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Unfortunately, over the years sexuality education has become controversial in many
communities. SIECUS’ Community Advocacy Project has been tracking controversies
about sexuality education for more than a decade and in that time we have seen over
1,000 controversies in communities all across the country.
These communities have grappled with issues relating to sexuality education such as
curricula, materials, classroom discussions, teachers, and administrative challenges.
While each debate is unique, a number of recurring themes have emerged.
Understanding these themes can help you know what to expect, prepare yourself to
handle situations that may arise, and perhaps even take proactive steps to prevent
controversy from erupting in your community.
The examples included in this fact sheet occurred in recent school years. For information
about current sexuality education controversies, see SIECUS’ monthly Controversy
Reports at http://www.siecus.org/controversy/cont0000.html
Curricula Decisions
In many school districts sexuality education curriculum are formally approved by the
local school board and must be followed by all teachers. While some schools regularly
review their curriculum, others leave it in place until questions arise. For this reason,
many attempts to change the focus of a school’s sexuality education program start
with a petition to the school board to alter the official curriculum.
Instituting an Abstinence-Only-Until-Marriage Program
In recent years many school boards have been approached by individuals or coalitions
that wish to institute a strict abstinence-only-until-marriage program in local middle
schools or high schools. Although supporters of the abstinence-only-until-marriage
approach often represent a small minority of the community, they can be very vocal
and as a result quite successful.
TAUNTON, MA
In Taunton, MA the health curriculum advisory board approved a revision to the curriculum
that would change the focus of health classes from pregnancy- and disease-prevention to
abstinence-only. The school board held a public forum to discuss the changes where
parents and community members on both sides of the issue engaged in a heated
debate. Some parents disagreed with the changes to the curriculum and felt the new
focus would deprive students of important information.
At the end of the three-hour meeting, the committee voted to approve changes to the
health curriculum. Ultimately, the committee decided the curriculum would place a priority
on teaching abstinence while also clearly communicating the risks associated with
both sexual activity and the use of contraception.
Instituting Comprehensive Sexuality Education
Not all attempts to revise curricula involve petitions to restrict the focus of sexuality
education. In recent years, some communities have worked to expand programs and
provide students with more information and skills.
CLARENCEVILLE, MI
In Clarenceville, MI a proposal was made to expand the high school reproductive health
curriculum from an abstinence-only-until-marriage program to one that stressed abstinence
but included information on birth control, pregnancy prevention, and STDs. Only
a handful of parents attended an open house where community members could review
and comment on the plan. The majority of them were supportive of the changes,
explaining that providing information could prevent students from making poor
decisions based on ignorance.
Instituting a “Dual Track” System
Some communities remain permanently divided over whether schools should offer
abstinence-only-until-marriage programs or comprehensive sexuality education. In such
cases, some schools choose to institute a “dual track” system which offers both an
abstinence-only-until-marriage program and a comprehensive sexuality education
curriculum. Parents are given the opportunity to choose which course their child will take.
WEST ALLIS-WEST MILWAUKEE, MN
The West Allis-West Milwaukee (MN) School District considered a proposal to institute a
dual track system that offered both an abstinence-only-until-marriage program and an
abstinence-based sexuality education course to high school sophomores. The school
district had previously provided an abstinence-based program.
Supporters of both approaches agreed that more options are better than fewer.
However, some parents objected to the content of the abstinence-based course because
it teaches that sexual activity outside of marriage can be acceptable.
With the support of the school’s superintendent and a majority of curriculum committee
members, the proposal for a dual-track system was presented to the school board for
approval. The board said that it would institute the abstinence-only-until-marriage class
when it fit into the school schedule and had at least 15 students enrolled.
Too Much Information
Parents, community members, and administrators may object to topics included in a
sexuality education course, materials used, or discussions that have occurred. In contrast
to debates over curricula, which seek to change sexuality education courses before
they happen, debates over the explicit nature of materials and discussions most often
occur after a class has already been held.
Topics
Parents sometimes become concerned when they realize that their child has learned
about a particular topic as part of a sexuality education program. Among the most
controversial topics are sexual orientation, masturbation, abortion, condoms, and
contraception.
