activities for sexuality education

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All Activities

Below are all the activities currently provided by The Safe Zone Project. Everything here is yours to download, customize, and freely use.

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Ace Inclusivity

A lecture to help participants become more aware of and sensitive to asexuality.

Anonymous Q&A

This activity creates the opportunity to for participants to ask what they are most interested in with anonymity.

Changing Perspective

This tiny activity demonstrates how changing your perspective can make something look completely different!

Coming Out Story

An experiment in empathizing with a hypothetical person’s experiences, struggles, and setbacks with the lifelong process that is coming out.

Core Vocabulary

This activity focuses in on the essential vocabulary and LGBTQ terminology relating to gender and sexuality.

Demystifying Coming Out

A handout (and handy activity) for demystifying coming out as well as some easy do and don’ts when it comes to supporting someone’s coming out process.

F(earfully) Asked Questions

Creating an opportunity for people to ask the questions they’re afraid to ask — with less risk.

First Impressions of LGBTQ People

An activity that will provides an opportunity for participants to reflect on their first understandings and assumptions of LGBTQ individuals.

First Impressions of Trans* People

Activity for participants to reflect on their early lessons and impressions of trans* people and identity.

Genderbread Person

Using the Genderbread Person as a guide, the activity leads participants to understand the important difference between gender, sex, and sexual orientation.

Group Norms

Set your training up for success by beginning with shared group expectations.

Identity Signs

This activity focuses on what are our salient identities in particular circumstances. How do our different identities intersect, interact, and affect our daily lives.

Identity Time

An activity that provokes reflection on the different aspects of your life that would be altered if you identified with a different sexuality or gender identity.

Introductions

An essential component to any workshop, intros are when participants learn a little bit about you, and you a little bit about them.

LGBTQ Umbrella

A mini explanation of queer, LGBTQ. A useful place to start helping folks separate genders from sexualities.

Participant Feedback

How to get feedback from your participants! Guaranteed.

Privilege for Sale

This activity helps participant investigate privilege by inviting them to identify what privileges they find personally important.

Privilege for Sale & Coming Out Handout

This combo activity invites participants to deeply engage with privilege and segues into a conversation about the coming out process.

An opportunity for participants to work through how they would handle particular situations regarding gender, sexuality and LGBTQ issues.

Self-Feedback

The best way to get better.

Vocabulary Extravaganza

An activity to get to know common (and some less common) LGBTQ related vocabulary!

Wrap Up & Feedback

To make the biggest impact it’s important to stick the ending.

Your Stereotypical Life Story

Highlighting the pervasiveness of stereotypes, as well as their inability to accurately tell individuals’ stories

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• Sexual Health Education
• Understanding Your Role
• Get Prepared

Instructional Methods

• Teacher Webinars and Workshops
• Ground Rules/Group Agreements
• Curriculum Overview
• Using the Lesson Plans
• Inclusive Language
• Notifying Parents and Guardians
• Health Resources & Guest Speakers
• Comprehensive School Health
• Your Values
• Gender Identity & Expression
• Sexual Orientation
• Technology & Media
• Responding to Student Questions
• Student FAQs
• Submit a Student Question
• Managing Sensitive Issues
• Lesson Plan & Resource Finder
• Differing Abilities
• CALM (10-12)
• Print Resources
• Alberta’s Education Act
• Best Practice Guidelines
• Additional Resources

Students engage when instructional methods emphasize active and experiential learning. Just as in other curriculum areas, using  role play ,  small groups ,  class discussion and  videos  in sexual health education can bring the curriculum to life. It also helps students explore the content and understand how it relates to their own ideas, values and experiences . These activities will often encourage some great conversations and lots of questions. Remember to use ground rules during the session.

Keep All Students Together

Students of all genders should learn about sexual health together. When students in the class learn together, they gain a greater understanding and respect for different perspectives and experiences. This can promote empathy and reduce the potential for teasing, stigma and discrimination.  

Learning about human sexuality together can help students develop the skills and knowledge they need to form healthy relationships . By communicating about sexual health in a mixed-gender groups, students are better prepared for conversations they may have in the future with partners, healthcare providers, or even their own children.

Keeping all students together is safer and more inclusive for students who are trans, non-binary, intersex , or gender non-conforming. Separating students into a ‘boy’s group’ and ‘girl’s group’ for sexual health lessons means that intersex, trans or non-binary students might not get all the information they need, or may force them into outing themselves which can be unsafe. Even if you are not aware of any trans, non-binary or intersex students in your class, keeping everyone together minimizes the potential harms, has benefits for everyone, and sets the tone for inclusion.

Students of all genders learn together for every other subject at school. Keeping the same students together for sexual health lessons normalizes learning about sexuality and sexual health. It also reduces the misinformation that can be spread when students in the same class hear different messages because they are not taught the same information.

If students are reluctant to ask questions in a mixed gender group, using an anonymous Question Box allows a safe and private opportunity for students to ask questions. This provides anonymity while ensuring all students hear the answers to questions.

Role play is learning how to best handle a situation by practicing scenarios and trying out different ways to approach them. Acting out scenarios, problems and issues in a safe setting helps develop decision-making skills. Role play improves self-confidence and influences student behaviour in sexual health education. When preparing a scenario, it’s important that the structure emphasizes healthy sexuality and reinforces the basic concepts you want the student to learn. 

• allows students to assume other people’s roles to help them learn and understand another person’s point of view
• allows students to safely explore scenarios and solutions
• tends to motivate students to learn
• promotes and develops critical and creative thinking, attitudes, values and social skills

1. Prepare the role play ahead of time

• use student volunteers in front of the class (the teacher doesn’t have to play a role)
• use partners/small group, with every student playing a role
• use small groups with role players and observers
• model the skill with a scripted role play
• Create a hypothetical problem, situation or event that represents their reality.
• Define the problem, situation and roles clearly.

2. Give clear instructions

• Include a short time limit for partners/groups to plan and rehearse their role play.

3. Act out role plays

• Students follow the procedure outlined by the teacher.
• Unless the teacher is playing a role, it helps if the teacher walks around the room to watch how students are carrying out the role play and coach students who are stuck.
• Students may need to repeat the role play taking different roles or revising their responses.

4. Discussion (small group and whole class)

• Begin by having students talk about the feelings they had during the role play.
• Have students identify the sexual health skills shown during the role play.
• Talk about what makes these skills stronger or weaker (e.g., body language).
• Talk about how this role play is or isn’t similar to real life.
• Talk about ways the student can use these sexual health skills in real life situations.

Alternatives to Traditional Procedure

• Have students write role plays as scripts but don’t act them out.
• Have students write down responses and then role play in front of the class.
• Have students make a list of challenging lines, have a student read the lines to the class then have each student give a response.
• Have students develop and act out plays.

Tips for Using Role Play

• To help build student confidence, try introducing readings before role playing to introduce new knowledge and experiences.
• Begin with fairly easy situations and work up to more challenging ones.
• Remember that some students may feel threatened or self-conscious. Using humour can help make students more comfortable. Using role plays that exaggerate weak responses might break the ice.
• Don’t make the topic so abstract or complex that the student misses the concepts.
• If students find it hard to figure out which skills model positive sexual health behaviours, have them watch successful role models or you could ask them to suggest another way of doing it.
• If trying an exercise that hasn’t been scripted, be sure it’s the right approach for your students’ comfort level.

Role Play Activities E xamples

Grade 9 Lesson 5 Safer Sex : Communicating about Protection Students act out passive, assertive and aggressive responses to different communication scenarios.

CALM Lesson 1 Relationships : Relationship Role Play Students learn and practice skills for building, maintaining and enhancing healthy, positive relationships.

Small Group

Interaction is a powerful learning tool. The cooperation, problem-solving, negotiation and critical thinking skills needed for small group work are also part of the positive sexual health skills that students need to develop.

Advantages of Small Groups

When students work in small groups, they think through an idea, present it to others so that they can understand and often exchange ideas and viewpoints. Students learn faster, remember what they’ve learned better and tend to be more positive about the lesson.

• encourages positive attitudes toward sexual health
• increases self-confidence
• promotes intellectual growth
• adds to students’ personal and social development

There’s no one ‘right’ way to approach small group activities when teaching sexual health. You have to choose models and methods that match your teaching style, your students and the lesson content. Following some basic steps at the beginning will help make the small group activities more effective.

Positive Interdependence

Students need to work cooperatively with everyone in the group and contribute to the goal. You may need to set up an ice breaker before the lesson begins to help make the students more comfortable with the topic.

Social Skills

Small group work means students have to listen to one another, ask questions, clarify issues and re-state their point of view. You’ve been teaching your students these skills through demonstration and instruction all year, when you:

• listen when others speak
• maintain eye contact and positive body language
• encourage and show respect
• speak quietly and without hostility

When teaching sexual health, these skills become extra important. This is because students may cover their embarrassment about the content by acting out poor social skills. Clear and direct ground rules will help students remember to use their social skills when working in their small group.

Group Processing

Just as in many other subject areas, students will have a wide range of reactions to the content. It’s important that students feel safe to share their ideas and know how to disagree respectfully without hurting others. Have students think about the positive ways the group worked together to reach their goal. This helps make the process clearer and improves their cooperative learning skills, and also increases their positive sexual health skills.

Types of Small Group Activities

Think-Pair-Share:  Students work independently to write down thoughts or ideas about a topic and then share these ideas with a partner. Partners ask each other questions to make sure they fully understand.

Jigsaw:  Divide class into groups. Assign each group a separate topic. Everyone in each group must be become an expert on the topic by the end of a given time. Form new groups made up of one member of each original group. ‘Experts’ then share findings from various topics from their original groups with the new group members.

Group Investigations : Students work to produce a group project—they may help select the project.

Circle of Voices:  Students are given a topic and a few minutes to organize their thoughts. Each student has uninterrupted time to speak to their small group. Each student should be assigned the same amount of time and have to stick to it. After everyone has had a turn, the group can talk about the topic. During that time, they’re only allowed to build on what someone else has said, not their original ideas.

Snowballing:  Students are divided into pairs, with each pair being given the same material on a sexual health topic. They then join with another pair to compare and contrast differences in their understanding. The groups combine again and repeat the compare-contrast process.

Tips for Using Small Groups

• Direct work towards a clear goal or set of goals.
• Tasks should be specific and outlined in detail.
• Give each group member a specific task (leader, recorder, reporter, monitor, etc.).
• Groups need to be interdependent—relying on all group members to reach a goal.
• Give groups space where they can work face-to-face without being disrupted.
• Watch the group closely during group activities to make sure students stay on task and on track.
• Reinforce positive contributions and remember the ground rules .
• Give enough time for feedback and reflection at the end of each session.

Question Box

The Question Box is a tool that enhances learning by allowing students to ask questions anonymously. Using a Question Box gives you time to review the questions to make sure that you’re comfortable answering them appropriately for the grade level you’re teaching, and that you know the answers.

To use a Question Box effectively, consider these tips:

• Have every student write a question on identical slips of paper.
• If someone doesn’t have anything to ask, they can write a comment about the lesson or just write “No Question” on their slip of paper.
• Collect the questions at the end of each lesson.
• Read through them after class and prepare to answer them during the next lesson.

