Running head: COMPREHENSIVE SEXUAL

EDUCATION 1

Comprehensive sexual education

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Institution
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Comprehensive sexual education

Also referred to as sexual education, comprehensive sexual education is an instructional

method based on the syllabus whose primary objective is to give students: values, acquaintance,

skills and, brashness to make strong and appropriate choices in their sexual living. The main aim

is that through comprehensive sexual education students will be prevented from contracting

sexually transmitted diseases and infections (Tolbert, 2012). Besides, comprehensive sexual

education helps in reducing unwanted and teenage pregnancies, as well as reducing the rate of

domestic and sexual violence. The paper shall, therefore, discuss, why comprehensive sexual

education is a necessity or right of students.

Why comprehensive sexual education is a necessity or right of students.

Millions of young individuals get numerous conflicting and confusing information about

sex and relationships from various source. This tends to affect them as they transit from

childhood to adulthood. As a result, this has caused a rising demand from young individuals for

information which is reliable, and that which prepares them for a fulfilling, safe and productive

life (Elizabeth, 2018). If delivered appropriately, comprehensive sexual education responds to

demand, and it empowers youths to be capable of making relevant choices about their sexuality

and relationships. Furthermore, it helps young people to navigate a world where: Unintended and

early pregnancies, gender-based violence, gender inequality, AIDS and other sexually transferred

diseases still act as a serious subject to the youths well-being and health (Eisenberg et al., 2008).

Correspondingly, the lack of developmentally appropriate, high-quality relationship and

sexuality education may expose these young people to sexual exploitation, and harmful sexual

behaviors.
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Comprehensive sexual education plays an indispensable part in addressing the well-being

and health issues of young people and children (Doortje, 2012). This is because comprehensive

sexual education contains some components that allow students to discuss and explore sexuality,

and the diverse continuum of the identities of gender that exist: beyond, within, and between the

simple senses of heterosexuality (Milton, 2003). Also, it contains some elements which examine

the dynamics of power in individual rights and relationships.

Thus, if these concepts are not taught theoretically, they can have severe effects on young

people. One of the impacts is that it will interfere with how young people relate with each other:

both in wider educational and social, as well as sexual spheres (Milton, 2003). Various research

done by scholars have proved that addressing such issues, may have a significant impact on the

expansion of young individuals social networks as well as in school. Additionally,

comprehensive sexual education engages what some doubles people regard as grim zones

(Eisenberg et al., 2008). However we choose to consider it, sexuality is one of the most acute

features of personal identity. Hence, comprehensive sexual education regards sexuality as a

positive force reason being: the pleasure that is derived from sexuality, being as essential as the

pleasure of feeling reproductive duty is an integral part of our daily life.

Another reason why comprehensive sexual education may be a necessity is that: it tends

to focus on learning and teachings that are respectful of cultural backgrounds, age, and

experience. These teachings also engage the young people as it helps them to distinguish the

information they get. What is most interesting is the fact that studies have proved that,

comprehensive sexual education does not increase sexually related activities or sexual initiations.

In a nutshell, the traditional sex education was all about: "If you're going to do it, this is how

everything works, and you need to protect yourself in these ways to prevent this" (Doortje, 2012).
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But on the other hand, comprehensive sexual education is quite similar to traditional sexual

education, but it asks the young people to reflect on what it is and to look deeper into the insights

of its consequences.

Why do young people need comprehensive sexuality education?

For organizations like The International Planned Parenthood Federation, comprehensive

sexual education, is the only way that will secure the widespread approval of sexual education

(Elizabeth, 2018). This is because comprehensive sexual education focuses more than just the

mechanics of sex: since it is more focused on assisting young people all across the world, to

become more active participants, more informed, and more respectful in line to their nation and

community.

What does the evidence say about CSE?

There exist numerous evidence on the impact of comprehensive sexual education. First,

comprehensive sexual education has positive effects. It increases the knowledge of young

people, and it also improves their assertiveness concerning reproductive health and sexual

behaviors. Second comprehensive sexual education in schools does not increase the rate of

sexual activities, it also does not induce HIV/STD infection rate, and it does not foster sexual

risk-taking behavior (UNESCO, 2018). Third, programs that promote abstinence as the only

viable option are inefficient in shelving sexual initiation (Stanger-Hall & Hall, 2011). Lastly,

comprehensive sexual education is most effective when this school-based program is

complemented by the involvement of youth-friendly services, teachers, training institutes, as well

as parents.

In conclusion, comprehensive sexual education is a necessity, and it is vital for it to be

taught in schools. This form of schooling gives a broader platform where students can be taught
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things which their parents are unable to teach them. Sexuality is an important issue which needs

to be addressed with a lot of care and concern, and this can only be achieved if comprehensive

sexual education is made part of the schools' syllabus.

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Reference

Tolbert, L. V. (2012). Comprehensive Sex Education. Life at All Costs: An Anthology of Voices

from 21St Century Black Prolife Leaders, 204.

Stanger-Hall, K. F., & Hall, D. W. (2011). Abstinence-only education and teen pregnancy rates:

why we need comprehensive sex education in the US. PloS one, 6(10), e24658.

Eisenberg, M. E., Bernat, D. H., Bearinger, L. H., & Resnick, M. D. (2008). Support for

comprehensive sexuality education: Perspectives from parents of school-age youth.

Journal of Adolescent Health, 42(4), 352-359.

Milton, J. (2003) "Primary School Sex Education Programs: views and experiences of teachers in

four primary schools in Sydney, Australia." Sex Education: Sexuality, Society and

Learning3(3): 241 - 256.

Elizabeth, B. (2018): Top 10 Reasons to Support Sex Education in Schools. Research Finds

Teaching Abstinence Only Isn't Effective. Accessed on 12th February 2018 from

https://www.verywellhealth.com/support-comprehensive-education-schools-3133083

Doortje, B. (2012): Sex education: we should teach young people about more than the

mechanics. Accessed on 24th May 2018 from

https://www.theguardian.com/society/2012/may/24/sex-education-more-than-mechanics

UNESCO. (2018): Why comprehensive sexuality education is important. Accessed on 15th

February 2018 from

https://en.unesco.org/news/why-comprehensive-sexuality-education-important