By Isabella Gillis

Abstract

This Article examines the current state of sex education policies across the United States and their implications for public health outcomes. Through analysis of state-level requirements and limitations, particularly regarding abstinence-focused education, this Article argues for the necessity of comprehensive sex education in preventing adverse health and social outcomes.

I. Introduction

Planned Parenthood defines sex education as “high quality teaching and learning about a broad variety of topics related to sex and sexuality.”¹ Considering this definition, sex education seems necessary to maintain a society in which sexually consensual relationships can exist. Yet in twenty-one states, students are not legally entitled to this education, resulting in higher rates of sexually transmitted infections, unplanned pregnancy, sexual violence, and abusive relationships.² In many states, sex education faces limitations such as an emphasis on abstinence and education that encourages heterosexual relationships. These fragmentary versions of sex education pose many limits on students’ understanding of safe sex, a lack of knowledge that could put them at higher risk for unsafe relationships in their futures.

II. The Limitations of Abstinence-Focused Education

In thirty-five states, any sex education is required to stress abstinence, thus potentially deterring students who may be interested in exploring their sexuality and silencing the voices of the curious.³ Abstinence-focused education prevents students from asking questions involving unplanned pregnancies and sexually transmitted infections, putting them at higher risk. In a 2022 article published by Nemours: Kid Health focused on abstinence, the importance of abstinence in preventing sexually transmitted infections is emphasized, an idea that has likely influenced the minds of parents and educators.⁴ Unfortunately, using abstinence as a form of contraception is not quite as foolproof as it seems, since deciding to refrain from premarital sex does not protect children from sexual violence. The successful stress of abstinence devalues any education pertaining to sexually transmitted infections and unhealthy sexual relationships, hindering students’ ability to properly understand the risks surrounding sex, as they no longer see its relevance. This places young victims in a difficult position, forcing them to later educate themselves because they failed to understand the essentiality of sex education when they were taught.

III. Parental Rights and Educational Responsibility

According to Catholic Parents OnLine—one of the Internet’s most ardent champions of Catholic social teaching in the digital era—another reason sex education should not be taught is because “the primary teachers of children are their parents. It is their right and responsibility to teach sexual morality to their children.”⁵ Unfortunately, this perspective overlooks the significance of sex education regarding sexually transmitted infections, unplanned pregnancy, contraception, and sexual violence, among other crucial topics. Though parents are authorized to teach their children about not only sexual morality but also sexual safety, many struggle with having open conversations regarding sex, thus potentially limiting their children’s access to crucial information about safe sexual practices.

Additionally, it must be noted that sexual safety and sexual morality are not the same thing. Sexual morality relates to exactly what it seems: morals in sexual activity, typically associated with chastity and virtue; at the same time, education regarding sexual safety includes not only information about sexual infections but also keeping students informed on resources regarding sexuality and preventing sexual violence.

IV. The Psychological Readiness Argument

Another reason that Catholic Parents OnLine opposes sexual education is because they believe that not all children are psychologically prepared to learn about the opposite sex’s reproductive system. The issue with this argument is that there is no “right time” to educate students on any subject: education regarding war is considered necessary for young students, despite how psychologically troubling it is — why should (or, does) this logic not carry into the field of sex education?

V. Conclusion

By requiring more comprehensive sex education that expands beyond the stress of abstinence, American students will have the opportunity to be guided by knowledge when they need to understand sexual violence, unplanned pregnancy, and general sexual activity. Allowing schools to make their own decisions on whether or not sex education should be taught also translates into students entering adulthood unaware of the dangers involved with sex, and places them at higher risk for dangerous relationships.

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