When answering questions:

• Group similar questions together.
• Read the question to the class. Paraphrasing to maintain anonymity is fine. 
• If personal questions are asked, there is no need to read the question out loud or answer it. Say something like “There are two questions here about my personal sexual experience. I want to remind everyone of the ground rules we made on the first day about not discussing our personal experiences. I expect you all to follow that rule when submitting questions as well.”
• Define words, including slang and continue on using the correct terminology. For example, if a student’s question is “What is a homo?” you could say, “A homo or homosexual is a hurtful slang word used to put down people who have sexual or romantic attraction to people of the same sex .”
• Answer the question clearly, objectively, factually and appropriately for each grade level.
• Assume all questions, even shock ones, are real questions. After all, they came from somewhere. It’s likely a genuine request for information, no matter how shocking it may be!
• Don’t give more information than what was asked for or assume more than what the question asked.

Student questions can usually be grouped into four broad overlapping categories. Click each link below for more information:

• Requests for information
• “Am I normal?” questions
• Permission seeking questions
• Shock questions

Class Discussion

Talking about sexual health with students can be challenging because it’s a subject that touches on our privacy and our vulnerability. Open conversations let students express opinions and exchange information safely within the classroom. They also let students practice healthy communication skills, such as respect for other people’s feelings, asking questions when they feel vulnerable, or sharing their views.

Class discussions will likely be more effective if they take place after you’ve given the material through a lecture, video or reading. You’ll likely need to remind students of the ground rules at the beginning of each class discussion to make sure all students feel safe and respected during the activity.

Advantages of Classroom Discussion

• Helps build a positive classroom climate.
• Leads to student interest in sexual health.
• Makes students feel more positive about themselves and the learning environment.
• Makes the student feel the changes are ‘normal’.
• Allows more students to be involved and express their ideas.
• Set up an atmosphere that assures sensitivity during the activity
• Make sure  ground rules   are in place.
• Introduce the topic with a short lecture, video or skit.
• Define terms to make sure all students are at a similar level of understanding and have the same information.
• Hold the discussion
• Encourage students to take part by asking questions, making suggestions and expressing their ideas.
• Probe, prompt and re-direct students to add to the discussion.
• Encourage students to remember, analyze, generalize and personalize the information.
• Make sure correct information is being shared among the class (correct misinformation and use proper terminology).
• Finish the discussion
• Find consensus or a solution. Talk about what students have learned in the discussion or give a summary (preferably one given by students).

Tips for Using Class Discussion

• Introduce facts and correct any misinformation.
• Help students use the proper terminology.
• Be consistent with ground rules, such as raising your hand or listening to the speaker. Some teachers find using an object (like a talking stick) helps.
• Be respectful of the student’s questions or responses.
• Use ‘wait time’, the pause between asking a question and asking for a response. This gives students time to think about and give a more reflective answer.
• Use open-ended questions to encourage higher level thinking.
• Be aware of your own values and reactions during the discussion (despite what you think or feel, you must model sensitivity and respect).

Grade 4 Lesson 1 Puberty Changes : Good and Harder Changes Normalize the great and tough things about growing up through a group discussion.

Grade 7 Lesson 5 Decision Making : Pressures Brainstorm Help students identify different sources of pressure to become sexually active.

CALM Lesson 2a Consent: Reviewing Consent Revisit what students learned about consent in grade 9, and introduce the concept of sexual assault.

Videos can be an entertaining way to introduce content and raise issues in the sexual health classroom. While there are many videos, not all are appropriate for the classroom. It’s important to find the right media and to use it effectively to ensure student learning is optimized. It’s always a good idea to have videos approved by your school administration.

Advantages of Video

• Stimulates discussion by ‘breaking the ice’ on sensitive topics.
• Can increase your comfort by giving the information visually (e.g. how to use a condom).
• Illustrates complex or abstract concepts (such as internal anatomy and physiology) through animated or 3-D images.
• Preview the media
• Use only those parts of the media that match the lesson’s objectives.
• Make sure the media is appropriate for the grade and age.
• Give parents or other community members a chance to preview the media.
• Evaluate your resource before using it in the classroom.
• Prepare the classroom
• Check the equipment (projector, computer, DVD, website, remote control).
• Arrange the seating.
• Have the media ready ahead of time.
• Include lead-in activities
• Review vocabulary or key concepts.
• Ask students to make predictions about what they think they’ll see and learn.
• Give focus questions ahead of time.
• Segment your viewing
• Pause the media before and after important points to highlight a certain idea or check for comprehension.
• Ask students to connect what they’re seeing to other topics or real-life events.
• Pause the media to create a still picture when important visuals are used.
• Include follow-up activities
• Many programs come with a teacher’s guide with activity suggestions. Think about using a small group discussion, role play or post-test to reinforce the learning.

Tips for Using Video

• Remember, all media comes with a ‘stop’ button.
• Leave the lights on to reinforce that media is not passive entertainment.
• Try turning off the sound or the picture. No sound allows you to narrate based on your students’ needs. No picture (turn down the brightness) encourages students to concentrate on the message.

Use our demonstration videos to show how to use condoms and dental dams . Each video has speaker notes for additional information.

• Using an External Condom
• Using an Internal (Vaginal) Condom
• Using a Dental Dam

Kahoot! Quizzes

New technologies for use in the classroom are ever-evolving; however it can be a challenge to find and use technology in a way that engages and excites students and contributes to meaningful learning. One such technology that is freely available to all teachers is Kahoot!

Kahoot! is easy to learn and easy to use in the classroom. You will need a computer with internet and a projector to display the questions. Your students will need access to wi-fi connected devices (computers, tablets, or phones) – either one device per student or one device per team, to input their answers. You can choose to have the students download the Kahoot! app directly onto their devices, or play from the website  Kahoot.it

The Kahoot! quizzes by TeachingSexualHealth.ca all have between 7 and 15 multiple choice questions. Students can only choose one answer, but some quizzes have more than one correct answer, so you may need to prepare your students for this. Taking time to discuss the answers as you go, including discussing how or why multiple answers are correct, is part of teaching with this interactive tool. The image in each quiz question may be a hint, may provide the answer outright, or is occasionally a distraction from the correct answer(s). The site displays the correct answer(s) for each question as the quiz progresses. Answer keys are also provided.

Find the Kahoot! quizzes for each grade by using the Resource Finder . You can also search the Kahoot! website using #teachingsexualhealth to see all of the available TeachingSexualHealth.ca quizzes.

For more information about using Kahoot! in the classroom, including how to use “ghost mode” for pre-and post-tests, and how to get your students making their own quizzes, visit kahoot.com

Online Learning 

Throughout the COVID-19 pandemic, teachers, educators and students have had to shift, in some cases many times, from in-classroom to online learning. Because of this, many teachers and educators may be providing sexual health education online for the first time. Teaching comprehensive sexual health education (CSHE) online requires a tailored approach, which includes providing children and youth with a safe, supportive virtual environment.

In providing sexual health education online, many in-classroom best practices should be considered along with a few additions:

• Make a plan : Recognize online education is more physically, emotionally, and mentally taxing on students and teachers. Aim to reduce the amount of content in half when teaching online and try to group similar topics together (using the TSH lesson plans may be helpful). You may need to increase the number of sexual health education classes to meet curriculum goals. Anticipate there may be IT disruptions and have a backup plan.
• Inform parents/guardians in advance : As you would with in-classroom learning, let parents/guardians know that sexual health education will be provided and include basic information about the topics that will be discussed. Let parents know about providing a private, secure space at home for their child to learn.
• Establish ground rules : Have students participate in the development of ground rules, but consider specifics to the online learning environment (e.g., using anonymous names if possible, use of the chat box and messaging, use of camera).
• Provide a rich introduction and start with a fun activity : Introduce the topic, as well as yourself, your pronouns and the expectations for the lesson. Starting with an interactive, fun activity such as “what flavor is your day- sweet, spicy, salty, or sour?” can reduce tension and give you an idea of where the students are at.
• Moderate online discussions among students : Ensure that the online space is free from harassment and bullying . Examples of online harassment include using the online space to spread rumors or make fun of someone, sending threatening or abusive messages. Respond immediately to disrespectful chat. If you are unable to respond or the chat escalates, know how to turn off the chat function.
• Provide opportunities for students to anonymously ask questions : Do an online version of the question box where students are encouraged to ask any question that they have about sexual health. Students may feel more comfortable asking questions in an online and anonymous format. This could include having alternative screen names for the lesson, and completing an anonymous response form via a link sent to students.
• Use a range of methods to create active learning opportunities and interaction : Consider using a variety of interactive technology resources or platforms for each class (e.g. breakout rooms, Kahoot quizzes , mentimeter, annotation, chat).
• Link students to credible, online and/or print sexual health education resources .
• Remember, you can do this! What makes you a good educator, makes you a good sexual health educator – no matter if you’re in the classroom or online. Build relationship with your students online by using eye-contact with your camera; use body language like head nods and facial expressions to show you’re engaged.

Safety Tips for Online Learning:

• Be alert to signs of trauma and discomfort. It can be challenging to assess this, but you can look for things such as students indicating they don’t have a safe space to participate in or students not engaging with the content. Address any concerns you might have directly. Continually offer supports (e.g., embed resources in your email signature)
• Encourage, but don’t require cameras to be on, and use and reinforce ground rules
• Clarify that teachers and their invited guests are to be the only adults present

Check out our additional resources for information related to COVID-19 and Sexual Health, and tips for teaching sexuality online here .

• Online Learning 

What is comprehensive sexuality education?

Comprehensive sexuality education  ( CSE ) 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 will empower 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.

[Source: UNESCO. 2017. International technical guidance on sexuality education,  pp.16-17.]

Depending on the country or region, CSE may go by other names. It may be referred to as ‘ life skills ’, ‘ family life ’, or ‘ HIV ’ education . It is sometimes called ‘holistic sexuality education’. It is important to confirm with ministries what they use to describe CSE, particularly as context-based terms can inform the most effective approach to take when partnering with and supporting these ministries.

• delivered in formal and non-formal settings , in school or out of school ;
• scientifically accurate , based on research, facts, and evidence;
• incremental , starting at an early age with foundational content and skills, with new information building upon previous learning, using a spiral-curriculum approach that returns to the same topics at a more advanced level each year;
• age- and developmentally appropriate , with content and skills growing in abstractness and explicitness with the age and developmental level of the learners; it also must accommodate developmental diversity, adapting for learners with cognitive and emotional development differences;
• curriculum-based , following a written curriculum that includes key teaching and learning objectives, and the delivery of clear content and skills in a structured way;
• comprehensive , and about much more than just sexual behaviours.

The comprehensive aspect of CSE refers to the breadth, depth, and consistency of topics, as opposed to one-off lessons or interventions. CSE addresses sexual and reproductive health issues, including, but not limited to:

• sexual and reproductive anatomy and physiology;
• puberty and menstruation;
• reproduction, contraception , pregnancy, and childbirth;
• STIs, including HIV and AIDS .

CSE also addresses the psychological, social, and emotional issues relating to these topics, including those that may be challenging in some social and cultural contexts. It supports learners’ empowerment by improving their analytical, communication, and other life skills for health and well-being in relation to:

• human rights,
• a healthy and respectful family life and interpersonal relationships,
• personal and shared values,
• cultural and social norms,
• gender equality,
• non-discrimination,
• sexual behaviour,
• gender-based and other violence,
• consent and bodily integrity,
• sexual abuse and harmful practices such as child , early, and forced marriage, and female genital mutilation/cutting.

