advance learners' health and education?

Countries have increasingly acknowledged the importance of equipping young people with the knowledge, skills and attitudes to develop and sustain positive, healthy relationships and protect themselves from unsafe situations.

UNESCO believes that with CSE, young people learn to treat each other with respect and dignity from an early age and gain skills for better decision making, communications, and critical analysis. They learn they can talk to an adult they trust when they are confused about their bodies, relationships and values. They learn to think about what is right and safe for them and how to avoid coercion, sexually transmitted infections including HIV, and early and unintended pregnancy, and where to go for help. They learn to identify what violence against children and women looks like, including sexual violence, and to understand injustice based on gender. They learn to uphold universal values of equality, love and kindness.

In its International Technical Guidance on Sexuality Education , UNESCO and other UN partners have laid out pathways for quality CSE to promote health and well-being, respect for human rights and gender equality, and empower children and young people to lead healthy, safe and productive lives. An online toolkit was developed by UNESCO to facilitate the design and implementation of CSE programmes at national level, as well as at local and school level. A tool for the review and assessment of national sexuality education programmes is also available. Governments, development partners or civil society organizations will find this useful. Guidance for delivering CSE in out-of-school settings is also available.

Through its flagship programme, Our rights, Our lives, Our future (O3) , UNESCO has reached over 30 million learners in 33 countries across sub-Saharan Africa with life skills and sexuality education, in safer learning environments. O3 Plus is now also reaching and supporting learners in higher education institutions.

To strengthen coordination among the UN community, development partners and civil society, UNESCO is co-convening the Global partnership forum on CSE together with UNFPA. With over 65 organizations in its fold, the partnership forum provides a structured platform for intensified collaboration, exchange of information and good practices, research, youth advocacy and leadership, and evidence-based policies and programmes.

Good quality CSE delivery demands up to date research and evidence to inform policy and implementation . UNESCO regularly conducts reviews of national policies and programmes – a report found that while 85% of countries have policies that are supportive of sexuality education, significant gaps remain between policy and curricula reviewed. Research on the quality of sexuality education has also been undertaken, including on CSE and persons with disabilities in Asia and East and Southern Africa .

How are young people and CSE faring in the digital space?

More young people than ever before are turning to digital spaces for information on bodies, relationships and sexuality, interested in the privacy and anonymity the online world can offer. UNESCO found that, in a year, 71% of youth aged 15-24 sought sexuality education and information online.

With the rapid expansion in digital information and education, the sexuality education landscape is changing . Children and young people are increasingly exposed to a broad range of content online some of which may be incomplete, poorly informed or harmful.

UNESCO and its Institute of Information Technologies in Education (IITE) work with young people and content creators to develop digital sexuality education tools that are of good quality, relevant and include appropriate content. More research and investment are needed to understand the effectiveness and impact of digital sexuality education, and how it can complement curriculum-based initiatives. Part of the solution is enabling young people themselves to take the lead on this, as they are no longer passive consumers and are thinking in sophisticated ways about digital technology.

A foundation for life and love

• Safe, seen and included: report on school-based sexuality education
• International Technical Guidance on Sexuality Education
• Safe, seen and included: inclusion and diversity within sexuality education; briefing note
• Comprehensive sexuality education (CSE) country profiles
• Evidence gaps and research needs in comprehensive sexuality education: technical brief
• The journey towards comprehensive sexuality education: global status report
• Definition of Sustainable Development Goal (SDG) thematic indicator 4.7.2: Percentage of schools that provided life skills-based HIV and sexuality education within the previous academic year
• From ideas to action: addressing barriers to comprehensive sexuality education in the classroom
• Facing the facts: the case for comprehensive sexuality education
• UNESCO strategy on education for health and well-being
• UNESCO Health and education resource centre
• Campaign: A foundation for life and love
• UNESCO’s work on health and education

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Overexposed and Under-Prepared: The Effects of Early Exposure to Sexual Content

Is the internet impacting sexual development.

Posted August 13, 2012 | Reviewed by Ekua Hagan

“They grow up so fast,” parents often lament.

Today, children are being sexualized earlier and earlier, in part because they are exposed to sexual material in movies, television, music and other media earlier than ever.

With widespread access to the Internet, curious teens may accidentally or intentionally be exposed to millions of pages of material that is uncensored, sexually explicit, often inaccurate, and potentially harmful.

