By Nyah Fyfe
American parents overwhelmingly support teaching sex education in schools. Yet, 12 states across the country have no mandatory sex education at all—not even on the risks of HIV. Of the states offering sex ed, 29 require an emphasis on abstinence. Studies show, however, that there are reduced rates of sexual activity, sexually transmitted infections (STIs), teen pregnancy, and risky sex behaviors among adolescents who receive comprehensive sex education.
States dictate sex education laws, therefore the lessons youth are taught in relation to sex and sexuality vary greatly. Though a lack of federal standards creates gaps in the education our students receive, it also allows states to tailor laws to their specific needs. States could adopt new policies requiring curriculum on LGBTQ+ topics; race and gender neutral guidelines; and sexual violence prevention.
Studies show that queer students are less informed on STI prevention and access to contraception than their straight peers. Further, around 15% of LGBTQ+ teens ages 13 to 17 live in states with laws that “explicitly censor discussions of LGBTQ people or issues throughout all school curricula.” Some legislation has previously required homosexual relationships to be discussed negatively.
Discussing LGBTQ+ relationships neutrally and accurately, as a handful of states already require, encourages more positive health outcomes for queer youth, who have statistically higher risks of contracting STIs. Youth should have access to information on safe sex practices regardless of sexual orientation. Making informed decisions regarding safe sex is an important part of development and is a first step in comfortably exercising bodily autonomy.
Race and gender differences also cause a disparity which could be corrected with proper sex ed policy. A 2022 study published in the Journal of Adolescent Health “found that significantly fewer Black and Hispanic males than white males received instruction in saying no to sex, birth control and HIV and STI prevention.” The study also found female students were instructed at lower rates about contraception, but were more likely to be taught to say no to sex prior to marriage. The status quo of sex education leaves already marginalized groups at a disadvantage for information access. Race- and gender-neutral guidelines combat social stigma and ensure all students are adequately informed.
Common concerns raised by those who oppose expanding current sex ed laws include fears that sex ed causes adolescents to have sex more frequently, engage in unhealthy sexual relationships, or risk being exposed to grooming through exposure to sexual material. Though these are valid concerns, they are misplaced, as more comprehensive sex education can actually be used to combat these issues.
Relative to those who receive no sexual education, students who take sex ed tend to utilize safer sex practices and delay their sexual debuts. Advocates of comprehensive sex ed encourage educators to use curriculums that include preventative measures which target risk factors of sexual violence. This includes teaching students to critically think about how society and media influence their views about sex.
A former child abuse prosecutor stressed the importance of children knowing anatomically correct names for their body parts without shame attached, in order to prevent abuse. Comprehensive sex education starting at younger ages encourages more healthy and open conversations surrounding sex—the exact opposite of grooming, which often relies on shame and secrecy. By expanding sex education standards to require these crucial topics, we can ensure the youth are being led to have safer and healthier sexual experiences later in life.
While having “the talk” at school can feel embarrassing or uncomfortable for kids, comprehensive sex ed addresses potentially taboo topics with accuracy and openness which lead to more positive outcomes overall. States have the opportunity to remedy current sex ed standards to guarantee the information taught about sex is inclusive, accurate, and promotes overall safety, rather than leaving kids to figure it out on their own.
Nyah (she/her) is currently a 2L at Arizona State University’s Sandra Day O’Connor College of Law. Before attending law school, she graduated from the University of Arizona with a B.A. in law and a minor in gender and women’s studies. Her legal interests include voting rights and social justice issues affecting marginalized communities. When she’s not in school, Nyah can be found at home spending time with her dogs, on the golf course, or at a local concert venue.
Law Journal for Social Justice 