Key values of CSE

CSE builds on and promotes universal human rights for all, including children and young people. It emphasizes all persons’ rights to health, education, information equality, and non-discrimination. It raises awareness among young people that they have their own rights, and that they must acknowledge and respect the rights of others, and advocate for those whose rights are violated.

Integrating a gender perspective throughout CSE curricula is integral to effective CSE programmes. CSE analyses how gender norms can influence inequality, and how inequality can affect the overall health and well-being of children and young people, as well as the efforts to prevent issues such as HIV, STIs, early and unintended pregnancies, and gender-based violence . CSE contributes to gender equality by building awareness of the centrality and diversity of gender identities and expressions in people’s lives; examining gender norms shaped by cultural, social and biological differences and similarities; and by encouraging the creation of respectful and equitable relationships based on empathy and understanding.

CSE must be delivered in the context of the range of values, beliefs, and experiences that exist even within a single culture. It enables learners to examine, understand, and challenge the ways in which cultural structures, norms, and behaviours affect their choices and relationships within a variety of settings.

CSE impacts whole cultures and communities, not simply individual learners. It can contribute to the development of a fair and compassionate society by empowering individuals and communities, promoting critical thinking skills, and strengthening young people’s sense of citizenship. It empowers young people to take responsibility for their own decisions and behaviours, and how they may affect others. It builds the skills and attitudes that enable young people to treat others with respect, acceptance, tolerance, and empathy, regardless of their ethnicity, race, social, economic, or immigration status, religion, disability, sexual orientation , gender identity or expression, or sex characteristics.

CSE teaches young people to reflect on the information around them in order to make informed decisions, communicate and negotiate effectively, and develop assertiveness rather than passivity or aggression. These skills foster the creation of respectful and healthy relationships with family members, peers, friends, and romantic or sexual partners.

[Source: UNESCO. 2017. International technical guidance on sexuality education,  pp 16-17.]

‘ Sexuality ’ is defined as ‘a core dimension of being human which includes: the understanding of, and relationship to, the human body; emotional attachment and love; sex; gender; gender identity; sexual orientation; sexual intimacy; pleasure and reproduction. Sexuality is complex and includes biological, social, psychological, spiritual, religious, political, legal, historic, ethical and cultural dimensions that evolve over a lifespan’.

[Source: UNESCO. 2017. International technical guidance on sexuality education,  p.17.]

The word ‘sexuality’ has different meanings in different languages and in different cultural contexts. Taking into account a number of variables and the diversity of meanings in different languages, the following aspects of sexuality need to be considered in the context of CSE:

• Sexuality refers to the individual and social meanings of interpersonal and sexual relationships, in addition to biological aspects. It is a subjective experience and a part of the human need for both intimacy and privacy.
• Simultaneously, sexuality is a social construct, most easily understood within the variability of beliefs, practices, behaviours and identities. ‘Sexuality is shaped at the level of individual practices and cultural values and norms’ (Weeks, 2011).
• Sexuality is linked to power. The ultimate boundary of power is the possibility of controlling one’s own body. CSE can address the relationship between sexuality, gender and power, and its political and social dimensions. This is particularly appropriate for older learners.
• The expectations that govern sexual behaviour differ widely across and within cultures. Certain behaviours are seen as acceptable and desirable, while others are considered unacceptable. This does not mean that these behaviours do not occur, or that they should be excluded from discussion within the context of sexuality education.
• Sexuality is present throughout life, manifesting in different ways and interacting with physical, emotional and cognitive maturation. Education is a major tool for promoting sexual well-being and preparing children and young people for healthy and responsible relationships at the different stages of their lives.

[Source: UNESCO. 2017. International technical guidance on sexuality education,  p. 17.]

When viewed holistically and positively: 

• Sexual health is about well-being, not merely the absence of disease. 
• Sexual health involves respect, safety and freedom from discrimination and violence. 
• Sexual health depends on the fulfilment of certain human rights. 
• Sexual health is relevant throughout the individual’s lifespan, not only to those in the reproductive years, but also to both the young and the elderly. 
• Sexual health is expressed through diverse sexualities and forms of sexual expression. 
• Sexual health is critically influenced by gender norms, roles, expectations and power dynamics.
• Sexual health needs to be understood within specific social, economic and political contexts.
• Characteristics of effective CSE programmes

• Comprehensive sexuality education

Comprehensive sexuality education – a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality – enables young people to protect and advocate for their health, well-being and dignity by providing them with a necessary toolkit of knowledge, attitudes and skills. It equips them with accurate information about human development, sexuality, reproduction and healthy relationships that is appropriate for their age and culture. It is a precondition for exercising full bodily autonomy and making informed choices about sexual and reproductive health and rights. It builds on and promotes an understanding of universal human rights, gender equality, and the rights and empowerment of young people. 

It is vital to advancing health outcomes and gender equality. Yet research shows that too many young people still make the transition from childhood to adulthood receiving inaccurate or incomplete information about sexual and reproductive health, leaving them vulnerable to coercion, sexually transmitted infections and unintended pregnancy. UNFPA works with governments to implement comprehensive sexuality education, both in schools and outside of schools through community-based training and outreach. By investing in young people's health and education, governments can support their engagement in society, ensure their well-being and help them achieve their full potential. UNFPA also promotes policies for, and investment in, sexuality education programmes that meet internationally agreed upon standards. 

Young people themselves called upon governments to ensure the provision of curriculum-based comprehensive sexuality education in and out of schools during the ICPD30 Global Youth Dialogue . They emphasized that the education must be scientifically accurate, evidence based, culturally relevant, gender transformative, and age and developmentally responsive, and that investments are needed to continuously train educators.

Comprehensive sexuality education can be taught in school to students as a part of the school curriculum or outside the school curriculum in non-formal settings; it is most effective when taught over several years by integrating age-appropriate information that accounts for the developing capacities of young people. It includes scientifically accurate information about human development, anatomy and reproductive health, as well as information about contraception, childbirth and sexually transmitted infections, including HIV.

But it also goes beyond information, helping young people to explore and nurture positive values regarding their sexual and reproductive health and rights. This education includes discussions about family life, relationships, culture and gender roles, and also addresses human rights , gender equality , bodily autonomy and threats such as discrimination, sexual abuse and violence.

Comprehensive sexuality education should recognize the unique needs of learners, especially vulnerable youth groups – such as LGBTQIA+ youth, young people living with disabilities, young people in humanitarian settings, young people who use drugs and those living with HIV – and should be tailored to reflect their realities.

Taken together, these programmes help young people develop self-esteem and life skills that encourage critical thinking, clear communication, responsible decision making and respectful and empathetic behaviour.

According to the UN International Technical Guidance on Sexuality Education , comprehensive sexuality education must be:

• Scientifically accurate
• Incremental 
• Age and developmentally appropriate
• Curriculum based 
• Comprehensive 
• Based on a human rights approach
• Based on gender equality 
• Culturally relevant and context appropriate 
• Transformative
• Able to help develop life skills needed to support healthy choices

Eight key concepts of comprehensive sexuality education, according to the UN

What is unfpa doing.

International Technical Guidance on Sexuality Education

This type of education may go by other names, such as “life skills,” “holistic sexuality education,” “family life education,” “healthy lifestyle,” “sex ed” or “HIV education.” These names may imply differences in emphasis. For example, life skills education may include a focus on caring for sick family members, coping with loss or other similar issues. 

No matter what it’s called, comprehensive sexuality education empowers all young people to know, demand and protect their rights. The importance of sexuality education has been recognized by numerous international agreements, including the 2030 Agenda for Sustainable Development and the Political Declaration on HIV and AIDS .

UNFPA works to empower young people to shape the lives they want. This means mitigating adolescents’ risk of developing harmful behaviours, while promoting positive, protective actions and attitudes. Comprehensive sexuality education is a key component of UNFPA’s global strategy for adolescents and youth. 

UNFPA works with governments and partners to develop and implement comprehensive sexuality education programmes, in and out of school, that meet international technical standards. In 2019, UNFPA launched a global programme for out-of-school comprehensive sexuality education, specifically targeting frequently left-behind young people. Among many other initiatives, in Moldova, UNFPA is working with the government and partners to deliver comprehensive sexuality education to refugees from Ukraine, with sessions on life skills and resilience building, as well as mental health counseling and sexual and reproductive health referrals and information. UNFPA Malawi has a specific emphasis on delivering comprehensive sexuality education to young people living with HIV, by identifying and training facilitators from the same community. UNFPA Palestine has developed a digital educational platform for sexual education; the application has been made accessible to young people with hearing impairment and also has been adapted to audio for those with visual disabilities. 

In addition, many countries have been expanding the breadth of their in-school curricula in response to the UN International Technical Guidance on Sexuality Education . In Lao People’s Democratic Republic, the guidance was used to develop lesson plans and learning objectives after an analysis revealed a lack of content on gender, rights, sexual behavior and equitable social norms in the existing life skills curricula. In South Africa, the guidance was used to create lesson plans and training for teachers to empower them to address important sensitive topics that might otherwise be left out. Other examples can be found in the Global Status Report on Comprehensive Sexuality Education . 

In advocating for policies on, and investments in, comprehensive sexuality education, in and out of schools, UNFPA and partners recognized that traditional sexuality education does not meet the needs of all young people, such as populations outside of school. To address this, UNFPA and partners (UNESCO, WHO, UNICEF, UNAIDS) launched the International Technical and Programmatic Guidance on Out-of-School Comprehensive Sexuality Education in 2020. It provides evidence-based, human rights-centred guidelines and recommendations for reaching the most vulnerable young people. Out-of-school programmes often include community-based training and education, and may focus on groups such as young people with disabilities, young indigenous people, LGBTQIA+ youth, young people living with HIV or young people living in humanitarian settings. 

UNFPA also co-convenes the Global Partnership Forum on Comprehensive Sexuality Education together with UNESCO, with the aim to advance research, promote good practices, enhance collaboration and overcome challenges. Members include UN agencies, funding agencies, international civil-society organizations working in the area of sexual and reproductive health and rights, youth-led organizations, research or academic institutions, and education-related and other professional networks. 

UNFPA is building the evidence on comprehensive sexuality education. It is among others collaborating with the World Health Organization in conducting research on UNFPA’s comprehensive sexuality education programming, in partnership with local research institutions. In May 2023, a special edition of the journal Sexual and Reproductive Health Matters , titled “Learning beyond the classroom: comprehensive sexuality education for outside-of-school settings,” shared implementation research from Colombia, Ethiopia, Ghana and Malawi.

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Inclusive Sexual Health Education for Lesbian, Gay, Bisexual, Transgender,

LGBTQ-Inclusive Sexual Health Education

FACT: Schools are unsafe and unwelcoming for most LGBTQ students, which can have negative impacts on health and well-being. 

Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth need and deserve to learn in settings that are inclusive of their experiences and that give them the education necessary to stay safe and healthy.

Educators can use the resources below to ensure that all students are seen and validated in their health and sexuality classes. If you’re a health and/or sexuality educator, you can share these resources with your administration and where relevant, use them in your classroom. If you’re a student, family member, or non-health educator, make sure that the health teachers at your school are aware of these resources so they can ensure all students, including LGBTQ students, are receiving the information they need to lead safe and healthy lives.

FACT: You can improve the health and well-being of LGBTQ students in your school. 

• Be a visible and supportive ally to LGBTQ students
• Ensure access to comprehensive sexuality education
• Support your school’s Gay-Straight Alliance (GSA)
• Implement comprehensive and LGBTQ-inclusive policies

Resources for Classroom Use:  

Unheard Voices: From the epicenter of the AIDS epidemic - includes an audio clip and lesson plan.