So what? If kids don’t understand it, how can they be affected by it?

Even if young children can’t understand sex or its role in relationships, the images they see can leave a lasting impression. It’s a basic premise of marketing that what we watch, read, and direct our attention toward influences our behavior. And, as any marketer knows, sex sells. That’s why we see products and services that have nothing to do with sex being marketed in increasingly sexualized ways.

Children as young as 8 and 9 are coming across sexually explicit material on the Internet and in other media. Although research is just beginning to assess the potential damage, there is reason to believe that early exposure to sexual content may have the following undesirable effects:

Early Sex. Research has long established that teens who watch movies or listen to music that glamorizes drinking, drug use or violence tend to engage in those behaviors themselves. A 2012 study shows that movies influence teens’ sexual attitudes and behaviors as well. The study, published in Psychological Science , found that the more teens were exposed to sexual content in movies, the earlier they started having sex and the likelier they were to have casual, unprotected sex.

In another study, boys who were exposed to sexually explicit media were three times more likely to engage in oral sex and intercourse two years after exposure than non-exposed boys. Young girls exposed to sexual content in the media were twice as likely to engage in oral sex and one and a half times more likely to have intercourse. Research also shows that teens who listened to music with degrading sexual references were more likely to have sex than those who had less exposure.

Why are teens more likely to have sex after being exposed to sexual content in the media? Just as we read specific books and show educational movies to our children in hopes that they learn lessons from the characters, the media provides a type of sex education to young people. Media messages normalize early sexual experimentation and portray sex as casual, unprotected and consequence-free, encouraging sexual activity long before children are emotionally, socially or intellectually ready.

High-Risk Sex. The earlier a child is exposed to sexual content and begins having sex, the likelier they are to engage in high-risk sex. Research shows that children who have sex by age 13 are more likely to have multiple sexual partners, engage in frequent intercourse, have unprotected sex, and use drugs or alcohol before sex.

In a study by researcher Dr. Jennings Bryant, more than 66 percent of boys and 40 percent of girls reported wanting to try some of the sexual behaviors they saw in the media (and by high school, many had done so), which increases the risk of sexually transmitted diseases and unwanted pregnancies.

Sex, Love, and Relationship Addictions. Not every child who is exposed to sexual content will struggle with a mental health disorder, but research shows that early exposure to pornography is a risk factor for sex addictions and other intimacy disorders.

In one study of 932 sex addicts, 90 percent of men and 77 percent of women reported that pornography was a factor in their addiction . With the widespread availability of explicit material on the Internet, these problems are becoming more prevalent and are surfacing at younger ages.

Sexual Violence . According to some studies, early exposure (by age 14) to pornography and other explicit material may increase the risk of a child becoming a victim of sexual violence or acting out sexually against another child. For some people, habitual use of pornography may prompt a desire for more violent or deviant material, including depictions of rape, torture or humiliation . If people seek to act out what they see, they may be more likely to commit sexual assault, rape or child molestation.

Preserving Our Children’s Youth

Early exposure to sexual content in the media may have a profound impact on children’s values, attitudes and behaviors toward sex and relationships. Unfortunately, media portrayals do not always reflect the message parents want to send. Here are a few ways that you as a parent can ensure your message is heard:

• Know what your children are watching, playing and listening to and take advantage of teachable moments to discuss any inappropriate content or behaviors with them.
• Set and enforce limits around screen time .
• Make use of Internet filters and parental controls.
• Share your family’s values and expectations regarding sex and relationships.
• Talk to your child about media representations of sex, relationships, and gender roles and teach them to question the accuracy and intent of the messages they receive.
• Model healthy, respectful relationships and self-worth .

For most families, banning media from the home isn’t a realistic option. After all, most 8- to 18-year-olds devote an average of seven-and-a-half hours to media in a typical day, according to a 2009 study by the Kaiser Family Foundation, and more than half of that content contains sexual images or references. The goal isn’t to avoid the issue, but to approach it head-on so that your children learn about sex and relationships from their most trusted source: you.

Carolyn Ross , M.D, M.P.H. , is an expert in Eating Disorders, Addictions, and Integrative Medicine, and author of The Binge Eating and Compulsive Overeating Workbook

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Post exposure prophylaxis

What does 'exposure' to hiv mean.