LOCKPORT, NY
The Wilson Central School District appointed a committee to review the fifth-grade
puberty education program and make recommendations to the school board. The
committee deadlocked over continuing the program because it included such topics as
intercourse, masturbation, homosexuality, and abortion.
Several parents attending the committee meeting expressed support for the program,
while others voiced concerns. One parent wondered if telling 10-year-olds about sexual
intercourse might make them more likely to engage in it and wanted to know why the
school didn’t just teach abstinence.
The school board ultimately decided to continue to provide the puberty education
course without changes.
Materials
Parents also sometimes become concerned about materials used in sexuality education
courses or made available to students, such as textbooks, pamphlets, and videos because
they feel that these teaching aids are “too explicit.” Although this term can be used to
describe many things, controversy often occurs over anatomically correct pictures.
ANCHORAGE, AK
Parents in Anchorage, AK petitioned the school board asking that parental consent be
required before students could check out or read It’s Perfectly Normal, an illustrated
children’s book about puberty, reproduction, and sexuality. Parents were upset because
they claimed the book included inappropriate pictures of naked bodies, people having
sex, people masturbating, people putting on condoms, a student having an erection in
front of a school class, and gay people hugging.
The Controversial Issues Review Committee recommended that the book remain available
to students without restriction. The superintendent, however, recommended that
the School Board adopt a policy of restricted access in elementary schools and unrestricted
access in middle schools.
The school board voted 6-1 to restrict access to It’s Perfectly Normal in elementary school
libraries but put no restrictions in place for middle school students.
Classroom Discussions and Presentations
Even when topics and materials are approved, the extent to which teachers, students,
and speakers discuss them in class may spark debate. Disagreements may arise over
age-appropriateness, specific language, and teachers’ answers to students’ questions.
Unfortunately, these controversies often result in restrictions being placed on future
discussions including confining teachers to a rigid script, limiting topics, and requiring
teachers to refer students with questions to their parents or other resources.
ARCATA, CA
The principal of Arcata High School considered cancelling a performance by the Spare
Change peer education theater troupe. The program included skits written and
performed by students on such topics as abstinence, STDs, birth control, dating violence,
and homophobia. At issue was whether the show was “too explicit” and whether it
“sufficiently emphasized” abstinence.
A group of students and adults asked the principal and the school’s board of trustees to
reconsider the decision. Both sides agreed that they would allow the performance but
that the principal would decide which skits were “appropriate.”
Teachers
As the person who controls what happens in the classroom, teachers often find themselves
at the center of sexuality education controversies. When parents or administrators
feel that sexuality education discussions are “inappropriate,” they often blame teachers,
who in some cases risk losing their jobs.
COLLIER COUNTY, FL
A high school health teacher in Collier County, FL was fired after students in his class
demonstrated how to put on a condom by using a banana. He also asked certain students
to take on the role of “sex therapists” and answer other students’ questions about
sexuality-related issues during class time.
At least one student complained about the teacher’s class practices, prompting school
officials to suspend the teacher. The teacher appealed to the Collier County School Board
arguing that he was never trained in the district’s sexuality education curriculum and that
he was unaware that condoms were not allowed in the classroom. He said that he based
his lesson plans on the class health textbook which discussed condoms on four pages.
School administrators decided to fire the teacher, however, they said this decision was not
necessarily due to his teaching practices. Instead, they said the district simply did not
need his teaching services anymore.
Administrative Issues
In addition to controversies relating to the substance and content of sexuality education
courses, many communities engage in debates over administrative decisions such
as whether sexuality education courses are taught in single-sex or co-ed environments
and how enrollment should take place.
Gender Separation
Parents and educators often question whether it is appropriate for students of both
genders to participate together in any kind of sexuality education course. Some fear
that this can cause embarrassment or harassment among students while others feel that
it is beneficial for students to learn from each other in a co-educational setting. There is
no definitive research on gender separation for sexuality education classes, and communities
must make decisions based on their own values and the needs of their students.
Sometimes debates about gender separation, however, seem to be designed to prevent
boys from learning important information about girls and vice versa.
DUXBURY, MA
The Duxbury, MA school committee voted unanimously to separate male and female
students when they viewed videos in the school’s sixth-grade sexuality education program.
