Sex Education

There is no evidence that sex education leads to an increase in sexual activity. The problem is that sex education is not reaching teenagers early enough to prevent the consequences of unprotected intercourse. In Sweden where sex education has been compulsory since 1956, the average age for initiating sexual activity differs little from the USA, but the use of contraceptives is much more widespread. 85% of all Swedish adolescents have used the teenage services by the age of 20. In recent years, these teenagers have been less likely to have multiple sex partners' but to engage in a series of relatively monogamous relationships. This has contributed to decreasing rates of venereal disease amongst teenagers .

If we were to teach arithmetic as we teach about sexuality, business activity would collapse! Ignorance can no more be the basis for a good marriage than for the successful practice of a profession, and we must provide young people with a sound basis for both. In order to act responsibly, a person needs all the relevant knowledge he or she can understand. Knowledge is not permission, but it may protect, whereas ignorance cannot. It is important that children start learning early that there is nothing unclean, shameful or wicked in this mysterious force, whose presence they must inevitably discover. Sex education should provide factual information and guide children towards healthy attitudes that develop concern and respect for others. This should enable them to make sound decisions based on knowledge and understanding about their own sexual identity and inter personal relationships.

Parents, teachers and health professionals who deal with young people actually have no choice about whether to give sex education or not, only about whether they will give it positively or negatively whether they will accept or deny their responsibility. Parents and teachers have always set limits for growing children who must learn that sexuality can be controlled as well as expressed.

PARENTS

Undoubtedly have the most crucial role in the sexual education of their children. In a very personal way they become examples for their children, as attitudes to sex are caught rather than taught. The best sex education is given in a home made secure by love and respect. Ideally, parents should talk about sex in response to their children's curiosity so that it is considered a normal matter for discussion, and not a special or separate subject. While the majority of parents feel they ought to tell their children about sexuality, only a minority actually do so, because they are too close for comfort, too embarrassed or are uninformed. The author has been dismayed to discover that when she asks groups of students which of them consider that they had what they consider to be adequate sex education at home, on average only 2 - 4 hands are raised out of over 100 in the 1980s! And most young people express their resentment that they were not given a reasonable understanding or a basis on which to make decisions about their sexuality.

Parents should be helped to understand that attitudes are more important than facts, and that it is in order to admit ignorance and to offer to find out together. Children should be answered at a level they can understand and not be bewildered by too much information. Books are not enough because they do not describe feelings, but they are useful adjuncts to discussion. Parents should understand that sex play is natural and important for development and children should be allowed privacy. If children are discovered at play, parents should not display alarm or anger, but may offer to help them in their discovery, by describing nomenclature, anatomy and function. Children do become aroused, but do not have the emotional equipment to deal with arousal, though it seems to be self regulating, and they discontinue the activity and do other things.

Parents must also be advised to discuss the danger of accepting lifts or sweets from strangers, explaining that children can get hurt in that way. In addition it must be spelled out that if a child feels uncomfortable by being approached physically by anyone (even a member of the family or a friend), they should discuss it with either parent. In Sex Talk for a Safe Child and The Willow Street Kids, there are clear messages about normal affection, touching and sex, which should prevent sexual abuse without causing undue anxiety.

It is important to encourage demonstrations of affection and expression of feelings as a basis for communication, as many adults enter relationships totally incapable of communicating about emotions or sexuality. This seems to be based upon the taboo on talking about sex between adults and children.

It is from attitudes in the home that individuals derive their values and beliefs that some things are right and others are wrong, in sex as in all other matters. Parents should be made to realize the importance of their attitude towards physical functions and development, as this will be the basis of their child's feelings of pride or shame about his body, for example if the mother slaps her child when he or she touches his or her genitalia, or shows disgust with toilet training, or shows discomfort about menstruation or nocturnal emissions.

To children, finding out about sex is simply one more aspect of life about which they must learn. The results are neither good nor bad until some adult tells them! Children should be prepared for puberty before it occurs, and they should be encouraged to discuss concerns and problems (penile size, vaginal discharge, homosexual feelings). Youngsters should understand that masturbation is a common and normal activity for both girls and boys which is not damaging to the body or mind. It provides an alternative to coitus and helps individuals to become acquainted with their bodies and feelings.

Johnson strongly supported the case for more comprehensive programmes of sex education, as his questionnaire for over 500 teenage girls and boys disclosed a disquieting picture, as at least I in 5 was ill informed in regard to VID and/or contraception. The provision of advice and information in matters relating to sexual behaviour demands tact, integrity and tolerance, as well as an understanding of human reproduction and behaviour, and the sex response cycle.

SCHOOLS

Teachers play a prominent role throughout the formative years of children's lives. The subject of sexuality arises inevitably during English, history, biology and many other classes, and children quickly recognize their teachers' discomfort about sexuality, or the fact that this area is omitted. The truth is that, whether or not provision is made for formal education in the classroom, sex education is given (poorly or well) and continues in the playground. The function of the school is to complement not to replace the family in this matter. Formal sex education should not be given in schools without parental knowledge and cooperation.

The decision to engage in sexual activity is not influenced by whether or not adolescents have had sex education in school. However, though those who have had sex education are no more likely to have sexual intercourse than those who have not, the girls are more likely to use contraceptives and less likely to become pregnant.

RELIGION

Sex education promotes healthy attitudes and responsible behavior and does not run counter to religious teachings.

YOUTH LEADERS

Can influence young people positively, teaching about health and hygiene and promoting responsible attitudes to sex and relationships.

Sex education should promote sexual awareness and individual responsibility, and discourage 'junk sex" and throwaway pregnancies" and sexual exploitation. Teaching about sexual and inter personal relationships should reduce the number of very early sexual encounters and mitigate their negative consequences.