Gender Terminology and Discussion Guide - LGBTQ-inclusive sexual health classes need to include gender terminology. Use our visual and discussion guide to facilitate this important conversation.

Rights, Respect, Responsibility: A K-12 Sexuality Education Curriculum   - LGBTQ-inclusive sexual health curriculum by Advocates for Youth

Sex, Etc.  -  resources written by and for high-school aged youth - by Answer

Amaze  - animated videos targeted towards 10-13-year-olds - by Answer

Video Resources

• GLSEN Voices: Bi Student Identity  (YouTube)
• GLSEN Voices: Trans Student Identity  (YouTube)
• GLSEN Voices: How to Support Non-binary Students  (YouTube)

Resources for Continuing Education

Print resources:.

A Call to Action for Inclusive Sex Ed

Get the Facts: School Climate and HIV Risk

Pronoun Guide  - Understanding the importance of pronoun visibility and using gender-neutral language when addressing classes is an important step towards creating an inclusive and affirming learning environment for all students.

No promo homo Research Brief  - Laws prohibiting the “promotion of homosexuality” (often referred to as “no promo homo” laws), are local or state education laws that expressly forbid teachers of health/sexuality education from discussing lesbian, gay, or bisexual (LGB) people or topics in a positive light – if at all. Find out more about these laws and their harmful impacts in this research brief.

How Can LGBTQ+ Youth Navigate COVID-19? (GLSEN and NSHC ) 

Principles of Gender-Inclusive Puberty and Health Education

Inclusive Books for Tweens and Teens:  Rainbow Collection   (APA)

Webinars and Websites: 

· www.glsen.org/trans

Here you’ll find videos, resources, and blogs for supporting trans and gender expansive students.

Mental Health Advocacy

Supporting LGBTQ+ Youth of Color

Educators Can’t Ignore Trans Students. Our Futures Depend on it  

10 Ways Educators and GSA Advisors can Support Asexual Students

Including LGBTQ-Content in Sex Education

What My Sex Ed Never Taught Me about Queer Relationships

8 Tweets that Show What Sex Ed Really Looks Like

What does it mean to be pansexual?

Sex Ed Needs to Better Include the Issues of LGBT Students

GLSEN and AIDS United release HIV Prevention Resource for Educators

Lessons on puberty need to be more Inclusive. A new tool hope to do just that.

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Comprehensive sexuality education

Comprehensive sexuality education (CSE) gives young people accurate, age-appropriate information about sexuality and their sexual and reproductive health, which is critical for their health and survival.

While CSE programmes will be different everywhere, the United Nations’ technical guidance – which was developed together by UNESCO, UNFPA, UNICEF, UN Women, UNAIDS and WHO – recommends that these programmes should be based on an established curriculum; scientifically accurate; tailored for different ages; and comprehensive, meaning they cover a range of topics on sexuality and sexual and reproductive health, throughout childhood and adolescence.

Topics covered by CSE, which can also be called life skills, family life education and a variety of other names, include, but are not limited to, families and relationships; respect, consent and bodily autonomy; anatomy, puberty and menstruation; contraception and pregnancy; and sexually transmitted infections, including HIV.

Sexuality education equips children and young people with the knowledge, skills, attitudes and values that help them to protect their health, develop respectful social and sexual relationships, make responsible choices and understand and protect the rights of others. 

Evidence consistently shows that high-quality sexuality education delivers positive health outcomes, with lifelong impacts. Young people are more likely to delay the onset of sexual activity – and when they do have sex, to practice safer sex – when they are better informed about their sexuality, sexual health and their rights.

Sexuality education also helps them prepare for and manage physical and emotional changes as they grow up, including during puberty and adolescence, while teaching them about respect, consent and where to go if they need help. This in turn reduces risks from violence, exploitation and abuse.

Children and adolescents have the right to be educated about themselves and the world around them in an age- and developmentally appropriate manner – and they need this learning for their health and well-being.

Intended to support school-based curricula, the UN’s global guidance indicates starting CSE at the age of 5 when formal education typically begins. However, sexuality education is a lifelong process, sometimes beginning earlier, at home, with trusted caregivers. Learning is incremental; what is taught at the earliest ages is very different from what is taught during puberty and adolescence.

With younger learners, teaching about sexuality does not necessarily mean teaching about sex. For instance, for younger age groups, CSE may help children learn about their bodies and to recognize their feelings and emotions, while discussing family life and different types of relationships, decision-making, the basic principles of consent and what to do if violence, bullying or abuse occur. This type of learning establishes the foundation for healthy relationships throughout life.

Many people have a role to play in teaching young people about their sexuality and sexual and reproductive health, whether in formal education, at home or in other informal settings. Ideally, sound and consistent education on these topics should be provided from multiple sources. This includes parents and family members but also teachers, who can help ensure young people have access to scientific, accurate information and support them in building critical skills. In addition, sexuality education can be provided outside of school, such as through trained social workers and counsellors who work with young people. 

Well-designed and well-delivered sexuality education programmes support positive decision-making around sexual health. Evidence shows that young people are more likely to initiate sexual activity later – and when they do have sex, to practice safer sex – when they are better informed about sexuality, sexual relations and their rights.

CSE does not promote masturbation. However, in our documents, WHO recognizes that children start to explore their bodies through sight and touch at a relatively early age. This is an observation, not a recommendation. 

The UN’s guidance on sexuality education aims to help countries, practitioners and families provide accurate, up-to-date information related to young people’s sexuality, which is appropriate to their stage of development. This may include correcting misperceptions relating to masturbation such as that it is harmful to health, and – without shaming children – teaching them about their bodies, boundaries and privacy in an age-appropriate way.

There is sound evidence that unequal gender norms begin early in life, with harmful impacts on both males and females. It is estimated that 18%, or almost 1 in 5 girls worldwide, have experienced child sexual abuse.

Research shows, however, that education in small and large groups can contribute to challenging and changing unequal gender norms. Based on this, the UN’s international guidance on sexuality education recommends teaching young people about gender relations, gender equality and inequality, and gender-based violence. 

By providing children and young people with adequate knowledge about their rights, and what is and is not acceptable behaviour, sexuality education makes them less vulnerable to abuse. The UN’s international guidance calls for children between the age of 5 and 8 years to recognize bullying and violence, and understand that these are wrong. It calls for children aged 12–15 years to be made aware that sexual abuse, sexual assault, intimate partner violence and bullying are a violation of human rights and are never the victim’s fault. Finally, it calls for older adolescents – those aged 15–18 – to be taught that consent is critical for a positive sexual relationship with a partner. Children and young people should also be taught what to do and where to go if problems like violence and abuse occur.

Through such an approach, sexuality education improves children’s and young people’s ability to react to abuse, to stop abuse and, finally, to find help when they need it. 

There is clear evidence that abstinence-only programmes – which instruct young people to not have sex outside of marriage – are ineffective in preventing early sexual activity and risk-taking behaviour, and potentially harmful to young people’s sexual and reproductive health.

CSE therefore addresses safer sex, preparing young people – after careful decision-making – for intimate relationships that may include sexual intercourse or other sexual activity. Evidence shows that such an approach is associated with later onset of sexual activity, reduced practice of risky sexual behaviours (which also helps reduce the incidence of sexually transmitted infections), and increased contraception use.

On sexuality education, as with all other issues, WHO provides guidance for policies and programmes based on extensive research evidence and programmatic experience.

The UN global guidance on sexuality education outlines a set of learning objectives beginning at the age of 5. These are intended to be adapted to a country’s local context and curriculum. The document itself details how this process of adaptation should occur, including through consultation with experts, parents and young people, alongside research to ensure programmes meet young people’s needs.

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Worksheets, booklets, advice sheets, assessment templates and checklists, story books, videos, guides and workbooks downloads for direct work with children and families

Home » Comprehensive Sexuality Education for 10-14 Year Olds: Activity Guide

Comprehensive Sexuality Education for 10-14 Year Olds: Activity Guide

The guide covers a range of topics pertinent to young adolescents, including rights and responsibilities, understanding gender and sexuality, diversity, violence, relationships, pleasure, and sexual and reproductive health, including HIV. It emphasizes the importance of respecting human rights, gender equality, and sexual citizenship, while providing age-appropriate and culturally relevant information.

The guide is structured to be interactive and engaging, using various activities and discussions to facilitate learning. It includes detailed instructions for facilitators on how to conduct these activities, ensuring that the sessions are informative, respectful, and safe for all participants. The activities are designed to be adaptable to different cultural contexts and aim to be inclusive and sensitive to the needs of diverse learners.

• Respect and Human Rights
• Children’s Rights
• Child Rights and Sexual and Reproductive Health
• Bodily Integrity is My Right
• Understanding Gender Norms
• Understanding Power and Discrimination
• Stereotypes, Prejudice and Discrimination
• Sexuality and Diversity
• Understanding Identity
• What is Bullying?
• Types of Violence and Their Effects
• Sexual and Gender-Based Violence
• Positive and Negative Relationships
• Expressing Feelings and Assertiveness
• Being Part of a Family
• Refusal and Negotiation Skills
• Decisions and Consequences
• Understanding Puberty
• Every Body is Different
• Understanding Reproduction and STIs
• Treatment for HIV
• Preventing Pregnancy
• Teenage Pregnancy and Becoming a Parent: Life Planning
• Understanding Comprehensive Abortion Care
• Risk Behaviours and Risk Reduction

FREE PDF DOWNLOAD OF COMPREHENSIVE SEXUALITY EDUCATION FOR 10-14 YEAR OLDS: ACTIVITY GUIDE

Similar free resources, sexual health, relationships, and parenthood.

A Workbook Resource for One-to-One Support of Young People with a Learning Disability

This is an educational resource designed to support teachers, parents, carers, and professionals in delivering relationships, sexual health, and parenthood education to young people with learning disabilities. It covers a wide range of topics including decision-making, emotions, relationships, keeping safe, and understanding body changes during puberty. The workbook is structured to be used for one-to-one support, complementing existing sex education with exercises that can be adapted according to individual ability and learning styles.

Relationships and Sexuality Education for Teenagers

Resource Materials for Teachers and Youth Workers

The resource is an educational initiative designed to provide teenagers with comprehensive relationships and sexuality education. It includes a range of lessons and materials for teachers and youth workers, focusing on encouraging teenagers to make informed and responsible decisions about relationships and sexual health. The resource aims to equip young people with the knowledge and skills needed to navigate the complexities of relationships, with an emphasis on delaying early sexual activity and promoting healthy, respectful interactions.

Comprehensive Sexuality Education for Out of School Young People in East and Southern Africa

This is a detailed educational resource targeted at young people out of school in East and Southern Africa. It covers a broad range of topics related to sexual and reproductive health, including understanding bodily changes during puberty, forming healthy relationships, and preventing sexually transmitted infections and HIV. The workbook is designed to be interactive, with various activities and exercises to facilitate learning and discussion among participants.

49 Videos on Puberty & Body Positivity

25 Videos on Gender Identity and Sexual Orientation

48 videos on healthy relationships, 26 videos on pregnancy and reproduction.

18 Videos on STDs and HIV

31 Videos on Personal Safety

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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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Sex education helps people gain the information and skills they need to make the best decisions for themselves about sex and relationships. Planned Parenthood is the nation’s largest provider of sex education, reaching 1.2 million people a year through education and outreach.

