CSE Harmful Elements Analysis Tool

Based on 15 Harmful Elements Commonly Included in CSE Materials

The CSE Harmful Elements Analysis Tool1 was created to help parents, school administrators, educators, and other
concerned citizens assess, evaluate, and expose harmful elements within comprehensive sexuality education (CSE)2
curricula and materials. For more information, visit www.stopcse.org.

Analysis of
Rights, Respect, and Responsibility, Grades K-8
CSE HARMFUL ELEMENTS SCORE = 15/15
Rights, Respect, and Responsibility (the 3Rs) by Advocates for Youth, Grades K-8 contains 15 of the harmful
elements typically found in CSE curricula or materials. The presence of even one of these elements indicates that
the analyzed materials are inappropriate for children. Having several of these elements should definitely disqualify
such materials for use with children.
Program Description: The 3Rs has been approved for use by the Austin Independent School District School (AISD)
Health Advisory Council (SHAC) for Grades K-5, and is being considered for Grades 6-8. This curriculum will be
implemented in May 2019 in order to provide comprehensive sexuality education starting in kindergarten. Page
numbers are taken from 3Rs_ALL_Lesson_Plans.pdf available at: http://advocatesforyouth.org/3rs-curric-
lessonplans
Planned Parenthood Connections: This program was written by Advocates for Youth, which has matching
philosophies and a strong partnership with Planned Parenthood. The program refers youth to Planned Parenthood
to seek services.
HARMFUL CSE ELEMENTS EXCERPTED QUOTES FROM CSE MATERIAL
1. SEXUALIZES CHILDREN
• Graphic descriptions, diagrams, and discussion of genitalia in a group
Normalizes child sex or setting (often co-ed) break down natural modesty and desensitize the
desensitizes children to sexual youngest children to discussing sexual/private topics. Teacher script:
“The vulva describes the whole area including the small hole where
things. May give examples of
urine or pee comes out called the opening to the urethra, the hole
children having sex or imply many below that, which is a little bigger and is called the vagina … So a
of their peers are sexually active. person with a vulva has three holes between their legs and a very
May glamorize sex, use graphic sensitive little area at the top called the clitoris ... Most boys have
materials, teach explicit sexual a penis between their legs which they use to urinate or ‘pee.’ Some
vocabulary, or encourage boys have a foreskin, which is a piece of skin that covers the end of the
discussion of sexual experiences, penis and some boys do not.” Corresponding activities include labelling
a diagram, sharing slang names for private parts as a group
attractions, fantasies or desires. (Kindergarten, Lesson 2, p. 9)

1
The CSE Harmful Elements Analysis Tool was created by Family Watch International. Family Watch is not responsible for the way in
which the tool is used by individuals who do independent analyses of CSE materials. Visit www.stopcse.org for a blank template or to
see analyses of various CSE materials.
2
CSE programs are often labeled as comprehensive sex education, sexual education, sexuality education, anti-bullying programs,
sexual and reproductive health education, welcoming schools programs, and even family life, life skills or abstinence plus education
programs, etc. Regardless of the label, if program materials contain one or more of the 15 harmful elements identified in this
analysis tools, such materials should be categorized as CSE and should be removed from use in schools.
• Anatomy lessons become more detailed with grade level and continue
to involve group activities: “Tell the class that you need their help to
review the names of these body parts … clitoris, urethra, vulva, vagina,
anus, nipples [penis, urethra, scrotum, testicles, anus, and nipples] …
For each one … have the volunteer place the label on the diagram next
to the body part that corresponds with it.” (Grade 2, Lesson 1, p. 44)

• “Wet dreams” and “spontaneous erections” given as examples of

physical changes experienced during puberty (Grade 4, Lesson 1, p.
117)

• Description of sexual activity: “If the male & female have sexual
intercourse then the penis is inserted into the vagina” (Grade 5, Lesson
2, p. 157)

• Introduces expectation of sexual desire: “No matter at what age we

start having these feelings of love and wanting to touch, kiss, etc., most
people experience these feelings at some point in their lives” (Grade 5,
Lesson 4, p. 169)

