Literature Review

A possible way in which school boards and curriculum specialists alike could improve

sex education programs could be including suggestions from the opinions of both students and

parents. There are a multitude of studies and research done examining the wants and needs of

students and parents in relation to their respective programs. Debra Hauser--a member of

Advocates for Youth and director of the Support Center for School-based Health Care--notes the

overwhelming support for sex education in the US. Students and parents alike agree that there is

a necessity for sex education in schools (Hauser). However, it is uncommon to find a consensus

on what should be taught amongst these demographics. There are many studies that attempt to

evaluate the needs of both students and parents. The feedback seen in these studies could very

well allow for growth and development within the current sex education program. The feedback

can ultimately create a more educational, inclusive, and comprehensive program. Educationally,

students can expect a program that teaches students for mastery and offers a variety of

information. Inclusivity comes from a program including all types of sexualities without

exception. In conjunction with one another, it will create a comprehensive program that teaches

all necessary skills and topics. Students and parents alike agree that this is necessary for building

a better program within schools.

Students should be the most influential voice for this change because it is going to impact

future generations of children yet to come. A sectional study conducted in India by Chhina

Rupali and her team--a collection of senior residents of OBs and Gynae along with a group of

senior residents of Microbiology and Pathology--polled students and found that they are

unsatisfied with the current teachings in their sex education class. Respectively, she suggests that

the teachings be modified to fit their needs (Rupali). Similarly, a study conducted in the UK by a
professor of sociology named Simon Forrest found an overwhelming sense of disappointment as

well. The results of his poll study showed high percentages of students wanting more

information in the multitude of topics that were offered in the survey. The students are openly

showing a desire for more topics in their classes (Forrest). Another study conducted by a member

of the Rutgers School of Public Health addresses the desire for discussions about the

controversial topic of pleasure. Kantor’s qualitative study showed a high percentage of students

expressed how this could be advantageous for their comprehension and education as a whole

(Kantor). Programs could benefit greatly by taking these opinions into consideration. This desire

for more topics would create a more educational outlet that would better prepare students for

their future. Similarly, there is also a desire for inclusivity when it comes to the teachings of

LGBT+ relationships and information.

Sex education programs around the globe commonly neglect or purposely leave out

information that doesn’t align with the heterosexual teachings. This has left the minority of

students who identify with the LGBTQ+ community feeling lost and isolated. L. Kris Gowen--a

manager for the Regional Research Institute for Human Services--elaborates on the desire for

inclusivity in the classroom. The article notes that fewer than five percent of students nationally

recall any curriculum material for LGBTQ+ youth. This information was specifically drawn

from students in Oregon and their classroom experiences and their want for a program that is

inclusive and considerate of their needs (Gowen). A study conducted in 2017 elaborates on the

fact that there is a lack of education for a variety of sexualities. It specifically states that “school

provided sex education frequently fail[s] at providing a wide range of information related to a

variety of sexualities and sexual experiences that adolescents may have” (Estes 26). Ultimately,

if school districts want to create a more inclusive program, they need to look into supplying
adequate information for their LGBTQ+ youth. However, the youth aren't the only demographic

feeling the need for a change; parents are also exhibiting the desire for change.

The majority of parents also agree that there are areas of growth for sex education

programs. Netsanet Fentahun, director of the Department of Health Education and Behavioral

Studies, notes that parents percieve “sex edcuation as the backbone of” their students health

(Fentahun 103). The research shows that parents are supportive of information taught so long as

students are mentally mature enough to comprehend and retain the information. A report

covering a correlation study conducted by the Henry J. Kaiser Family Foundation found that the

opinions of parents on what should be taught to their children was overwhelming. Comparing

what parents think should be taught and what is being taught showed the researchers a large gap

between the expectation of parents and the reality of the classroom (Melby). Parents in a separate

study expressed that sex education is extremely important but they also placed an emphasis on

the timing. Once they are old enough to form their own opinion, they should be learning sex

education (Robinson). Parents were then more supportive of including students’ educational

preferences in their education. The parents reported on in these studies show a similar desire as

their students for more information in the sex education curriculum. Ultimately, if the desires of

these demographics were taken into consideration, current programs would develop and have

more educational and inclusive content, ultimately creating a more comprehensive program.

The aforementioned conduct studies illustrate the desires, wants, and needs of these

demographics for an improved program. However, the gap found within these studies is that no

one compares the wants and needs of the students to that of their parents. A study that compares

the two could ultimately come to a compromise that could satisfy the majority of people within a

district. Because the previous studies only survey one of the two, they are left without a way to
incorporate the desires of the other. Also, these studies are all conducted on a large scale within

either states or countries. It would be beneficial to examine a specific school district--specifically

Jefferson County Public Schools in Colorado--to see if the opinion set forth by the public could

be implemented. Because the aforementioned studies showed an overwhelming desire for

change, one would expect to find a similar result in a smaller scale study.