Facts About Sex Education

Sex education is high quality teaching and learning about a broad variety of topics related to sex and sexuality. It explores values and beliefs about those topics and helps people gain the skills that are needed to navigate relationships with self, partners, and community, and manage one’s own sexual health. Sex education may take place in schools, at home, in community settings, or online. 

Planned Parenthood believes that parents play a critical and central role in providing sex education. Here are sex education resources for parents .  

Comprehensive sex education refers to K-12 programs that cover a broad range of topics related to:

• Human development, including puberty, anatomy, sexual orientation, and gender identity
• Relationships, including self, family, friendships, romantic relationships, and health care providers
• Personal skills, including communication, boundary setting, negotiation, and decision-making
• Sexual behavior, including the full spectrum of ways people choose to be, or not be, sexual beings
• Sexual health, including sexually transmitted infections, birth control, pregnancy, and abortion
• Society and culture, including media literacy, shame and stigma, and how power, identity, and oppression impact sexual wellness and reproductive freedom

There are several important resources that help with implementing sex education, including:

• The Future of Sex Education Initiative (FoSE) seeks to create a national dialogue about the future of sex education and to promote the institutionalization of comprehensive sex education in public schools. They’ve developed the first-ever National Sexuality Education Standards , National Teacher Preparation Standards, and many additional toolkits and materials to strengthen comprehensive sex education implementation and professional development.
• The SIECUS  Guidelines for Comprehensive Sexuality Education were developed by a national task force of experts in the field of adolescent development, health care, and education. They provide a framework of the key concepts, topics, and messages that all sex education programs would ideally include.

What Role Does Planned Parenthood Play In Sex Education?

Planned Parenthood education staff reach 1.2 million people each year, most of whom are in middle school and high school.

Planned Parenthood education departments around the country provide a range of programming options, including:

• Evidence-based and evidence-informed education programs that have been proven to work
• Peer education programs
• Promotores programs and other community-driven, culturally relevant health education programs
• Parent/family education programs
• LGBTQ-focused programs for LGBTQ+ youth and their parents/caregivers
• Training of professionals, including educators and school-staff, community-based organization staff, and faith-based leaders
• Outreach and single session workshops

Sex Education Resources

The best sex education resource is your local Planned Parenthood education department!

There are also many other resources available to inform and guide sex education programs and policies:

Advocates for Youth

Advocates for Youth partners with youth leaders, adult allies, and youth-serving organizations to advocate for policies and champion programs that recognize young people’s rights to honest sexual health information and accessible, confidential, and affordable sexual health services.

AMAZE provides young adolescents around the globe with engaging, honest, and medically accurate sex education they can access directly online — regardless of where they live or what school they attend.  AMAZE also strives to assist adults — parents, guardians, educators and health care providers around the globe — to communicate effectively and honestly about sex and sexuality with the children and adolescents in their lives.  

Answer provides high-quality training to teachers and other youth-serving professionals.

ETR Associates

ETR offers science-based health and education products and programs for health professionals, educators, and others throughout the United States.

The Guttmacher Institute

The Guttmacher Institute is the leading research and policy organization committed to advancing sexual and reproductive health and rights in the United States and globally through high-quality research, evidence-based advocacy, and strategic communications.

Future of Sex Education

The Future of Sex Education Initiative (FoSE) was launched as a partnership between Advocates for Youth, Answer, and the Sexuality Information and Education Council of the U.S. (SIECUS) to create a national dialogue about the future of sex education and to promote comprehensive sex education in public schools.

Gay, Lesbian and Straight Education Network

GLSEN works to ensure that every student in every school is valued and treated with respect, regardless of their sexual orientation, gender identity, or gender expression.

Power to Decide

The mission of Power to Decide is to ensure that all young people—no matter who they are, where they live, or what their economic status might be—have the power to decide if, when, and under what circumstances to get pregnant and have a child. They do this by increasing information, access, and opportunity.

Sex Education Collaborative

The Sex Education Collaborative (SEC) advances and scales K–12 school-based sex education across the U.S. by leveraging its collective leadership, networks, and resources, including through it’s training hub for youth-serving professionals .

SIECUS: Sex Ed for Social Change advocates for the rights of all people to access accurate information, comprehensive sex education, and the full spectrum of sexual and reproductive health services.

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Sexuality Education

Also available in [ PDF ] format.

Building an evidence- and rights-based approach to healthy decision-making

As they grow up, young people face important decisions about relationships, sexuality, and sexual behavior. The decisions they make can impact their health and well-being for the rest of their lives. Young people have the right to lead healthy lives, and society has the responsibility to prepare youth by providing them with comprehensive sexual health education that gives them the tools they need to make healthy decisions. But it is not enough for programs to include discussions of abstinence and contraception to help young people avoid unintended pregnancy or disease. Comprehensive sexual health education must do more. It must provide young people with honest, age-appropriate information and skills necessary to help them take personal responsibility for their health and overall well being. This paper provides an overview of research on effective sex education, laws and policies that shape it, and how it can impact young people’s lives.

What is sexual health education?

Sex education is the provision of information about bodily development, sex, sexuality, and relationships, along with skills-building to help young people communicate about and make informed decisions regarding sex and their sexual health. Sex education should occur throughout a student’s grade levels, with information appropriate to students’ development and cultural background. It should include information about puberty and reproduction, abstinence, contraception and condoms, relationships, sexual violence prevention, body image, gender identity and sexual orientation. It should be taught by trained teachers. Sex education should be informed by evidence of what works best to prevent unintended pregnancy and sexually transmitted infections, but it should also respect young people’s right to complete and honest information. Sex education should treat sexual development as a normal, natural part of human development.

Why is sexual health education important to young people’s health and well-being?

Comprehensive sexual health education covers a range of topics throughout the student’s grade levels. Along with parental and community support, it can help young people:

• Avoid negative health consequences. Each year in the United States, about 750,000 teens become pregnant, with up to 82 percent of those pregnancies being unintended.[1,2] Young people ages 15-24 account for 25 percent of all new HIV infections in the U.S.[3] and make up almost one-half of the over 19 million new STD infections Americans acquire each year.4 Sex education teaches young people the skills they need to protect themselves.
• Communicate about sexuality and sexual health. Throughout their lives, people communicate with parents, friends and intimate partners about sexuality. Learning to freely discuss contraception and condoms, as well as activities they are not ready for, protects young people’s health throughout their lives. Delay sexual initiation until they are ready. Comprehensive sexual health education teaches abstinence as the only 100 percent effective method of preventing HIV, STIs, and unintended pregnancy – and as a valid choice which everyone has the right to make. Dozens of sex education programs have been proven effective at helping young people delay sex or have sex less often.[5]
• Understand healthy and unhealthy relationships. Maintaining a healthy relationship requires skills many young people are never taught – like positive communication, conflict management, and negotiating decisions around sexual activity. A lack of these skills can lead to unhealthy and even violent relationships among youth: one in 10 high school students has experienced physical violence from a dating partner in the past year.[6] Sex education should include understanding and identifying healthy and unhealthy relationship patterns; effective ways to communicate relationship needs and manage conflict; and strategies to avoid or end an unhealthy relationship.[7]
• Understand, value, and feel autonomy over their bodies. Comprehensive sexual health education teaches not only the basics of puberty and development, but also instills in young people that they have the right to decide what behaviors they engage in and to say no to unwanted sexual activity. Furthermore, sex education helps young people to examine the forces that contribute to a positive or negative body image.
• Respect others’ right to bodily autonomy. Eight percent of high school students have been forced to have intercourse[8], while one in ten students say they have committed sexual violence.[9] Good sex education teaches young people what constitutes sexual violence, that sexual violence is wrong, and how to find help if they have been assaulted.
• Show dignity and respect for all people, regardless of sexual orientation or gender identity. The past few decades have seen huge steps toward equality for lesbian, gay, bisexual, and transgender (LGBT) individuals. Yet LGBT youth still face discrimination and harassment. Among LGBT students, 82 percent have experienced harassment due to the sexual orientation, and 38 percent have experienced physical harassment.[10]
• Protect their academic success. Student sexual health can affect academic success. The Centers for Disease Control and Prevention (CDC) has found that students who do not engage in health risk behaviors receive higher grades than students who do engage in health risk behaviors. Health-related problems and unintended pregnancy can both contribute to absenteeism and dropout.[11]

What does the research say about effective sex education?

• A 2012 study that examined 66 comprehensive sexual risk reduction programs found them to be an effective public health strategy to reduce adolescent pregnancy, HIV, and STIs.[12]
• Research from the National Survey of Family Growth assessed the impact of sexuality education on youth sexual risk-taking for young people ages 15-19 and found that teens who received comprehensive sex education were 50 percent less likely to experience pregnancy than those who received abstinence-only-until-marriage programs.[13]
• Even accounting for differences in household income and education, states which teach sex education and/or HIV education that covers abstinence as well as contraception, tend to have the lowest pregnancy rates.[14]
• National Sexuality Education Standards provide a roadmap. The National Sexuality Education Standards, developed by experts in the public health and sexuality education field and heavily influenced by the National Health Education Standards, provide guidance about the minimum essential content and skills needed to help students make informed decisions about sexual health.15 The standards focus on seven topics as the minimum, essential content and skills for K–12 education: Anatomy and Physiology, Puberty and Adolescent Development, Identity, Pregnancy and Reproduction, Sexually Transmitted Diseases and HIV, Healthy Relationships, and Personal Safety. Topics are presented using performance indicators—what students should learn by the end of grades 2, 5, 8, and 12.[16] Schools which are developing comprehensive sexual health education programs should consult the National Sexuality Education Standards to provide students with the information and skills they need to develop into healthy adults.
• 16 programs demonstrated a statistically significant delay in the timing of first sex.
• 21 programs showed statistically significant declines in teen pregnancy, HIV or other STIs.
• 16 programs helped sexually active youth to increase their use of condoms.
• 9 programs demonstrated success at increasing use of contraception other than condoms.
• 40 percent delayed sexual initiation, reduced number of sexual partners, or increased condom or contraceptive use;
• 30 percent reduced the frequency of sex, including return to abstinence; and
• 60 percent reduced unprotected sex.[17]
• The Office of Adolescent Health, a division of the U.S. Department of Health and Human Services, keeps a list of evidence-based interventions, with ratings based on the rigor of program impact studies and strength of the evidence supporting the program model. Thirty-one programs meet the OAH’s effectiveness criteria and that were found to be effective at preventing teen pregnancies or births, reducing sexually transmitted infections, or reducing rates of associated sexual risk behaviors (defined by sexual activity, contraceptive use, or number of partners).[18]

What’s wrong with abstinence-only-until-marriage programs?

Many students receive abstinence-only-until marriage programs instead of or in addition to more comprehensive programs. These programs:

• Depict abstinence until heterosexual marriage as the only moral choice for young people
• Mention contraception only in terms of failure rates
• Focus on heterosexual youth, ignoring the needs of LGBTQ youth
• Often use outdated gender roles, urging “modesty” for all girls while painting all boys as sexual aggressors.
• Have been found to contain false information
• Are not supported by the majority of Americans.[19]

Only one abstinence-only program has ever been proven effective at helping young people delay sex; yet in withholding information about contraception, it leaves those who do have sex completely at risk. Studies show that 99 percent of people will use contraception in their lifetimes,[20] and that the provision of information about contraception does not hasten the onset of sexual debut or increase sexual activity.[10] Meanwhile, thirty years of public health research clearly demonstrate that comprehensive sex education can help young people delay sexual initiation while also assisting them to use protection when they do become sexually active. We want young people to behave responsibly when it comes to decisions about sexual health, and that means society has the responsibility to provide them with honest, age-appropriate comprehensive sexual health education; access to services to prevent pregnancy and sexually transmitted infections; and the resources to help them lead healthy lives.