• “Ask students to … describe … [a] romantic relationship … [Propose

these] possible responses if they are not mentioned … · Kiss and do
other sexual things” (Grade 6, Lesson 5, p. 209)

• Scenarios describing sexual activity: “Case Study: Olivia and Dylan …

they spend as much time on their own as they can, kissing and
touching one another … One afternoon, Olivia says, ‘So … you want
to?’ … Dylan just nods and keeps kissing her … Olivia starts taking off
her clothes.” (Grade 6, Lesson 5, p. 213)

• “Describe the three types of sexual intercourse, including whether/how

they are related to human reproduction.” (Grade 6, Lesson 6, p. 215)

• “Explain to the students that when they get older, they may have a
boyfriend or girlfriend. Tell them that when they are in those kinds of
relationships there may be different ways they will want to express their
affection or love – which may be doing something sexual together.
Explain that some of these behaviors may be more appropriate for
younger people (e.g., kissing, holding hands, etc.), while others are
more appropriate when they are older.” (Grade 6, Lesson 6, p. 216)

• “Vaginal sex, sometimes called sexual intercourse, is when an erect

penis is inserted into a lubricated vagina.” (Grade 7, Lesson 3, p. 250)

• “Leah has been with Malik for almost a year. Malik has been bringing
up whether they should start having sex, and Leah’s trying to figure out
whether the time is right. She’s never had sex before, and she’s
nervous about getting pregnant or an STD. Malik’s had sex once
before, but things didn’t work out with them. Malik says he’s curious,
but that he’s not sure whether the time’s right.” (Grade 8, Lesson 2, p.
389)
2. TEACHES CHILDREN TO CONSENT
TO SEX
May teach children how to
negotiate sexual encounters or
how to ask for or get “consent”
from other children to engage in
sexual acts with them.
Note: “Consent” is often taught
under the banner of sexual abuse
prevention. While this may be
appropriate for adults, children of
minor age should never be
encouraged to “consent” to sex.
3. NORMALIZES ANAL AND ORAL
SEX
Introduces these high-risk sexual
behaviors to children and may
normalize them. May omit vital
medical facts, such as the
extremely high STI rates (i.e., HIV
and HPV) and the oral and anal
cancer rates associated with these
risky sex acts.
4. PROMOTES HOMOSEXUAL/
BISEXUAL BEHAVIOR
Promotes acceptance of and/or
exploration of diverse sexual
orientations, sometimes in
violation of state education laws.
May omit vital health information
and/or may provide medically
inaccurate information about
homosexuality or homosexual sex.
• Introduction to consent begins with lessons on good touch and bad
touch, what touch feels good and what doesn’t, and kids’ right to
determine how they are touched. These provide the foundation for
consent to sex in later years: “Explain that they have the right to
determine whether and how they are touched.” (Kindergarten, Lesson
3, p. 12), “Draw some ways to do and don’t like to be touched.”
(Kindergarten, Lesson 3, p. 5)
• Scenario of giving/withholding consent: “I saw Sam and Kayla earlier.
They said they’ve decided to have sex after all. I know you and I said
we’d wait, but if they’re going to do it, wouldn’t it be okay for us to?”
(Grade 7, Lesson 8, p. 347)
• Grade 6 Learning objective: “Describe the three types of sexual
intercourse, including whether/how they are related to human
reproduction.” (Grade 6, Lesson 6, p. 215)
• Cited as “Low Risk for STDs”: “Anal sex using a condom correctly, Oral
sex using a latex barrier or cut-open condom correctly.” Actual risk
rates are not given. (Grade 7, Lesson 5, p. 309)
• “People have referred to this condom as a ‘female’ condom, but this
can be used by someone of any gender for either penis-vagina sex or
during anal sex if the couple removes the interior ring.” (Grade 8,
Lesson 9, p. 467)
• Teacher script: “Is it okay if some children have two mothers or two
fathers? (Yes)” (Kindergarten, Lesson 1, p. 2)
• “Discuss that the rainbow flag represents pride of gay and lesbian
people. Hold one up or show a picture of one for students to see. Ask if
students can think of other symbols that people use to show their pride
in their heritage or culture or some other trait about them?” (Grade 3,
Lesson 1, p. 67)
• Grade 5 learning objective: “Define ‘sexual orientation’ and its most
common categories” (Grade 5, Lesson 4, p. 167)
• “Sometimes, we will have these feelings for people who are our same
gender. This is called being ‘gay.’ Some gay women will call
themselves ‘lesbians.’ And sometimes we might have feelings for
people of all genders. This is called being ‘bisexual.’” Explain that our
understanding of which gender or genders we feel love and attraction
for is called our “sexual orientation.” (Grade 5, Lesson 4, p. 169)
• “The “Dylan and Olivia” example is intentionally gender neutral. This
can provide a good opportunity to discuss same-sex relationships. As
time allows, you can tell the students you notice they assumed Dylan
was a boy (if they did). Some students will notice the lack of pronouns