• have vaginal sex without a condom with a person who has HIV;
• have anal sex without a condom with a person who has HIV; and
• shared injecting equipment with a person who has HIV.

The Campus-Left Occupation That Broke Higher Education

Elite colleges are now reaping the consequences of promoting a pedagogy that trashed the postwar ideal of the liberal university.

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F ifty-six years ago this week, at the height of the Vietnam War, Columbia University students occupied half a dozen campus buildings and made two principal demands of the university: stop funding military research, and cancel plans to build a gym in a nearby Black neighborhood. After a week of futile negotiations, Columbia called in New York City police to clear the occupation.

The physical details of that crisis were much rougher than anything happening today. The students barricaded doors and ransacked President Grayson Kirk’s office. “Up against the wall, motherfucker, this is a stick-up,” Mark Rudd, the student leader and future member of the terrorist organization Weather Underground, wrote in an open letter to Kirk, who resigned a few months later. The cops arrested more than 700 students and injured at least 100, while one of their own was permanently disabled by a student.

In other ways, the current crisis brings a strong sense of déjà vu: the chants, the teach-ins, the nonnegotiable demands, the self-conscious building of separate communities, the revolutionary costumes, the embrace of oppressed identities by elite students, the tactic of escalating to incite a reaction that mobilizes a critical mass of students. It’s as if campus-protest politics has been stuck in an era of prolonged stagnation since the late 1960s. Why can’t students imagine doing it some other way?

Perhaps because the structure of protest reflects the nature of universities. They make good targets because of their abiding vulnerability: They can’t deal with coercion, including nonviolent disobedience. Either they overreact, giving the protesters a new cause and more allies (this happened in 1968, and again last week at Columbia), or they yield, giving the protesters a victory and inviting the next round of disruption. This is why Columbia’s president, Minouche Shafik, no matter what she does, finds herself hammered from the right by Republican politicians and from the left by her own faculty and students, unable to move without losing more ground. Her detractors know that they have her trapped by their willingness to make coercive demands: Do what we say or else we’ll destroy you and your university. They aren’t interested in a debate.

Michael Powell: The unreality of Columbia’s ‘liberated zone’

A university isn’t a state —it can’t simply impose its rules with force. It’s a special kind of community whose legitimacy depends on mutual recognition in a spirit of reason, openness, and tolerance. At the heart of this spirit is free speech, which means more than just chanting, but free speech can’t thrive in an atmosphere of constant harassment. When one faction or another violates this spirit, the whole university is weakened as if stricken with an illness. The sociologist Daniel Bell, who tried and failed to mediate a peaceful end to the Columbia occupation, wrote afterward:

In a community one cannot regain authority simply by asserting it, or by using force to suppress dissidents. Authority in this case is like respect. One can only earn the authority—the loyalty of one’s students—by going in and arguing with them, by engaging in full debate and, when the merits of proposed change are recognized, taking the necessary steps quickly enough to be convincing.

The crackdown at Columbia in 1968 was so harsh that a backlash on the part of faculty and the public obliged the university to accept the students’ demands: a loss, then a win. The war in Vietnam ground on for years before it ended and history vindicated the protesters: another loss, another win. But the really important consequence of the 1968 revolt took decades to emerge. We’re seeing it now on Columbia’s quad and the campuses of elite universities around the country. The most lasting victory of the ’68ers was an intellectual one. The idea underlying their protests wasn’t just to stop the war or end injustice in America. Its aim was the university itself—the liberal university of the postwar years, which no longer exists.

That university claimed a special role in democratic society. A few weeks after the 1968 takeover, the Columbia historian Richard Hofstadter gave the commencement address to a wounded institution. “A university is a community, but it is a community of a special kind,” Hofstadter said—“a community devoted to inquiry. It exists so that its members may inquire into truths of all sorts. Its presence marks our commitment to the idea that somewhere in society there must be an organization in which anything can be studied or questioned—not merely safe and established things but difficult and inflammatory things, the most troublesome questions of politics and war, of sex and morals, of property and national loyalty.” This mission rendered the community fragile, dependent on the self-restraint of its members.