All young people need comprehensive sexual health education, while others also need sexual health services. Youth at disproportionate risk for sexual health disparities may also need targeted interventions designed specifically to build self efficacy and agency. Further, administrators and other policy makers must recognize that structural determinants, socio-cultural factors and cultural norms have been shown to have a strong impact on youth sexual health and must be tackled to truly redress sexual health disparity fueled by social inequity.

How is the content of a student’s sex education decided?

Many factors help shape the content of a student’s sex education. These include:

• State and federal funding the school district receives
• State laws and standards regarding sex education
• School district level policies and/or standards regarding curricula and content
• The program or curriculum a district or individual school selects
• The individual(s) who delivers the program.

With thousands of school districts around the nation, students’ experiences can vary drastically from district to district and school to school.

What are federal, state, and local structures that affect sex education?

In the United States, education is largely a state and local responsibility, as dictated by the 10th Amendment of the U.S. Constitution. This amendment states that “the powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.”[3] Because the Constitution doesn’t specifically mention education, the federal government does not have any direct authority regarding curriculum, instruction, administration, personnel, etc. In 1980, the U.S. Department of Education was created. While this move centralized federal efforts and responsibilities into one office, it did not come with an increase in federal jurisdiction over the educational system.

The U.S. Department of Education currently has no authority over sexual health education. However, there have been federal funds allocated, primarily through the Department of Health and Human Services that school systems and community-based agencies have used throughout the last three decades to provide various forms of sex education.[21]

• Federal funding: Until FY2010, there was no designated funding for a comprehensive approach to sex education. In 1982, federal support of abstinence-only programs began, and in 1996, expanded drastically. From 1996-2010, over $1.5 billion in federal funding went to abstinence-only programs, which were conducted with little oversight and were proven ineffective. While one large stream of funding for abstinence-only programs was cancelled in 2010, at publication one still exists (as authorized by Congress through Title V funding) and is funded at $50 million per year.[22]

In 2010, two streams of funding became available for evidence-based sex education interventions.[22]

• PREP: The Personal Responsibility Education Program (PREP) was authorized by Congress as a part of the Affordable Care Act of 2010. PREP provides grants ($75 million over five years) for programs which teach about both abstinence and contraception in order to help young people reduce their risk for unintended pregnancy, HIV, and STIs. In Fiscal Year 2012, 45 states applied for PREP. PREP grants are issued to states, typically the state health departments. All programs implemented with PREP funding are to educate adolescents about both abstinence and contraception for the prevention of pregnancy and STIs, including HIV/AIDS, and must cover at least three adulthood preparation subjects such as healthy relationships, adolescent development, financial literacy, educational and career success, and healthy life skills.
• The President’s Teen Pregnancy Prevention Initiative (TPPI) funds medically-accurate and age-appropriate programs to reduce teen pregnancy. Seventy-five grantees in 32 states received TPPI funds in FY 2012. TPPI grants are distributed by the Office of Adolescent Health to local public and private entities. Grantees must implement an evidence-based program which has been proven effective at preventing teen pregnancy. According to OAH, 31 programs meet these criteria, including one abstinence-only-until-marriage program.
• States may accept PREP, TPPI, or Title V funds. Many states accept funds for both abstinence-only programs and evidence-based interventions. In 2013, 19 SEAs and 17 LEA received five year cooperative agreements from CDC/DASH to implement ESHE within their school systems.

In addition, in 2013, CDC/Division of School Health issued a request for proposals to fund State Education Agencies (SEAs) and Large Municipal Education Agencies (LEAs) to implement Exemplary Sexual Health Education (ESHE). ESHE is defined as a systematic, evidence-informed approach to sexual health education that includes the use of grade-specific, evidence-based interventions, but also emphasizes sequential learning across elementary, middle, and high school grade levels.[23]

States may accept PREP, TPPI, or Title V funds. Many states accept funds for both abstinence-only programs and evidence-based interventions. In 2013, 19 SEAs and 17 LEAs received five year cooperative agreements from CDC/DASH to implement ESHE within their school systems.[22]

• The Real Education for Healthy Youth Act: While there is as yet no law that supports comprehensive sexual health education, there is pending legislation. The Real Education for Healthy Youth Act (S. 372/H.R. 725), introduced in February 2013 by the late Senator Frank Lautenberg (D-NJ) and Representative Barbara Lee (D-CA), would ensure that federal funding is allocated to comprehensive sexual health education programs that provide young people with the skills and information they need to make informed, responsible, and healthy decisions. This legislation sets forth a vision for comprehensive sexual health education programs in the United States.
• 30 states have no law that governs sex education, and schools are not required to provide it
• 25 states mandate that sex education, if taught, must include abstinence, but do not require it to include contraception.
• Six states mandate that sex education include either a ban on discussing homosexuality, or material about homosexuality that is overtly discriminatory.[22]

Each state has a department of education headed by a chief state school officer, more commonly known as the Superintendent of Public Instruction or the Commissioner of Education (titles vary by state). State departments of education are generally responsible for disbursing state and federal funds to local school districts, setting parameters for the length of school day and year, teacher certification, testing requirements, graduation requirements, developing learning standards and promoting professional development. Generally, the chief state school officer is appointed by the Governor, though in a few states they are elected.[23]

State departments of education may also have Standards which provide benchmark measures that define what students should know and be able to do at specified grade levels. These sometimes, but not always, address sexual health education. For instance, Connecticut and New Jersey have standards similar to the National Sexuality Education Standards in place and which address reproduction, prevention of STIs and pregnancy, and healthy relationships. A number of other states have general health education standards which do not directly address sexual health, while others make mention of HIV/STI prevention and abstinence but don’t demand the most thorough instruction in sexual health.[24]

• Local Policy: At the school district level, Pre-K-12 public schools are generally governed by local school boards (with the exception of Hawaii which does not have any local school board system). Local school boards are typically comprised of 5 to 7 members who are either elected by the public or appointed by other government officials.[21]

Local school boards are responsible for ensuring that each school in their district is in compliance with the laws and policies set by the state and federal government. Local school board also have broad decision and rule-making authority with regards to the operations of their local school district, including determining the school district budget and priorities; curriculum decisions such as the scope and sequence of classroom content in all subject areas; and textbook approval authority. [21]

Typically, school boards set the sex education policy for a school district. They must follow state law. Some school boards provide guidelines or standards, while others select specific curricula for schools to deliver. Most school boards are advised by School Health Advisory Councils (SHACs). SHAC members are individuals who represent the community and who provide advice about health education.[21]

How can I work for comprehensive sexual health education for students in my community?

There are a number of ways to help ensure that students get the information they need to live healthy lives, build healthy relationships, and take personal responsibility for their health and well being.

• Urge your Members of Congress to support the Real Education for Healthy Youth Act, in person, by phone, or online.
• Contact your school board and urge them to adopt the National Sexuality Education Standards and require comprehensive sexual health programs.
• Join a School Health Advisory Council in your area – both young people and adults are eligible to serve on most.
• Organize within your community – a group of individuals, or a coalition of like-minded organizations – to do one or all of the above.

Young people have the right to lead healthy lives. As they develop, we want them to take more and more control of their lives so that as they get older, they can make important life decisions on their own. The balance between responsibility and rights is critical because it sets behavioral expectations and builds trust while providing young people with the knowledge, ability, and comfort to manage their sexual health throughout life in a thoughtful, empowered and responsible way. But responsibility is a two-way street. Society needs to provide young people with honest, age-appropriate information they need to live healthy lives, and build healthy relationships, and young people need to take personal responsibility for their health and well being. Advocates must also work to dismantle barriers to sexual health, including poverty and lack of access to health care.

Emily Bridges, MLS, and Debra Hauser, MPH

Advocates for Youth © May 2014

1. CDC. Youth Risk Behavior Surveillance, 2011. Atlanta: US Department of Health and Human Services, Centers for Disease Control and Prevention; 2012.

2. Finer LB et al., Disparities in rates of unintended pregnancy in the United States, 1994 and 2001, Perspectives on Sexual and Reproductive Health, 2006, 38(2):90–96.

3. Centers for Disease Control and Prevention. Sexually Transmitted Disease Surveillance 2011. Atlanta: U.S. Department of Health and Human Services; 2012.

4. Centers for Disease Control and Prevention. Sexually Transmitted Disease Surveillance 2012. Atlanta: U.S. Department of Health and Human Services; 2013.

5. Alford S, et al. Science and Success: Sex Education and Other Programs that Work to Prevent Teen Pregnancy, HIV & Sexually Transmitted Infections. 2nd ed. Washington, DC: Advocates for Youth, 2008;

6. Dating Matters: Strategies to Promote Health Teen Relationships. Atlanta: Center for Disease Control and Prevention; 2013.

7. National Sexual Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. 2012: 6-9. http://www.futureofsexed.org/documents/josh-fose-standards-web.pdf. Accessed October 2, 2013.

8. Davis A. Interpersonal and Physical Dating Violence among Teens. National Council on Crime and Delinquency, 2008. Retrieved November 15, 2013 from http://www.nccdglobal.org/sites/default/files/publication_pdf/focus-dating-violence.pdf

9. Ybarra ML and Mitchell KJ. “Prevalence Rates of Male and Female Sexual Violence Perpetrators in a National Sample of Adolescents.” JAMA Pediatrics, December 2013.

10. Gay, Lesbian, and Straight Education Network. The 20011 National School Climate Survey: The School Related Experiences of Our Nation’s Lesbian, Gay, Bisexual and Transgender Youth. New York, NY: GLSEN, 2012.

11. CDC. Sexual Risk Behaviors and Academic Achievement. Atlanta, GA: CDC, (2010); http://www.cdc.gov/HealthyYouth/ health_and_academics/pdf/sexual_risk_behaviors.pdf; last accessed 5/23/2010. 12. Chin B et al. “The effectiveness of group-based comprehensive risk-reduction and abstinence education interventions to prevent or reduce the risk of adolescent pregnancy, human immunodeficiency virus, and sexually transmitted infections: two systematic reviews for the Guide to Community Preventive Services.” American Journal of Preventive Medicine, March 2012.

13. Kohler PK, Manhart LE, Lafferty WE. Abstinence-Only and Comprehensive Sex Education and the Initiation of Sexual Activity and Teen Pregnancy. Journal of Adolescent Health. 2007; 42(4): 344-351.

14. Stanger-Hall KF, Hall DW. “Abstinence-only education and teen pregnancy rates: why we need comprehensive sex education in the U.S.

15. National Sexual Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. 2012: 6-9. http://www.futureofsexed.org/documents/josh-fose-standards-web.pdf. Accessed October 2, 2013.

16. National Sexual Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. 2012: 6-9. http://www.futureofsexed.org/documents/josh-fose-standards-web.pdf. Accessed October 2, 2013.

