School Sex Education Programs

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This page provides support materials to assist teachers and school staff in designing and developing a school’s sexuality education program.
It is important that sexuality education programs are included in primary, secondary and special schools and are developmentally appropriate. Primary school programs provide a necessary foundation for programs offered in secondary schools.
For materials and resources to support learning and teaching activities, and assessment and reporting in sexuality education, see: Learning and Teaching
The most effective sexuality education programs utilise a whole-school learning approach. When school leaders and teachers adopt such an approach, they view student learning in the context of the whole experience of being at school, that is, in the classroom, in the school environment, in the way a school responds to critical incidents and in the kinds of partnerships a school forms with the local community.
The following diagram provides an overview of whole-school learning in sexuality education.
A broader version of the Whole-school Sexuality Education Model is available on the About Sexuality Education page.
This resource is designed to assist primary and secondary school principals and teaching staff in the development and maintenance of a comprehensive sexuality education program.
Catching on everywhere (part 1) provides a background to the project, a literature review and an outline of the sexuality education policy environment.
Catching on everywhere (part 2) provides school case studies, the model for whole-school learning in sexuality education, a suggested three-year program development plan and a curriculum audit tool. 
Whole-school learning in sexuality education is a health promotion strategy based on the health promoting schools framework. The protocols and guidelines for health promoting schools that underpins this framework (developed by the International Union for Health Promotion and Education France) were updated in 2008. See: Australian Council for Health, Physical Education and Recreation
Further useful health promotion websites and links:
The primary goal of the school-based sexuality education program is to build on knowledge, skills, and behaviours, thus enabling young people to make responsible and safe choices.
See: School policy and advisory guide Health Education Approaches
Sexuality education aims to prepare students for a sexually healthy adulthood. Assessment of student achievement is reported against the learning standards within the health and physical education domain of the Victorian essential learning standards.
The Talking Sexual Health framework resource has been developed by the Australian Research Centre in Sex, Health and Society at La Trobe University, Victoria, for the Australian National Council for AIDS, Hepatitis C and Related Diseases (ANCAHRD). This Department provided strong input into its development. It is provided here with permission from the Australian Government Department of Health and Ageing.
The purpose of the framework is to support secondary schools to implement education programs that reflect the complexity of issues related to sexuality education.
The framework has five key components for the development and delivery of comprehensive sexuality education:
For further talking sexual health resources, see:
The talking sexual health national framework is designed to assist in the provision of education for secondary school students. However, as health and sexuality education does not suddenly begin in secondary school, it is appropriate and desirable for those involved in the provision of primary school education to be familiar with the theoretical understandings presented in the document and adapt it to their needs.
To be meaningful for all, it is essential to ensure school-based sexuality education programs recognise and respond to diverse student needs. Forms of diversity include gender, culture, religion, disability and sexual orientation.
In 2006, the Department hosted the successful ‘Sense and Sexuality – A conference on sexual diversity in schools’. Associate Professor Ray Misson, Faculty of Education, Melbourne University, delivered the key address: ‘Pride, Prejudice and Persuasion’. The address explores the roles policy, schools and teachers can play in managing sexual diversity in schools. See: Pride, Prejudice and Persuasion (pdf - 44.63kb)
Specific resources to assist with the inclusion of sexual diversity in a school’s sexuality education program are available on the following pages of this website:
For research that underlines the importance of sexuality education that is inclusive and respectful of sexual diversity, see: Why we Need Sexuality Education
Comprehensive, whole-school sexuality education that provides consistent and accurate information to all young Victorians from an early age, and is respectful of diversity, can contribute to behaviour change.
Schools, through inclusive sexuality education and health and physical education programs, minimise suicide risk by further increasing knowledge and skills related to adolescent development, promoting healthy choices, resilience, and respect and acceptance of others.
The effects of homophobia and transphobia can impact on a person’s self-acceptance and self-esteem and consequently on their will to live, their outlook on the future and their ability to deal with day-to-day life.
Same-sex attracted young people can be particularly at risk of suicidal thoughts at key stages of their development. It has been found that life episodes which may correlate with suicide ideation include:
For more information, see: Writing themselves in again - The second national report on the sexuality, health and wellbeing of same-sex attracted young people in Australia, provided by Gay and Lesbian Health Victoria.
Sexuality education resources such as the catching on secondary school resource (DET) and talking sexual health (Australian Government) provide policy directions and teaching materials for schools, designed to promote an inclusive, whole-school approach to student learning. The talking sexual health national framework to assist in program implementation is provided above (under 'national framework for secondary schools').
For the teaching materials, see: Learning and Teaching
Resources such as building respectful and safe schools: A resource for school communities (DET) and safety in our schools – strategies for responding to Homophobia (VicHealth) provide policy directions on student health and wellbeing.
Teacher professional learning supporting the catching on and talking sexual health resources specifically addresses homophobia and suicidal ideation. The resources provide policy directions and teaching materials designed to assist students to develop some sense of their own and others’ attitudes and values. The more confident a same-sex attracted person is about their attractions, the lesser the likelihood they will seriously consider suicide.