The lofty claims of the liberal university exposed it to charges of all kinds of hypocrisy, not least its entanglement with the American war machine. The Marxist philosopher Herbert Marcuse, who became a guru to the New Left, coined the phrase repressive tolerance for the veil that hid liberal society’s mechanisms of violence and injustice. In this scheme, no institution, including the university, remained neutral, and radical students embraced their status as an oppressed group.

Charles Sykes: The new rules of political journalism

At Stanford (where my father was an administrator in the late ’60s, and where students took over a campus building the week after the Columbia revolt), white students compared themselves to Black American slaves. To them, the university was not a community dedicated to independent inquiry but a nexus of competing interest groups where power, not ideas, ruled. They rejected the very possibility of a disinterested pursuit of truth. In an imaginary dialogue between a student and a professor, a member of the Stanford chapter of Students for a Democratic Society wrote: “Rights and privacy and these kinds of freedom are irrelevant—you old guys got to get it through your heads that to fight the whole corrupt System POWER is the only answer.”

A long, intricate , but essentially unbroken line connects that rejection of the liberal university in 1968 to the orthodoxy on elite campuses today. The students of the ’68 revolt became professors—the German activist Rudi Dutschke called this strategy the “long march through the institutions”—bringing their revisionist thinking back to the universities they’d tried to upend. One leader of the Columbia takeover returned to chair the School of the Arts film program. “The ideas of one generation become the instincts of the next,” D. H. Lawrence wrote. Ideas born in the ’60s, subsequently refined and complicated by critical theory, postcolonial studies, and identity politics, are now so pervasive and unquestioned that they’ve become the instincts of students who are occupying their campuses today. Group identity assigns your place in a hierarchy of oppression. Between oppressor and oppressed, no room exists for complexity or ambiguity. Universal values such as free speech and individual equality only privilege the powerful. Words are violence. There’s nothing to debate.

The post-liberal university is defined by a combination of moneymaking and activism. Perhaps the biggest difference between 1968 and 2024 is that the ideas of a radical vanguard are now the instincts of entire universities—administrators, faculty, students. They’re enshrined in reading lists and codes of conduct and ubiquitous clichés. Last week an editorial in the Daily Spectator , the Columbia student newspaper, highlighted the irony of a university frantically trying to extricate itself from the implications of its own dogmas: “Why is the same university that capitalizes on the legacy of Edward Said and enshrines The Wretched of the Earth into its Core Curriculum so scared to speak about decolonization in practice?”

A Columbia student, writing to one of his professors in a letter that the student shared with me, explained the dynamic so sharply that it’s worth quoting him at length:

I think [the protests] do speak to a certain failing on Columbia’s part, but it’s a failing that’s much more widespread and further upstream. That is, I think universities have essentially stopped minding the store, stopped engaging in any kind of debate or even conversation with the ideologies which have slowly crept in to every bit of university life, without enough people of good conscience brave enough to question all the orthodoxies. So if you come to Columbia believing in “decolonization” or what have you, it’s genuinely not clear to me that you will ever have to reflect on this belief. And after all this, one day the university wakes up to these protests, panics under scrutiny, and calls the cops on students who are practicing exactly what they’ve been taught to do from the second they walked through those gates as freshmen.

The muscle of independent thinking and open debate, the ability to earn authority that Daniel Bell described as essential to a university’s survival, has long since atrophied. So when, after the October 7 Hamas attack on Israel, Jewish students found themselves subjected to the kind of hostile atmosphere that, if directed at any other minority group, would have brought down high-level rebukes, online cancellations, and maybe administrative punishments, they fell back on the obvious defense available under the new orthodoxy. They said that they felt “unsafe.” They accused pro-Palestinian students of anti-Semitism—sometimes fairly, sometimes not. They asked for protections that other groups already enjoyed. Who could blame them? They were doing what their leaders and teachers had instructed them was the right, the only, way to respond to a hurt.

Adam Serwer: The Republicans who want American carnage

And when the shrewd and unscrupulous Representative Elise Stefanik demanded of the presidents of Harvard and Penn whether calls for genocide violated their universities’ code of conduct, they had no good way to answer. If they said yes, they would have faced the obvious comeback: “Why has no one been punished?” So they said that it depended on the “context,” which was technically correct but sounded so hopelessly legalistic that it led to the loss of their jobs. The response also made nonsense of their careers as censors of unpopular speech. Shafik, of Columbia, having watched her colleagues’ debacle, told the congresswoman what she wanted to hear, then backed it up by calling the cops onto campus—only to find herself denounced on all sides, including by Senator Tom Cotton, who demanded that President Joe Biden deploy the United States military to Columbia, and by her own faculty senate, which threatened a vote of censure.