5. TEACHES CHILDREN ABOUT
SEXUAL PLEASURE
Teaches children about sexual
pleasure. May tell them they are
entitled to or have a “right” to
sexual pleasure or may encourage
children to seek out sexual
pleasure.
6. PROMOTES SOLO OR MUTUAL
MASTURBATION
While masturbation can be part
of normal child development,
encourages masturbation at
young ages, making children
more vulnerable to pornography
use, sexual addictions or sexual
exploitation. May describe
masturbation or provide
instruction on how to
masturbate. May encourage
children to engage in mutual
masturbation.
7. EROTICIZES CONDOM USE
May use sexually explicit methods
(i.e., penis and vagina models,
seductive role play, etc.) to
promote condom use to children.
May provide medically inaccurate
and ask right away, “Are they two girls?” As part of the facilitation, you
can ask, “How is being in a relationship different for two boys or two
girls?” as well as, “What if Dylan was transgender? How might that
affect the scenario?” (Grade 6, Lesson 5)
• “Malik’s best friend has had sex, and regularly asks Malik what he’s
waiting for. He’s even asked Malik a few times whether he’s hesitating
because maybe he likes guys, not girls.” (Grade 8, Lesson 2, p. 391)
• Example of ‘unhealthy relationship’: “A guy has been with his boyfriend
for five months. They’ve said “I love you” to each other, but when
they’re around other friends at school, one guy pretends they’re not a
couple. He says it’s because he hasn’t yet told his family that he’s gay.”
(Grade 8, Lesson 3, p. 407)
• Introduction to sexual ‘rights’ of children: “Explain that they have the
right to determine whether and how they are touched.” (Kindergarten,
Lesson 3, p. 12)
• “Draw some ways you do and don’t like to be touched.” (Kindergarten,
Lesson 3, p. 5)
• Role play scenario: “Your boyfriend or girlfriend says: “I really want to
know what it feels like, don’t you? What if we do it just once just to see
what it feels like, and then we don’t have to do it again if we don’t want
to?” (Grade 7, Lesson 8, p. 331)
• Encouragement of self-exploration of genitals: “Then point to the clitoris
and say ‘This is the clitoris, located above the urethral opening, it is
very sensitive.’” (Grade 5, Lesson 1, p. 145)
• “… with the exception of masturbation and mutual masturbation. These
behaviors are important because they can help people learn about their
bodies and build connection between people without any risk of STDs
(or pregnancy).” (Grade 7, Lesson 5, p. 309)
• “Malik watches porn sometimes when he’s home alone.” (Grade 8,
Lesson 2, p. 391)
• “External condoms (sometimes called male condoms) are worn on a
penis. Anyone can buy them at the store (including 8th graders) and
they are very effective at preventing pregnancy when used consistently
(meaning every time a couple has vaginal sex) and correctly. They also
have the added bonus of protecting against most sexually transmitted
diseases or STDs.” (Grade 8, Lesson 8, p.
• Uses laboratory instead of human use rates (in violation of Texas
information on condom
effectiveness and omit or
deemphasize failure rates. May
