Comprehensive+Sexual+Education

Comprehensive sexual education (CSE) is accepted and supported across the United States, however it is rarely implemented in our schools with only 5-10% of American students receive comprehensive sexual education (Constantine, Jerman, Huang, 2007, p. 1). CSE encompasses all aspects of sexual education, by offering complete strategies of using both abstinence and contraception. It also promotes open communication and improvement of personal and interpersonal communication skills, and includes parents and teachers in the process to help teens gain a wider understanding of sex and their sexuality (Constantine, Jerman, Huang, 2007, p. 1).
 * Reasons and Benefits of Comprehensive Sexual Education**

High rates of teen pregnancy and STDs in the United States have caused many schools and youth organizations to develop sexual education programs that encompass more than just teaching abstinence-only. Programs that focus only on abstinence as the way to prevent pregnancy and STDs limit sexual communication and have reportedly failed to have any sort of significant effect on sexual behavior. However, comprehensive sexual education programs have shown a positive impact on delaying sex, reducing number of sex partners, and increasing condom or contraceptive use (Kirby, 2007, p. 1). Comprehensive sexual education has many benefits. Evidence shows that CSE plays a crucial role in improving teen’s sexual health and well-being. It provides teens with information that they need to make informed decisions about sex and to develop health communication and satisfying relationships (Braeken, Cardinal, 2008, p 3). Communicating sex through CSE can help teens to also develop their own values and recognize their sexual rights. Through providing all information about skills, knowledge, norms and communication, CSE programs can result in a higher quality of life for young people (Braeken, Cardinal, 2008, p 4).

There has been much debate between providing teens with an abstinence-only or comprehensive sexual education experience. A main concern of using CSE is that to provide teens with this type of information will actually promote the idea of irresponsible sexual behavior instead of deterring from it (Braeken, Cardinal, 2008, p 2). It is a misconception that the majority of parents in the United States favor abstinence-only education. In a California study conducted in 2007 reports that 89% of parents support teaching comprehensive sexual education (Constantine, Jerman, Huang, 2007, p. 1). Although the level of support for CSE is very high, these types of programs have yet to be taught in schools or experienced by students (Constantine, Slater, Carrol, 2007, p. 1). In this study, 94% of middle and high schools reported teaching sexual education to teens. However, 88% of these schools did not follow one or more provisions of the state sexual education code, and 48% did not cover each required topic (Constantine, Jerman, Huang, 2007, p. 2).
 * Controversy and Parent Feedback**

Lesbian, gay, bisexual, and transgendered teens can also benefit from Comprehensive Sexual Education. Historically, schools across the United States have only taught heterosexual sexual education. In traditional sexual education, no mention of LGBT people is mentioned. Excluding these people in teaching sexual communication does not help the issue of disrespect and hostility towards LGBT individuals, and promotes sexual prejudice with many harmful effects. These effects can include feelings of depression, alienation, drug use, and unsafe sexual practices (Elias, Eliason, 2010, p. 8). Including information about LGBT in sexual education programs helps to promote a better understanding, and deters negative communication such as using names like “homo, fag, or queer” (Elias, Eliason, 2010, p. 7).
 * LGBT Individuals and Comprehensive Sexual Education**


 * References**

Braeken, D., & Cardinal, M. (2008). Comprehensive Sexuality Education as a Means of Promoting Sexual Health. //International Journal of Sexual Health//, 20(1/2), 50-62. doi:10.1080/19317610802157051 Constantine, N. A., Jerman, P., & Huang, A. X. (2007). California Parents’ Preferences and Beliefs Regarding School-Based Sex Education Policy. //Perspectives on Sexual & Reproductive Health//, 39(3), 167-175. doi:10.1363/3916707 Constantine, N. A., Jerman, P., & Huang, A. X. (2007). Percentage distribution of respondents, by type of sex education they support, according to region. International Journal of Sexual Health. Constantine, N. A., Slater, J., & Carroll, J. (2007). Motivational aspects of community support for school-based comprehensive sexuality education. //Sex Education//, 7(4), 421-439. doi:10.1080/14681810701636002 Elia, J. P., & Eliason, M. (2010). Discourses of Exclusion: Sexuality Education's Silencing of Sexual Others. //Journal of LGBT Youth//, 7(1), 29-48. doi:10.1080/19361650903507791 Kirby, D. (2007). Abstinence, Sex, and STD/HIV Education Programs for Teens: Their Impact on Sexual Behavior, Pregnancy, and Sexually Transmitted Disease. //Annual Review of Sex Research//, 18143-177. Retrieved from EBSCO//host//.