T he right always knows how to exploit the excesses of the left. It happened in 1968, when the campus takeovers and the street battles between anti-war activists and cops at the Democratic convention in Chicago helped elect Richard Nixon. Republican politicians are already exploiting the chaos on campuses. This summer, the Democrats will gather again in Chicago, and the activists are promising a big show. Donald Trump will be watching.

Elite universities are caught in a trap of their own making, one that has been a long time coming. They’ve trained pro-Palestinian students to believe that, on the oppressor-oppressed axis, Jews are white and therefore dominant, not “marginalized,” while Israel is a settler-colonialist state and therefore illegitimate. They’ve trained pro-Israel students to believe that unwelcome and even offensive speech makes them so unsafe that they should stay away from campus. What the universities haven’t done is train their students to talk with one another.

Unprotected Sex Essay

Unprotected Sex…What is Next? Teens have difficulty grasping the consequences of unprotected sex for themselves, their parents, family members and possibly their unborn child. Unprotected sex among teenagers in El Paso has become an issue seeing as they are not receiving the right information they need to know about sex and how to prevent it, sexually transmitted diseases can be passed on through sexual contact in which can be harmful and be passed on from one person to another, and teen pregnancy and STD’s bring substantial social and economic costs through immediate and long-term impacts on teen parents and their children. Nowadays social media and technology seem to really take a toll on teenagers, the both has impacted teens in a way that it is all they are on. My proposal of fixing this solution is getting the message across through social media and doing presentations at different schools, this will impact teenagers mostly because this is the generation where social media has become a part of their lives. To those with low education about unprotected sex, will pay attention to what is being said, which will be no problem since Google and the internet are there to provide answers to their questions. Lastly, teens do not pay attention to adults in general, but if they listen to what a teen has to say then they will most likely understand, thus a presentation at their school will help them learn more. Those impacted with unprotected sex would be based on the age and

Teenage Pregnancy In Arizona

Over exposure to sexually explicit material is becoming more of the “it” thing to do. With teens being exposed to sex on the internet, television, famous celebrities, and the social media, they are more prone to explore sex and other sexual activities. Even though we cannot watch every move that our teenagers are doing, the best thing we can do is to educate them about the risks of having unprotected sex and all the consequences that are associated with the choice to have unprotected sex. The relationship between teens and their parents can be summed up in two categories; either a great communication relationship, or a lack of communication between the teen and their parents. The teen who has a great communication relationship with their parents will feel comfortable talking to their parent about any sexual encounters and possibly getting the help they will need such as Oral Contraception Pills to avoid pregnancy. But, what about the teen that doesn’t have such a great communication relationship with their parents? These teens could be the ones that are getting pregnant which could be avoided with the correct use of Oral Contraception Pills. A suggested solution to this could be selling an FDA approved Oral Contraception Pill over the counter for easy access to the teen where she can take for herself in the privacy and comfort of her own privacy without the

Texas Safe Sex Education

Multiple factors influence the rate of teen pregnancy. Some of the most important factors influencing pregnancy rates are socioeconomic status, education, and family income. With low socioeconomic status and income, parents may not always be present in their children’s lives in order to educate them on sex. School districts, then, take on the responsibility to educate teenagers on sexual intercourse and safe practices, but some fail. Stanger-Hall, K. F., & Hall, D. W. provided statistics showing that while many schools push abstinence-only programs, they show little to no positive impact on preventing teen pregnancies (Stanger-Hall, K. F., & Hall, D. W. (n.d.)). While abstinence may work for some, it is not realistic to believe that all teens will abide by it. Teens need a comprehensive sexual education with emphasis on safe sex practices, which is where Be Safe, Not Sorry comes into play. The comprehensive program will cover all