imply that condoms will provide
complete protection against
pregnancy or STIs.
8. PROMOTES EARLY SEXUAL
INDEPENDENCE
Teaches children they can choose
to have sex when they feel they
are ready or when they find a
trusted partner. Fails to provide
data about the well-documented
negative consequences of early
sexual debut.
9. FAILS TO ESTABLISH
ABSTINENCE AS THE GOAL
Fails to establish abstinence (or a
return to abstinence) as the
expected standard for all school
age children. May mention
abstinence only in passing.
Education Code 28.004): “Condoms, if used consistently and correctly,
are 98% effective at preventing pregnancy.” (Grade 8, Lesson 8, p.
453)
• Use of wooden penis model and vagina model to demonstrate condom
use (Grade 8, Lesson 9, p. 468)
• Homework assignment: “We talked today about some of the things that
can happen as a result, of having some kind of sexual intercourse with
another person. Keeping that in mind, how does a person know when
they’re ready to have sex?” (Grade 6, Lesson 6, p. 218)
• “’We are now going to talk about a model that can guide us in making
difficult decisions. And for the rest of the class, we’re going to be talking
about how we can use it to decide about whether to be in a sexual
relationship with another person’” (Grade 7, Lesson 8, p. 331)
• Example of ‘healthy’ relationship: “After spending a lot of time together,
a couple wants to start having sex. They talk about safer sex and
decide to use condoms every time.” (Grade 8, Lesson 3, p. 399)
• “Your close friend is at the beginning of a new relationship and is
thinking of taking it to the next level sexually with the person they’re
seeing. Unfortunately, they have zero interest in using condoms. You
want to try to convince them that it’s important to do so if they want to
avoid STIs and/or pregnancy.” (Grade 8, Lesson 4, p. 429)
• “You and person one have talked about it and think you’re ready to
have sex for the first time. You haven’t really had intercourse before – I
mean, there was that one time when you got pretty close to it – but that
doesn't really count, does it? Do you need to speak with person two
about safer sex or are you good? How do you do that?” .” (Grade 8,
Lesson 4, p. 429)
• Testimonial from teen: “Talking with the [Planned Parenthood] staff
about my sexual health and getting birth control and safer sex methods
to help myself and my partner prevent pregnancy and/or the
transmission of STDs was extremely liberating for me. It gave me a
sense that I was in control of my own sexuality. And it still makes me
feel that way.” (Grade 8, Lesson 10, p. 479)
• Emotional consequences of early sex are never mentioned.
• “Explain that when a person waits to do something until they are older,
or until some other time, it is called “abstinence.” Say, “Abstinence
doesn’t mean you will never do that thing. When it comes to sexual
behaviors, it’s the only 100% sure way for you to avoid getting
pregnant, getting someone pregnant, or getting or giving someone an
STD.” (Grade 6, Lesson 6)
• “We also talked today about abstinence – waiting until you’re older or