17. Kirby D. Emerging Answers 2007. Washington, DC: National Campaign to Prevent Teen Pregnancy, 2007. 18. Office of Adolescent Health. “Evidence-Based Programs (31 Programs). Accessed March 5, 2014 from http://www.hhs.gov/ash/oah/oah-initiatives/teen_pregnancy/db/programs.html

19. Public Religion Research Institute. Survey – Committed to Availability, Conflicted about Morality: What the Millennial Generation Tells Us about the Future of the Abortion Debate and the Culture Wars. 2011. Accessed from http://publicreligion.org/research/2011/06/committed-to-availability-conflicted-about-morality-what-the-millennial-generation-tells-us-about-the-future-of-the-abortion-debate-and-the-culture-wars/ on May 13, 2014.

20. Daniels K, Mosher WD and Jones J, Contraceptive methods women have ever used: United States, 1982–2010,National Health Statistics Reports, 2013, No. 62, <http://www.cdc.gov/nchs/data/nhsr/nhsr062.pdf>, accessed Mar. 20, 2013.

21. Future of Sex Education. “Public Education Primer. “ Accessed from http://www.futureofsexed.org/documents/public_education_primer.pdf on May 13, 2014.

22. Sexuality Information and Education Council of the United States, Siecus State Profiles, Fiscal Year 2012. Accessed from http://www.siecus.org/index.cfm?fuseaction=Page.ViewPage&PageID=1369 on May 13, 2014.

23. Centers for Disease Control and Prevention. “In Brief: Rationale for Exemplary Sexual Health Education (ESHE) for PS13-1308. Accessed from http://www.cdc.gov/healthyyouth/fundedpartners/1308/strategies/education.htm on May 13, 2014.

24. Answer. “State sex education policies by state.” Accessed from http://answer.rutgers.edu/page/state_policy/ on May 13, 2014.

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Our Whole Lives: Lifespan Sexuality Education

OWL sexuality education programs change lives.

Honest, accurate information about sexuality changes lives. It dismantles stereotypes and assumptions, builds self-acceptance and self-esteem, fosters healthy relationships, improves decision making, and has the potential to save lives. For these reasons and more, we are proud to offer Our Whole Lives (OWL) ,  a comprehensive, lifespan sexuality education curricula for use in both secular settings and faith communities.

Interactive workshops and activities engage participants, while step-by-step instructions for program planners and facilitators help ensure success. Seven curricula speak to participants' needs, by age group:

• grades 10-12
• young adults
• older adults

Our Whole Lives helps participants make informed and responsible decisions about their relationships, sexual health and behavior. With a holistic approach (PDF ), Our Whole Lives provides accurate, developmentally appropriate information about a range of topics, including relationships, gender identity and expression, sexual orientation, sexual health, and cultural influences on sexuality.

Our Whole Lives Offers

• Accurate information presented in developmentally appropriate ways
• Affective and emotional learning
• Guiding values and principles
• Activities that help participants clarify values and improve decision-making skills
• A safe and supportive peer group
• Acceptance of diversity
• A social justice approach to inclusive sexuality education
• Step-by-step instructions for program promotion, implementation, and facilitation
• Parent orientation that affirms parents as their children’s primary sexuality educators
• Facilitator trainings, continuing education, and email forums to increase knowledge, skills, confidence
• Expert user support from the Unitarian Universalist's Association OWL Program Manager and the United Church of Christ's Minister of Sexuality Education and Justice.
• Sexuality and Our Faith , an optional religious supplement for use in Unitarian Universalist and United Church of Christ settings.

Our Whole Lives Values

While Our Whole Lives is secular, it is not value-free. The program gives clear messages about the following key sexuality issues:

• sexual health
• responsibility
• justice and inclusivity

Our Whole Lives recognizes and respects the diversity of participants with respect to biological sex, gender identity, gender expression, sexual orientation, and disability status in addition to cultural and racial background. The activities and language used throughout the program have been carefully chosen to be as inclusive as possible of this human diversity.

Who Uses Our Whole Lives ?

Our Whole Lives   is used in faith communities as well as by public, charter, and private schools; after-school programs; youth groups; home schoolers; colleges; correctional facilities; and groups in other settings. Our Whole Lives for Older Adults is well suited to senior centers and retirement communities. Although developed by two religious organizations, Our Whole Lives contains no religious references or doctrine.

Many Unitarian Universalist congregations and United Church of Christ churches offer Our Whole Lives programs. To find one near you, please use the Find a Congregation (Unitarian Universalist) or Find Churches Near Me  (United Church of Christ) search engines. The Director of Religious Education or Director of Christian Education, respectively, will be able to answer questions about their programming.

Our Whole Lives : Approaches that Work

Our Whole Lives covers topics and skills that both parents and children want covered but which schools often exclude or address only briefly. National surveys show that most parents, along with educators and children and youth, want to expand sexuality education. Our Whole Lives is an excellent way to accomplish that goal.

The development of Our Whole Lives was informed by the Guidelines for Comprehensive Sexuality Education  produced by the National Guidelines Task Force, a group of leading health, education, and sexuality professionals assembled by the Sexuality Information and Education Council of the United States (SIECUS). Today, revisions and new resources are informed by the National Standards for Sexuality Education Core Curriculum, K-12 (PDF) .

Sexuality and Religion

The Our Whole Lives program can be put into the context of religious values with the addition of the Unitarian Universalist and United Church of Christ companion publication,  Sexuality and Our Faiith (PDF) .  The reasons sexuality education belongs in a religious setting are outlined in the brochure Sexuality is Honored Here (PDF) .

Our Whole Lives users from other faith traditions are welcome to create their own companion document. Contact [email protected] for more information.

Our Whole Lives: Sexuality Education for Grades K - 1, Second Edition

By Marshall Miller, Dorian Solot

Being reprinted - available for backorder. This second edition of Our Whole Lives, K-1 offers new and expansive ways of addressing gender identity and roles, sexual orientation, race, ability, and more for children and their families This is the secular version of Our Whole Lives for Grades K-1,...

Buy This Book

Teaching Young Children About Body Boundaries

"Teaching Young Children about Body Boundaries" (Vimeo, 5:31) , a short video for parents and caregivers of K-1 children, is one of seven in the "Under Your Wing" series . Sexuality educators Dorian Solot and Marshall Miller, authors of the K-1 OWL program, share tips for conversation and home reading on topics children are curious about. Videos are available without captioning, with English captions, and with Spanish subtitles.

Melanie Davis, Our Whole Lives Program Manager,  [email protected]

OWL Lapel Pin

Our Whole Lives Recognition Lapel Pin Please choose either Priority Mail shipping or UPS at checkout, if purchasing this item. We are not able to ship this merchandise via Value shipping. We will change the shipping and charge you accordingly if Value is chosen. Thank you!

Available at inSpirit

The Rev. Peter Morales (L) and the Rev. John Dorhauer, presidents, respectively, of the UUA and the United Church of Christ, backed by staff of both organizations, sign a Memorandum of Understanding to continue partnering on Our Whole Lives sexuality education.

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Gender and Sexuality

Human sexuality is a nuanced topic and students may be presented with conflicting information. Tackling the topic in the classroom can be a complex task for anyone, but ignoring the topic isn't a solution. Teens today want to talk about this subject, and the role of the teacher is to facilitate the discussion in an educational and progressive manner.

Creating storyboards to help teach definitions is a powerful visual tool, until it comes to defining people’s identity. Stereotyping what a person looks like for different genders can be offensive. Storyboard That has a solution to this dilemma: stickies . The stickies can be gender neutral or clearly masculine/feminine. This will help to eliminate offensive visuals and push discussion into a positive light. It may not be a wise idea to ask students to create storyboard visuals to match terminology, as they may accidentally make offensive material. However, if you would like students to create their own responses, it may be helpful to have a conversation about stereotypes at the beginning of the class. Below you will find some examples of educational storyboards that can be used for classroom discussion.

Defining Terminology

Defining terminology is the first logical step in any unit. Class runs smoothly and safely when students know how to verbalize their thoughts in an appropriate way. When trying to define the different terms for sexuality, some words may seem ambiguous. It’s important for students not to focus on specific definitions of every sexuality or gender identity. In fact, many terms are vague in nature to avoid specific labels. It’s important that students understand that people don’t always fit squarely into one identity and that identities are varied and multifaceted.

The feeling of belonging to something is a powerful thing, and thus some people in the LGBTQ community prefer labels that correspond to their identities. Often, these labels are followed by a feeling of relief as someone finds their identity. On the other hand, others are happy with who they are and don’t feel the need to use labels or to identify themselves with larger groups with similar identities. Not everyone fits into two or three categories. Are labels necessary? No, but they are important.

A partial list of sexuality terms to understand:

When discussing new terminology, especially for this topic, it is important to be as clear as possible and not to confuse terms. These visuals in the example storyboards you create allow for clearer understanding and reinforcement of terminology. This topic can be intimidating to talk about for teachers and students, but the simplicity of the characters make the terms less scary.

Effects of Gender Roles

Expectations of a childhood could be drastically different based on the sex assigned at birth. Assuming gender based on sex assigned at birth begins prior to birth, when a future parent receives gifts specified to a gender norm. Toys given to children help sculpt gender roles. Males may be given trucks and plastic tools, building blocks, or army men. Females may be given princess dresses, plastic kitchen sets, and dolls. All these objects represent societal gender norms.

While it is not a negative thing to give a doll to a child to help reinforce the importance of care-giving, societal gender norms often make it seem so. If, for example, a doll is given to a male child, it may be “frowned upon” as boys playing with dolls is outside of gender norms. As a society, we are doing an injustice by defining and limiting gender roles. These conclusions may not seem like a huge problem at the time, but can really confuse individuals when they start to develop their identity.

How we treat children also has a big impact on gender roles and their identity. When a boy falls and gets a scrape, how is this child usually treated? When a girl falls down and gets a scrape, are they treated any differently? Children internalize messages when they are told to "suck it up" or "rub dirt in it". They either ignore the pain, or decide their pain is not a big deal and move on. This is not a healthy coping mechanism for children and can lead to poor coping skills. Have students think about the long-term impacts of gender roles in society by creating a storyboard. Visuals may help lead to discussions and thought-provoking answers.

This activity asks students to think critically about what the long term outcomes are in each situation. By modifying this activity and asking the students to create their own examples of gender norms, students will be able to visualize their own similar experiences, which creates a reflection assessment. Below is an example storyboard that students can fill in directly, either on their own or as part of a class discussion.

Advocate, Ally, Accept

The internal conflict experienced by students who are questioning or are LGBT-identified might be boundless and overwhelming. Students who do not identify themselves as a part of the LGBTQ community may feel a bit lost or outsiders in this topic. At times, they may feel like they do not know what to say. Understandably, they may not want to offend anyone or they may not know how to help. Introducing the three A’s is a good starting point for students to understand the roles they can play. Students who are not a part of the LGBTQ community can be an ally, an advocate , and someone who accepts differences .

Being an ally for the LGBTQ community is an important role. An ally is supportive to members of the community by being open to conversing in an honest way. It involves listening in a judgement-free manner while maintaining respect for the person and entrusted information. It takes a certain amount of courage to be an ally. Today there still exist prejudices against the LGBTQ community and being an ally for the minority is a step in the right direction. Below is a storyboard that shows students ways to be an ally.

Being an advocate is no easy task. This is someone who stands up to oppression of the LGBTQ community, is a role model for their peers, and changes the environment to a more accepting one by joining or starting organizations while reporting harassment of LGBTQ individuals. Below is a storyboard that shows students ways to be an advocate.