Birth Control Debate

We have all heard the stories about the rise in teenage pregnancies, girls dropping out of school to care for their newborns, and even those who get pregnant on purpose. This new trend is everywhere. Most parents fail to have the “talk” with their children and are left without the proper education regarding sex until its too late. With the current rates of teenage pregnancy correlated with the current rates of spreading epidemics of STD’s and HIV/AIDS, steps should be taken in an effort to aid the situation. Schools are a main source of information and education for teens, and are in a unique position that can provide adolescents with knowledgeable skills and understanding that promote sexual health. With consistent speculation surrounding

How To Use Birth Control Pills In Schools

Our generation of teens has become too prone of sexual activity with less worry of the consequences it comes along with. Most teenagers, ages 15 through 19, are sexually active, approximately 30 percent being of the ages 15 and 16. Many young teens have not been exposed to all the repercussions, such as risk of pregnancy and STDs, that sex can result in. Our schools need to provide better sex education courses and require students to receive credit in them.

To What Extent Does Access To Condoms Prevent Teenage Pregnancy

The more education a teen has on sex and teen pregnancy, the less likely they are to become a mother or father at the age of sixteen or younger. Most churches and doctor offices normally give out goodie bags to teens. These goodie bags are normally filled with male or female condoms, coupons, and lots of informational pamphlet’s. These goodie bags are not only useful but very convenient for teens who don’t have a lot of time and feel like sitting in a two sex education class is torture. Also when giving out condoms doctor offices and many other places try their best to give teens a very quick education tips and lessons on teen pregnancy, STI’s and the pros and condoms about using condoms. They do this not to scare teens but to provide teens with the necessary and proper education to protect themselves and prevent some of the negative outcomes that happen when you have unprotected sex. Some of these pamphlets also provide statistics, teen pregnancy rates and sex educated teens versus non educated teens. Over the years this education has been deemed very useful because today there is a significant decrease in teen

Birth Control Teenagers

Many believe that making the contraceptive available to teenage sends the wrong message and promotes promiscuity among teenagers. Teens should be better informed of options and will possibly make better decisions with adequate education regarding contraceptives and what they prevent. Advocates for youth states “Evaluations of comprehensive sex education and HIV/ STI prevention programs show that they do not increase rates of sexual initiation, do not lower the age at which youth initiate sex, and do not increase the frequency of sex or the number of sex partners among sexually active

The Pregnancy And Sexual Transmitted Disease ( Std ) Rates Among Adolescent Become Nonexistent

We all want to see pregnancy and sexual transmitted disease (STD) rates among adolescent become nonexistent. But each year twelve million unfortunate adolescent contract in STD and more than one million teenage girls become pregnant (IDPH). Therefore, the government pushes abstinence-only programs on adolescent in hopes that this would be the solution to this difficult problem. Unfortunately, these programs do very little to stop the increasing rates, but now have only pushed teens to continue in their sexual behaviors, along with denying them the tools to properly protect themselves. Even though research has disproven that abstinence-only programs work, comprehensive programs are still not being used in school. This is because there is an

Essay on Abstinence-Only Sex Education does work.

• 3 Works Cited

Teenage sexual activity has sparked an outcry within the nation. With such activity comes a high price. Studies have shown that there has been a significant rise in the number of children with sexually transmitted diseases (STDs), emotional and psychological problems, and out-of-wedlock childbearing. Sex has always been discussed publically by the media, television shows, music and occasionally by parents and teachers in educational context. Teens hear them, and as the saying goes, “monkey see, monkey do”, they are tempted to experiment with it. Therefore, it is important for every teenager to be aware of the outcome associated with premature-sex. If students are educated about the impact of

The Consequences Of Unprotected Sex

I think yes, but not everything was able to be included about these issues. It shows the experiences that could happen to an average teenager if they have unprotected sex. Showing it’s not exactly the best thing to have sex at the age of 16. It can be both responsible, and irresponsible to be pregnant at a very young age. Meaning, it’d be irresponsible to have unsafe, or unprotected sex, without considering or knowing the consequences it can have on your life. In spite of the fact that it can also be a responsible choice, IF, you have already been planning this (for good reasons), and you are entirely ready to raise a child of your own, or you would be knowing what to do after the event of childbirth, Which I would be doubting, since at that age, you would most likely be having an education.