May teach children that all sexual
activity—other than
“unprotected” vaginal and oral
sex—is acceptable, and even
healthy. May present abstinence
and “protected” sex as equally
good options for children.
10. PROMOTES GENDER
CONFUSION
Promotes affirmation of and/or
exploration of diverse gender
identities. May teach children they
can change their gender or
identify as multiple genders, or
may present other unscientific and
medically inaccurate gender
ideologies. Fails to teach that
most gender-confused children
resolve it by adulthood and that
extreme gender confusion is a
mental health disorder (gender
dysphoria) that may be helped
with therapy.
ready to have some kind of sexual intercourse. What do you think
should happen if one person in a relationship wants to have sex, but
the other person doesn’t?” (Grade 6, Lesson 6, p. 218)
• In a lesson on assessing sexual health websites: “Finally, what stands
out to me is this statement, ‘If you and your partner are having sex…’
This implies to me that it’s a health-related site that’s based in what’s
going on in the real world. It acknowledges that many people won’t be
having sex – and we all know that the only 100% effective way of
avoiding STDs and/or pregnancy is by not having sex with someone.
But it also seems to acknowledge that most people will have some kind
of a sex at some point – and so when they do, using a condom is really
effective.” (Grade 6, Lesson 7, p. 224)
• Makes abstinence seem unattainable and deemphasizes it as the
healthiest choice always: “Abstaining from vaginal sex is the only 100%
effective way to prevent pregnancy when done consistently and
correctly. In fact, it is the method used by most 8th graders. Ask
students what you mean by “when done consistently and correctly.”
Affirm or correct their statements until you feel satisfied that that they
understand that abstinence only works when people use it every
time. This means a penis not going inside another person’s vagina. Tell
them that most people are not abstinent forever but choosing to delay
having sex until you are a bit older can be a very healthy choice.”
(Grade 8, Lesson 8, p. 447)
• Deemphasizes importance of abstinence and harmful consequences of
early sex: “Abstinence can help by delaying the possible
consequences of sex.” (Grade 8, Lesson 8, p. 451)
• Provides incorrect/misleading information: “Abstinence never fails (NOT
TRUE – Abstinence can fail if, for example, a person is under the
influence of drugs or alcohol and doesn’t stay abstinent.)” (Grade 8,
Lesson, 8, p. 451)
• “There are some body parts that mostly just girls have and some parts
that mostly just boys have. Being a boy or a girl doesn’t have to mean
you have those parts, but for most people this is how their bodies are.”
(Kindergarten, Lesson 2, p. 8)
• “Read My Princess Boy to the students and discuss gender role
stereotypes.” (Grade 1, Lesson 2, p. 28)
• “Say, “Most people have either biological male reproductive parts or
biological female reproductive parts and that most people who have
biological male reproductive parts are boys and most people who have
biological female reproductive parts are girls, but sometimes people
can have reproductive parts that don’t match who they are.” (Grade 5,
Lesson 1, p. 146)
• “Just like sexual orientation, a person doesn’t choose to feel male,
female or a combination of both. What we CAN choose is what we call
ourselves, even if it doesn’t match our physical body (male, female,
transgender, etc.).” (Grade 7, Lesson 6, p. 322)
11. TEACHES ABORTION/
CONTRACEPTION
Presents abortion as a safe or
positive option, while omitting
data on the many potential
negative physical and mental
health consequences. May teach
children they have a right to
abortion and refer them to
abortion providers.
May encourage the use of
contraceptives, while failing to
present failure rates or side
effects.
12. PROMOTES PEER-TO-PEER SEX
ED/SEXUAL RIGHTS ADVOCACY
May train children to teach other
children about sex or sexual
pleasure, through peer-to-peer
initiatives. May recruit children as
spokespeople to advocate for
controversial sexual rights
(including a right to CSE itself) or
to promote abortion.
13. UNDERMINES TRADITIONAL
VALUES AND BELIEFS
May encourage children to
question their parents’ beliefs or
their cultural or religious values
regarding early sex, sexual
orientation or gender identity.
• Introduction of language that is later used to support abortion: “Ask
whether anyone in the class knows where a baby grows inside the body
when it is still a fetus.” (Grade 1, Lesson 3, p. 32)
• Human development lesson starts with infancy/babies, not describing in
more detail about what happens in the womb: “Remind students that
babies are born after nine months of development inside a uterus and
that everyone started out as an infant.” (Grade 3, Supplemental
Lesson, p. 85)
• Birth control basics lesson in Grade 8. Learning objective: “Correctly
recall that there is generally a gap between when a person may start to
have vaginal sex and when they may wish to get pregnant, which
makes using effective birth control important.” Failure rates are not
described in this lesson. (Grade 8, Lesson 8, p. 444)
• “What are some ways that our class can show that we respect all
different types of families, including those that are like our own and
those that are different from our own?” (Kindergarten, Lesson 1, p. 3)
