Teaching Sexuality

1. Teaching Sexuality Recognising Reality

2. Dedication To the young people of this nation who must find their way to sexual health in a world of contradictions – where media scream “Always say yes”, where many adults admonish “Just say no”. But the majority just say…….nothing. Peggy Brick

3. Comprehensive Sexuality Education

4. What are the requirements? Sexuality education one of seven key learning areas in Health & Physical Education Curriculum. Since Dec 2001 it is a requirement to teach from Years 1 to 10. BoTs must consult their community – including students – at least every two years re the health curriculum. Parents have the right to withdraw their children from the sexuality component of the health programme.

5. What is comprehensive sexuality education? Involves learning about emotional, social, spiritual, physical and biological aspects. Includes the development of knowledge, exploration of attitudes and values, and skills development …. Which promote and sustain risk-reducing behaviours. Age and stage appropriate.

6. What does it aim to achieve? Equip young people with the information, skills and values to have safe, fulfilling and enjoyable relationships, and to take responsibility for their sexual and reproductive health and well-being.

7. What is effective sexuality education? Both school and home contribute Trained educators are used Comprehensive range of topics addressed, including contraception Psychosocial factors are addressed – including values, norms and self-efficacy Programmes begin before first sex Participatory learning methods are used Children and young people are taught using group work

8. Does it work? Almost all increase knowledge about sexuality and risk of pregnancy and STIs. No evidence comprehensive programmes hasten first sex. Good programmes: Delay onset of first sex Reduce the number of sexual partners Increases condom and contraceptive use Reduce frequency of intercourse.

9. What about abstinence? Comprehensive programmes include abstinence education, along with other protective behaviours. Good evidence that abstinence only education is ineffective in the long-term.

10. What should be included? Core values run through comprehensive sexuality education: mutual respect loving and happy relationships rights to information safety and health equality (particularly on the basis of gender and sexual orientation) responsibility for oneself and others.

11. What should be included? Secondary ATTITUDES AND VALUES: clarification of own attitudes and values equality gender roles identifying stigma identifying that love, lust and sex are not the same non-judgemental open-mindedness positive attitude toward their health positive self-esteem respect for self & others sense of responsibility recognising discrimination

12. What should be included? SKILLS: ability to ask questions and seek help ability to take responsibility assertiveness condom use confidence critical thinking critiquing the media communication and negotiation including giving and getting consent, delay and abstaining, boundary setting decision making recognising myths and stereotypes empathy ethical bystanding recognising peer pressure recognising unhealthy behaviours, coercion and violence

13. What should be included? KNOWLEDGE: cultural norms and social rules contraceptive options including Emergency Contraception gender diversity impact of alcohol and drugs pregnancy options including abortion qualities of a good friend recognising and managing range of emotions relationship violence reproduction rights and laws e.g. relating to sexual diversity, consent, service access, abortion, safety and protection sexual orientation sexually transmissible infections and prevention stages of intimacy, sexual response and pleasure support services

14. Adolescent Sexual Behaviour • What percentage of males under 13yrs said they were sexually active in the Youth 2000 study? • 9% c.19% • 15% d. 35% • Of those students having sex, around a third had discussed preventing pregnancy, how many had discussed STIs?(Youth 2007) • 10% c. 25% • 15% d. 45% 3. What percentage of youth reported using condoms most of the time?(Youth 2007) • 17% c. 72% • 49% d. 81%

15. Adolescent Sexual Behaviour • Approximately what percentage of sexually active youth reported never using any contraception?(Youth 2007) • 8% c.18% • 15% d. 22% • In the Youth 2007 study how many young people reported being attracted to the same sex, both sexes or not being sure? • 1 in every 30 students c. 1 in every 12 students • 1 in every 22 students d. 1 in every 8 students

16. New Zealand Research • Missing discourse of desire. (Fine, 1988) • Students want to learn about pleasure. (Allen, 2001) • Schools are heteronormative spaces (normalise heterosexuality). • Schools prefer non sexual students.

17. Cultural Diversity • Many cultures in NZ have rules and customs around sexuality. In some it is strictly taboo to talk about any aspects of sex. Good programmes have exploration time built in to discuss differing values and beliefs • Cultural diversity is one of our strengths and should be embraced, but we have to remember that it is not limited to ethnicities or religions, but includes the types and qualities of relationships also • often an assumption that all participants are heterosexual and/or that heterosexuality is the norm can lead to lack of safer sex information for same sex attracted students. • Research has shown that for many same-sex attracted and transgender students, sexuality education at school has been deemed useless due to its heterosexual focus (Hillier, Turner, Mitchell, 2004). • 1 in 12 or at least 2 in a class of 30 respondents identify as non heterosexual (Youth 2000)

18. Diversity • Students will also often focus on heterosexual relationships. • Teachers should remind students of same-sex relationships and ask them to consider how it might be for a couple in a same-sex relationship. • You can also occasionally say boy/girl, boy/boy or girl/girl relationships when you are discussing situations or scenarios, or use the term partner/s instead of boyfriend/girlfriend.