A subcommittee created to review the program made the recommendation to separate
the genders after a study revealed some students were uncomfortable viewing the videos
with members of the opposite gender. The subcommittee also recommended that male
and female students attend the remainder of the program together. A survey of parents
of seventh-graders revealed that 46 percent preferred students be separated according to
gender for the entire course, while the remainder preferred a “partially co-ed” course.
“Opt -In” vs. “Opt -Out”
Many states and local school districts have instituted policies allowing parents to
remove their child from instruction in human sexuality if they disagree with the
course content. Such policies are referred to as “opt-out.” Although they exist in
most communities, the majority of parents choose not to remove their children from
sexuality education courses.
Opponents of comprehensive sexuality education often attempt to institute “opt-in”
policies, which require parents to give explicit permission before children can participate
in sexuality education. This method requires more time and effort on behalf of the
school administration, and can potentially prevent students whose parents are unavailable
or who simply forget to return permission slips from participating in the course.
SAN DIEGO, CA
The Grossmont, CA School District Board of Trustees considered a proposal for an “optin”
policy for its sexuality education courses. Several trustees felt the current “opt-out”
policy where students attend sexuality education classes unless a parent submits a written
request to remove them, was inadequate. One trustee proposed the “opt-in” policy
because of concerns that students would learn about homosexuality, bisexuality, or
transgender issues.
During the previous year, only 28 students out of 24,000 were “opted-out” of sexuality
education classes. Some viewed this as support for the program while others felt it proved
the “opt-out” notices are often overlooked. The board rejected the “opt-in” proposal.
Students Advocating For Sexuality Education
In recent years students themselves have become the most outspoken advocates for
the need to expand sexuality education. Young people are directly affected by school
policies and school board decisions, and they have consistently shown their desire for
more information about STDs, HIV/AIDS, and other sexuality-related topics.
Condom Availability Programs
Students have been particularly vocal about their need for access to condoms and
other contraceptive methods. Student advocates in a number of diverse communities
have held protests against restrictive condom policies and petitioned their school
board to make condoms available on campus.
WOODSIDE, CA
Students in Woodside, CA realized that their peers were not consistently using condoms
to protect themselves from STDs and pregnancy. To address this problem, they put
together a program for condom availability in the schools. The students spent a year
organizing, working to build community support, and meeting with school staff and
officials. The students then presented their plan to the school board and the principal
who voiced support for the proposal. After the school board meeting, students and
staff worked together to create a “safer-sex” display in the nurse’s office with packets of
donated condoms and information on abstinence, disease, and outside resources. In the
first two months, the program made over 4,000 condoms available to students.
Gay-Straight Alliances
Many young people have also recently advocated for the creation of Gay-Straight
Alliances (GSAs) in their schools. These clubs are formed by a coalition of students
who wish to fight against homophobia and encourage tolerance for all sexual
orientations. Unfortunately, these groups are often met with a harsh response and
many school administrators attempt to prevent GSAs from forming on their campuses.
BOYD COUNTY, KY
The Boyd County Gay-Straight Alliance (GSA) was finally allowed to meet following years
of negotiations with the Boyd County School District. After twice refusing to allow the
club, the Boyd County Parent-Teacher Council voted to allow the GSA to meet at the high
school. Their decision came after receiving a letter from the American Civil Liberties Union
(ACLU) stating that not allowing the club would be a violation of the Equal Access Act.
Many community members, parents, and students protested this decision to allow the
club. In response, the Boyd County Board of Education cancelled all non-curricular clubs.
The ACLU filed a lawsuit against the school on behalf of potential GSA members, their
parents, and the group’s advisor charging that school officials had permitted many clubs
to continue to meet (including the drama club and a Bible club, among others) despite
the ban on clubs. A U.S. District Judge issued a preliminary injunction in favor of the
GSA and ordered the high school to allow the club to meet while the suit was pending.
The school agreed to settle the lawsuit. As part of the settlement, the school agreed to
allow the GSA to meet and to hold an anti-harassment training with an emphasis on
sexual orientation for all district staff as well as middle school and high school students.
Unfortunately, Boyd County High School’s Gay-Straight Alliance has since disbanded. All
but one of the original members have graduated and when membership dwindled, the
club ultimately stopped meeting. In addition, the teacher-adviser who worked with the
group left the school saying she was made to feel unwelcome at the school as a result of
her involvement in the group.
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