• “How could you support others in trying new things and participating in
activities that some people may sometimes say are only for boys or
only for girls?” (Grade 1, Lesson 2, p. 30)
• Grade 7 Learning objective: “Describe at least one situation in which a
young person was discriminated against because of their gender or
sexual orientation, and the steps they took to advocate for change that
would end that discrimination.” Includes examples of advocating for
transgender bathroom use at school, and inclusion of gay-straight
alliances. (Grade 7, Lesson 10, p. 353)
• “Say, “Today we are going to be talking about sexual orientation and
gender identity and our school environment to see how well we make
school feel like a welcome place for people of all orientations and
genders. We’ll also look at where we see room for improvement; and
how we would propose making some changes.” (Grade 8, Lesson 1, p.
378)
• Asking students to question/doubt certain religious doctrine as being
unfair to certain genders: “Ask whether anyone is Catholic, and then
whether women can be priests.” (Grade 7, Lesson 7, p. 326)
• “Malik’s parents are very devout Catholics, and they don’t talk about
sex or sexuality except to talk about abstinence and waiting for
marriage.” (Grade 8, Lesson 2, p. 391)
• Example of unhealthy relationship: “A guy has a very strong religious
background. He’s having sex with his girlfriend, but after each time, he
says he feels disgusting. His girlfriend tells him to get over it.” (Grade 8,
Lesson 3, p. 409)
14. VIOLATES OR UNDERMINES
PARENTAL RIGHTS
May instruct children they have
rights to confidentiality and
privacy from their parents. May
teach children about accessing
sexual commodities or services,
including abortion, without
parental consent. May instruct
children not to tell their parents
what they are being taught about
sex in school.
15. REFERS CHILDREN TO
HARMFUL RESOURCES
Refers children to harmful
websites, materials or outside
entities. May also specifically refer
children to Planned Parenthood or
their affiliates or partners for their
lucrative services or commodities
(i.e., sexual counseling, condoms,
contraceptives, gender hormones,
STI testing and treatment,
abortions, etc.)
Please Note: A conflict of interest
exists whenever an entity that
profits from sexualizing children is
involved in creating or
• Messaging about children’s ‘right’ to sexual knowledge: “Tell students:
“This is your body and you have a right to know what the different parts
are called.” (Grade 2, Lesson 1, p. 43)
• Introducing doubt about when parents reinforce gender norms: “Ask the
children to consider why it is that some people make decisions about
what children can and can’t do ... Ask what might make people not
choose an activity that they might really like to do. For example, a girl
playing football or a boy taking ballet class.” (Grade 1, Lesson 2, p. 28)
• “What are some good places someone could go if they wanted to learn
more about the reproductive system?” Answers: library books, movies
in school, nurse or doctor, reliable internet sites. Parents not
mentioned. (Grade 5, Lesson 1, p. 147)
• “Leah doesn’t feel like she can talk with her mom about this stuff,
because her mom was brought up in a pretty conservative household
and they’ve never talked about sex or sexuality. Leah does, however,
have a good relationship with her mom’s best friend, who she’s known
since Leah was a baby, and feels like she can talk with her about
anything.” (Grade 8, Lesson 2, p. 389)
• Testimonial from teen: “The first time I was screened I was still in high
school and living at home with my religious parents who I didn’t want to
know I was sexually active. I knew they would disapprove and likely
punish me or make my life very difficult if they knew I was having sex. I
had done my own research online about sex and sexual health, which
is pretty much the only reason I was educated enough to know that it
was important to get tested, that I could have a sexually transmitted
disease (STD) even if I didn’t show symptoms and that Planned
Parenthood would provide confidential testing.” (Grade 8, Lesson 10, p.
478)
• Book recommendation for puberty lesson: It’s Perfectly Normal:
Changing Bodies, Growing Up, Sex and Sexual Health by Robie H.
Harris. This book contains pornographic images of adults engaged in
sex, promotes masturbation, and explicitly states that religious beliefs
regarding masturbation are wrong. (Grade 4, Lesson 1, p. 118)
• Lesson on how to assess information about sex and sexual health on
the internet presents one abstinence website (greattowait.com) as
unreliable and medically inaccurate, while presenting sexetc.org,
plannedparenthood.org, and bestochoicestl.org as credible sources of
information about sexual health. Also recommends stayteen.org.
(Grade 6, Lesson 7, pp. 222-237).
• Testimony from teen: “I’d heard about Planned Parenthood from my
friends and other girls at school, so I made an appointment there. At the
time, I was in my first relationship in which I could have been at risk of
being exposed or exposing my partner to an STD. So before having sex
with my then-partner for the first time, I wanted to be completely sure I
was STD-free and could keep me and my partner safe. I knew the best
way to go about that was getting tested and talking to my partner.”
implementing sex education (Grade 8, Lesson 10, p. 478)
programs.