19. oh Oh OH! TALKING ABOUT PLEASURE

20. “We learned a lot about what was going to go wrong” (Emma from Louisa Allen’s 2001 study) “They need a programme to help you find the people who are right for you, how to develop strong and loving relationships, how to know when and how to move to the next stage, for example, friends to boyfriend girlfriend” (male, 16, from Kim Elliott’s 1998 study) “These courses seem to skim the surface of the BIG issues (female, 17, from Kim Elliott’s 1998 study)

22. Supporting Pleasure • Pleasure needs to be talked about if we are to have any credibility with youth. • Discussing pleasure is a great way to let your students know that you respect them as individuals with rights responsibilities and legitimate sexual perspectives of their own.

23. Students want to hear about it • Allen, L. (2008). ‘They think you shouldn’t be having sex anyway’: Young peoples suggestions for improving sexuality education content’. Sexualities 11 (5): 573-594. • Allen, Louisa (2007) ''Pleasurable pedagogy': young people's ideas about teaching 'pleasure' in sexuality education', Twenty-First Century Society, 2:3, 249 – 264 • Forrest, S. Strange, V. and Oakley, A. (2004) 'What do young people want from sex education? The results of a needs assessment from a peer-led sex education programme', Culture, Health & Sexuality, 6:4, 337 — 354

24. Support For Pleasure in Sexuality Education • Braeken, D. and Cardinal, M (2008) ‘Comprehensive Sexuality Education as a Means of Promoting Sexual Health’, International Journal of Sexual Health, 20: 1, 50 - 62 • Dailey, D.(1997) 'The Failure of Sexuality Education', Journal of Psychology & Human Sexuality, 9: 3, 87 — 97 • Ingham, R. (2005) ‘'We didn't cover that at school': education against pleasure or education for pleasure?’, Sex Education, 5: 4, 375 - 388

25. So how can we help?!

26. Family Planning Services PARENT NIGHTS BOT CONSULTATION COMMUNITY WORKSHOPS POLICY EDUCATION PROMOTIONS TRAINING PROGRAMMING

27. BOARD OF TRUSTEES • Presentations to the Board and Senior Management • Allaying fears • Updating knowledge • Resources and research • Helping with community initiatives driven within the school

28. CONSULTATION • Helping with needs assessment tailored to your school • Deciding priorities, outcomes, learning intentions, scope • Working to get buy in at all levels • Working in conjunction with the school to engage communities

29. PARENT NIGHTS • Open & Honest workshops for parents/caregivers • Help in set up and content • Addressing parental concerns • Helping debunk current myths and misconceptions • Update parents knowledge

30. POLICY • Helping to create, modify, update or tweak policies for best practice • This includes things like gender, identity, orientation, and protocols for nurses, teachers and support staff around disclosures, pregnancy and STIs

31. EDUCATION • Classes within the school as part of a wider aproach • Speciality topics like pregnancy options, alcohol and sex, gender and diversity • Teaching, co-teaching and observational feedback for teachers

32. PROGRAMMING • Help in designing programmes to suit the specific needs of your students • Comprehensive step by step teaching resources • Creative and interactive tips and techniques

33. PROMOTIONS • Designing activities and events within your school and community to increase engagement • Running competitions designed to engage senior students not enrolled in senior health • Using these to help provide evidence for NZQA and NCEA level standards

34. TRAINING • Detailed and specific workshops for teachers, support staff, nurses and BOT • Ongoing support and advice • Support for new teachers or those uncomfortable with certain topics

35. COMMUNITY WORKSHOPS • Creating interactive and fun workshops that involve community • Upskilling parents and community members • Helping parents talk to teens • Continuing education classes for adults and school leavers

36. References Guttmacher Institute 2007 Review of Key Findings of “Emerging Answers 2007”. Report on Sex Education Programs. Guttmacher Institute Kirby, D. 2007 Emerging Answers 2007: Research findings on programs to reduce teen pregnancy and sexually transmitted diseases. Washington DC: National Campaign to Prevent Teen and Unplanned Pregnancy Kirby 2008; Kirby, Obasi and Laris 2006 The effectiveness of sex education and HIV education interventions in schools in developing countries. In D. Ross, B. Dick, & J. Ferguson (Eds.), Preventing HIV/AIDS in Young People: A Systematic Review of the Evidence from Developing Countries. Geneva: World Health Organization Ministry of Education, Sexuality Education: Revised Guide for Principals, Boards of Trustees and Teachers 1999 New Zealand Gazette Notice, December 2001 Santelli J., Ott, M.A et al. 2006.Abstinence and abstinence-only education: a review of U.S. polices and programs. Journal of Adolescent Health. Vol. 38, No. 1, pp. 72 – 81 Trivedi, D et al (2007) Update on Review of Reviews on Teenage Pregnancy and Parenthood. Submitted as an addendum to the first evidence briefing 2003. Hertfordshire: Centre for Research in Primary and Community Care, University of Hertfordshire, on behalf of NICE Equip young people with the information, skills and values to have safe, fulfilling and enjoyable relationships, and to take responsibility for their sexual and reproductive health and well-being. UNESCO 2010 International Technical Guidance on Sexuality Education. UNESCO 2008 Report from the Global Advisory Group Meeting on HIV and Sex Education; NICE 2010 Public Health draft guidance; School, college and community-based personal, social, health and economic education focusing on sex and relationships and alcohol education