Sex Education And Public Schools Essay

In this paper I will address virginity, first sexual experiences, sex education in public schools, and abortion. The first two topics, virginity and first sexual experiences, coming from a personal perspective as well as some credible sources. I will also include the historical aspects of virginity, the creation and use of the concept, and why it’s in our society. The last topic is my concern for the lack of sex education in public schools and mentioning the harm of abstinence only sex education and the importance to provide comprehensive education for our youth for protection and lifelong sexual satisfaction. I will also include my experience with sex education and how limited or censored topics can be detrimental to children by second-guessing their understanding of necessary and critical sexual information.

Persuasive Essay On Sex Education

As we all know the rate our world is Reproducing new children everyday, And our population is always increasing and only growing more and more. Our world is heavily over populated and we are not doing anything about it. Not only are we not inforcing to protect or family and loved ones from harm due to the sick individuals in our world today but we are setting them up for failure as well. STDs are not a game to mess with, when I attended elementary school sex education was talked about once and only once when I was about 10. Who at the age of ten will remember any of that information? Which I did not, unfortunately. One-third of 15-year-old girls say that neither of their parents has talked to them about how pregnancy occurs; about half say neither parent has discussed contraception or STDs. How true is that. And Teen childbearing is a much-studied, confounding public policy topic that is closely associated with a multitude of social issues, including persistent poverty, school failure, child abuse and neglect, health and mental health issues. Younger teens are often uninformed about how to make a child. Only 10 states have sex ed class with clear messages about contraception at the junior high school level; only Iowa includes material about contraception at the elementary school level. My school sure as heck did not! We can not rely on the technology or time to try and help us find a solution to our problem we need to help ourselves and our children now by preventing it now

Sex Education : Why It 's Important

Plenty of us, if not all, will agree that as hormones run rampant and curiosity grows even bigger, teenagers and young adults alike will partake in sexual activities as a way to explore their own newfound needs and desires. Though this may be what many enjoy doing, it does come with its own consequences. Regardless of age, sex can definitely result in a multitude of burdens including unwanted pregnancies, as well as various STDs and HPVs (HIV/AIDS, Hepatitis, Herpes, Gonorrhea, Chlamydia, etc) and other negative consequences. With an astounding lack of proper information regarding sex education, it is no wonder that this is an epidemic. It is obvious that this occurs in a growing number of teens in America, so the question lies; what is being done about informing others about sex? Why is it these teenagers face dilemmas, all which shouldn’t affect them at their age? How said information was received is also something worth asking about. Besides their own peers, and maybe their parents if they dare discuss it with them, a good majority of what teenagers learn is given at local schools. Sex education is given nationwide, but just how valuable is it? How useful is the information; could it be that what is offered, the way it is distributed a factor in the rise of teen pregnancies and STDs? The consequences of inadequate sex education have dire life-changing events which can cause a huge negative affect on their lifestyle overall. With the

Preventing Teen Pregnancy

Recently, there has been a great deal of controversy about abstinence education in schools. Proponents of this type of sex education insist that it is the only way to reduce the teen pregnancy rate and that including information about birth control will 'confuse' the pro-abstinence message. As a teen, I beg to differ with this simplistic characterization of how teens make decisions.

Sex Education Essay

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Two drastic Emergency Room cases were handled in 1998 at Mary Washington Hospital. Concerned mothers brought their 12 year old daughters into the hospital thinking they were suffering from severe stomach pain or even appendicitis…both girls were actually in labor (Abstinence, 2002). The United States has the highest teen pregnancy, birth, and abortion rates in the Western world (Planned Parenthood, 2003). Are teens getting enough knowledge on sex and how to prevent STDs and unwanted pregnancies? Another heartbreaking statistic is that teenagers have the highest rate of STDs of any age group, with one in four young people contracting an STD by the age of 21 (Sex-Ed Work, 2003). Is sex education really working in school?

Essay on Unsafe Sex

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This plan/proposal will be directed at youths ranging from 12-18. It is not gender specific and covers all demographics. The subjects are presumably healthy and well-adjusted individuals except they are participating in a risky sexual practice. The behavior in question is the undertaking of unprotected homosexual or heterosexual consensual sex. There is a host of issues that stem from this action including sexually transmitted diseases, HIV/AIDS, and unwanted teenage pregnancy. The statistics of these issues are increasing among this demographic of individuals. Children are having unprotected sex and are infecting each other with STD’s, HIV/AIDS and are getting pregnant. This not only hurts the individuals but it is

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