It is also important for students to learn acceptance of individual differences, but this is the least they can do. Someone who accepts people for who they are and understands that gender identity is not tied directly to sex assigned at birth is a learning objective for this discussion. Below is a storyboard that shows an example of how easy it can be to be accepting of differences.

It is easier said than done to be an ally, advocate, or accepting of differences; just defining what they are isn’t enough. Turning information into action takes practice and confidence. Showing different ways to be one of the three A’s makes it seem easier. Asking students to make their own storyboards with themselves performing some of the three A’s builds the confidence to act in reality.

Students are a product of their environment and the intolerance of differences is a learned behavior. Creating an accepting classroom setting for all students will help push out harassment and foster understanding. If someone can learn to discriminate, they can learn to be more accepting. A teacher's biggest role in facilitating a safe classroom environment is teaching ways to be more accepting. Being an ally, advocate, or accepting others are just a few ways to support the LGBTQ students and community. Understanding the community, how to support them, and what supporting their peers looks like are just a few ways to teach this topic in your classroom.

Additional Resources for Activities

Outside of the activity suggestions above, you may want to create posters, PSAs, or worksheets to supplement class discussions. While these aren't necessary components to teaching gender and sexuality in the classroom, they can serve as additional ways to reinforce information and, in the case of worksheets, provide students with a place to actually write their thoughts somewhere that won't be seen by other students (if they feel uncomfortable or need to share information).

• Browse our worksheet templates for ways to incorporate things like quizzes, short answers, and more into the classroom.
• Either you or students can create posters as a way to provide visual aids to hang in the classroom or as a project. Students may even be encouraged to create a biography poster for a prominent LGBT+ figure in order to help them recognize the contributions the community has made to the world around them.

How to Teach Gender and Sexuality

Define terminology.

Begin by introducing and discussing the terminology related to gender and sexuality. Explain the meanings of terms such as sex, cisgender, sexuality, heterosexual, gay, lesbian, bisexual, pansexual, asexual, queer, nonbinary, intersex, transgender, polygender, gender questioning, transitioning, transsexual, skoliosexual, LGBTQ, ally, and advocate. Emphasize that identities are varied and multifaceted, and not everyone fits into rigid categories.

Explore the Effects of Gender Roles

Engage students in a discussion about the effects of societal gender roles. Talk about the expectations and stereotypes associated with gender from a young age, such as the toys children are given or the way they are treated when they fall and get hurt. Help students understand how these societal norms can limit and influence individuals' identities. Use storyboards or visual examples to prompt discussions and encourage critical thinking about the impact of gender roles.

Foster Understanding and Acceptance

Guide students in understanding the importance of being advocates, allies, and accepting individuals when it comes to gender and sexuality. Discuss the roles and responsibilities of allies in supporting the LGBTQ community, including listening without judgment, respecting confidentiality, and being open to honest conversations. Explain how advocates actively work to fight against oppression and create a more accepting environment. Promote acceptance by encouraging students to embrace differences and create a safe space for everyone.

Utilize Visual Tools

Use visual aids, such as storyboards or stickies, to teach and reinforce terminology related to gender and sexuality. Visuals can help clarify concepts and make discussions less intimidating. Ensure that visuals avoid offensive stereotypes and promote positive representation. You can create example storyboards or have students create their own, focusing on understanding and reinforcing the terminology.

Encourage Discussion and Reflection

Facilitate open and respectful class discussions about gender and sexuality. Allow students to share their thoughts, questions, and experiences. Encourage critical thinking and reflection by asking students to create their own examples of gender norms or to fill in storyboards with their personal perspectives. This will help deepen their understanding and promote self-reflection.

Frequently Asked Questions about Gender and Sexuality

What is the difference between gender and sexuality.

Gender refers to the socially constructed roles, behaviors, expressions, and identities that a society considers appropriate for men, women, and people of other genders. Gender is distinct from biological sex. Sexuality refers to a person's sexual preferences, desires, and behaviors.

Why is it important to teach about gender and sexuality?

Teaching about gender and sexuality is important for promoting inclusion, equity, and respect for diversity. It helps students understand and respect people who identify as LGBTQ+ and creates a more welcoming environment for them.

How can teachers address issues related to gender and sexuality in the classroom?

Teachers can address issues related to gender and sexuality in the classroom by incorporating LGBTQ+ themes and perspectives into the curriculum, using inclusive language and pronouns, and addressing any instances of bullying or discrimination. They can also provide resources and support for students who are struggling with their gender identity or sexual orientation.

How can teachers create a safe and inclusive environment for LGBTQ+ students?

Teachers can create a safe and inclusive environment for LGBTQ+ students by using inclusive language, acknowledging and celebrating diversity, and challenging homophobic and transphobic attitudes and behaviors. They can also support LGBTQ+ students by providing resources and creating opportunities for them to connect with other LGBTQ+ students and allies.

What are some strategies for responding to questions or comments from students about gender and sexuality?

Teachers can respond to questions or comments from students about gender and sexuality by providing accurate and age-appropriate information, promoting empathy and understanding, and respecting the privacy and confidentiality of students who may be struggling with their gender identity or sexual orientation. They can also redirect conversations that are inappropriate or disrespectful.

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Sexual Education: The Dilemma Game

The dilemma game invites users on a journey to Freetown, Sierra Leone where the user can explore the big city’s School, Market, Health Clinic, Church and Mosque. Throughout the game, users are met with dilemmas and learning flows, where educational quizzes, storytelling, interactive videos and mini-games will empower, educate and engage users in learning about Sexual Rights, Puberty, Pregnancy, STI’s and Contraceptives. 

The visual design, the stories, main characters, and guiding characters, as well as the background music, sound effects and the voices of the game, has been co-created in partnership with Save the Children Sierra Leone, Save the Children Denmark, BRAC Uganda and creative and dedicated girls and boys from Sierra Leone and Uganda.

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Sex education: Talking to your teen about sex

Sex education is offered in many schools, but don't count on classroom instruction alone. Sex education needs to happen at home too. Here's help talking to your teen about sex.

Sex education basics may be covered in health class. But teens might not hear — or understand — everything they need to know to make tough choices about sex. That's where you come in.

It can be awkward, but sex education is a parent's job. By connecting with your teen early and often, you can set the stage for a lifetime of healthy sexuality.

Breaking the ice

Sex might be hard to talk about. But it's even harder to avoid. Sex seems to be everywhere — news, entertainment, social media, advertising. But you can use that to get the talk going and keep it going.

Here are some ideas:

• Seize the moment. When sex comes up in a show or song, use it as a way to start a talk. Everyday moments — such as riding in the car or putting away groceries — are often the best chances to talk.
• Talk early and often. A one-time "birds and the bees" talk isn't enough. Start talking to your teen about safe sex during the preteen years. Continue the talk into early adulthood. Change the talk to suit growth and development.
• Be honest. If you're uncomfortable, say so. But keep talking. If you don't know how to answer your teen's questions, offer to find the answers or look them up together.
• Be direct. Clearly state your feelings about sex. Give facts about risks such as emotional pain, sexually transmitted infections (STIs) and unplanned pregnancy. Explain that oral sex isn't a risk-free choice instead of intercourse.
• Think about your teen's point of view. Strict talks and scare tactics can stop connection and encourage rebellious, risky behavior. Instead, listen to your teen carefully. Understand the pressures, challenges and concerns that teens have.
• Move beyond the facts. Your teen needs to know the facts about sex. But it's just as important to talk about feelings, attitudes and values. Teens are more likely to adopt family values when they understand their parents and feel understood by them.
• Focus on well-being. The teen years are known as a time of risk-taking. But they're also the time when healthy self-care behaviors start. Besides talking about risks, model and express the value of healthy relationships and choices.
• Invite more talks. Let your teen know that it's OK to talk with you about sex when questions or concerns arise. Reward questions by saying, "I'm glad you came to me."

Addressing hard topics

Sex education for teens includes not having sex (abstinence), date rape, gender identity, sexual orientation and other hard topics. Be ready for questions such as:

• How will I know I'm ready for sex? Many issues, such as peer pressure, curiosity, and loneliness, might lead teens into early sexual activity. Reassure your teen that it's OK to wait. Sex is an adult behavior. But there are other ways to connect with someone. Explain that intimate talks, long walks, holding hands, listening to music, dancing, kissing, touching and hugging are safe ways to share affection.

What if my partner wants to have sex, but I don't? Be clear that no always means no. Sex should never be pressured or forced. Any form of forced sex is rape, whether it's done by a stranger or someone your teen has been dating.

Point out to your teen that alcohol and drugs can weaken peoples' decisions. And they can make people think less clearly. Date rape and other dangerous situations become more likely when alcohol and drugs are involved.

What if I'm questioning whether I'm lesbian, gay, bisexual, transgender or queer (LGBTQ)? Many teens wonder about their sexual orientation, gender identity or expression. Help your teen understand that teens are just beginning to explore sexual attraction. These feelings may change as time goes on. And if they don't, that's fine.

A negative answer to your teen's sexual orientation, gender identity or expression can have negative effects. LGBTQ youth have a higher risk of STIs, substance abuse, depression and attempted suicide. Family acceptance can protect against these risks.

Above all, let your teen know that your love is unconditional. Praise your teen for sharing their feelings. Listen more than you speak.

Healthy versus unhealthy relationships

Dating violence occurs more often than many teens or adults may think. About 1 in 12 teens has reported facing physical or sexual dating violence. So it's important to get the facts and share them with your teen.

Watch for warning signs of dating violence, such as:

• Alcohol or drug use
• Staying away from friends and social events
• Excusing a dating partner's behavior
• Acting scared around a dating partner
• Loss of interest in school or activities that were once fun
• Suspicious bruises, scratches or other injuries

Teens in abusive relationships have a higher risk of long-term effects. These include poor grades, binge drinking and suicide attempts. The emotional impact of early unhealthy relationships may also set the stage for future unhappy, violent relationships.

Talk with your teen now about the importance of healthy relationships. Model healthy relationships through the way you connect with your teen and others. The lessons your teen learns today about respect, boundaries, and understanding what is right and wrong will carry over into future relationships.

Responding to behavior

If your teen is sexually active, it may be more important than ever to keep the conversation going. Even if you don't think your teen is ready, be open yet honest in your approach. Remind your teen that you expect sex and its responsibilities to be taken seriously.

• Stress the importance of safe sex.
• Contraception. Make sure your teen understands how to get and use contraception such as condoms and birth control.
• Promote exclusivity. An exclusive sexual relationship supports trust and respect while lowering the risk of STIs.
• Set reasonable boundaries. Enforce curfews and rules about visits with friends. This is especially important if you notice sexual attraction between your teen and certain friends.

Your teen's health care provider can help too. A routine checkup can give your teen the chance to talk about sexual health to only the provider in private. The provider can help your teen learn about contraception and safe sex. The provider can also help you build your skills to teach your teen about safe sex.

The provider may also stress the importance of routine human papillomavirus (HPV) vaccination. This vaccine protects people of all genders against genital warts and cancers of the cervix, anus, mouth and throat, and penis. People can usually get the vaccine between ages 9 and 26. But it is sometimes available for people older than age 26.

Looking ahead

Your guidance is key to helping your teen become a sexually responsible adult. Be honest and speak from the heart. If your teen doesn't seem interested in what you have to say about sex, say it anyway. Your teen is probably listening.

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