For more information on training, see: Professional Learning
For more information on suicide prevention, see: School policy and advisory guide Suicide Awareness Strategy
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What Works: Sexual Health Education
The Centers for Disease Control and Prevention’s Division of Adolescent and School Health (DASH) has established an evidence-based approach schools can implement to help prevent HIV, STDs, and unintended pregnancy among adolescents. It includes quality health education, systems that connect students to health services, and safer and more supportive school environments. This info brief focuses on delivering quality sexual health education—a systematic, effective way schools can provide adolescents the essential knowledge and critical skills needed to decrease sexual risk behaviors.
Quality sexual health education (SHE) provides students with the knowledge and skills to help them be healthy and avoid human immunodeficiency virus (HIV), sexually transmitted diseases (STD), and unintended pregnancy. A SHE curriculum includes medically accurate, developmentally appropriate, and culturally relevant content and skills that target key behavioral outcomes and promote healthy sexual development. The curriculum is age-appropriate and planned across grade levels to provide information about health risk behaviors and experiences. Sexual health education should be consistent with scientific research and best practices; reflect the diversity of student experiences and identities; and align with school, family, and community priorities.
Across states, fewer than half of high schools (43%) and less than one-fifth of middle schools (18%) teach key CDC topics for sexual health education.
Source: 2018 School Health Profiles
Quality sexual health education programs share many characteristics. These programs:
How can schools deliver sexual health education?
A school health education program that includes a quality SHE curriculum targets the development of critical knowledge and skills needed to promote healthy behaviors and avoid risks. It is important that SHE explicitly incorporate skill development. Giving students time to practice, assess, and reflect on skills taught in the curriculum helps move them toward independence, critical thinking, and problem solving to avoid HIV, STDs, and unintended pregnancy.
Broward County Public Schools in Florida has used CDC’s Health Education Curriculum Analysis Tool (HECAT) to improve their health education curricula.


We compared our current curriculum with HECAT and made changes and modifications and enhancements based on what we analyzed.
Quality sexual health education programs teach students how to:
What are the benefits of delivering sexual health education to students?
Promoting and implementing well-designed SHE programs positively impacts student health in a variety of ways. Students who participate in these programs are more likely to:
In addition to providing knowledge and skills to address sexual behavior, quality SHE programs can be tailored to include information on high-risk substance use*, suicide prevention, and how to keep students from committing or being victims of violence—behaviors and experiences that place youth at risk for poor health and academic outcomes.
*High-risk substance use is any use by adolescents of substances with a high risk of adverse outcomes (i.e., injury, criminal justice involvement, school dropout, loss of life). This includes misuse of prescription drugs, use of illicit drugs (i.e., cocaine, heroin, methamphetamines, inhalants, hallucinogens, or ecstasy), and use of injection drugs (i.e., drugs that have a high risk of infection of blood-borne diseases such as HIV and hepatitis).
What does delivering sexual health education look like in action?
To successfully put quality SHE into practice, schools need supportive policies, appropriate content, trained staff, and engaged parents and communities. Schools can put these four elements in place to support SHE.
1. Implement policies that foster supportive environments for SHE.
Identify existing state, district, and school policies on health education and SHE for all students.
Establish a skills-based health education course requirement—which includes SHE content—for all middle and high school students.
2. Use health content that is medically accurate, developmentally appropriate, culturally inclusive, and grounded in science.
†A scope and sequence document outlines the key health topics and concepts to be learned across grade levels (scope), and the logical progression of health knowledge, skills, and behaviors to be addressed at each grade level (sequence)—from pre-kindergarten through 12th grade 7.
3. Equip staff with the knowledge and skills needed to deliver SHE.
Seek feedback from teachers, staff, students, and administrators within the school about what critical knowledge and skills are needed to effectively deliver SHE.
Identify a set of instructional competencies—the essential knowledge and teaching skills—that those delivering SHE should know and be able to demonstrate during instruction.
Use the identified instructional competencies to design, implement, and evaluate teacher and staff professional development and training. These trainings can improve teachers’ knowledge and comfort with the subject matter and use of effective teaching skills needed for SHE.
4. Engage parents and community partners.
Create School Health Advisory Councils (SHACs), or similar committees, that regularly provide district-level guidance on the school health program for students and staff. Within SHE, a SHAC can make valuable recommendations to strengthen curriculum or professional development and training opportunities for staff.
Use strategies to actively engage families and communities in school health programs, explicitly gaining their feedback on SHE curricula through participation on the SHACs.
Include enough time during professional development and training for teachers to practice and reflect on what they learned (essential knowledge and skills) to support their sexual health education instruction.
By law, if your school district or school is receiving federal HIV prevention funding, you will need an HIV Materials Review Panel (HIV MRP) to review all HIV-related educational and informational materials. This review panel can include members from your School Health Advisory Councils, as shared expertise can strengthen material review and decision making.
Learn more about delivering quality sexual health education in the Program Guidance.
Check out CDC’s tools and resources below to develop, select, or revise SHE curricula.
CDC. PS18-1807 Program Guidance: Guidance for School-Based HIV/STD Prevention (Component 2) Recipients of PS18-1807 pdf icon[PDF – 120 pages]. Atlanta, GA: U.S. Department of Health and Human Services; 2019.
National Health Education Standards. CDC Division of Adolescent and School Health website. Accessed December 20, 2019.
Chin HB, Sipe TA, Elder R. The effectiveness of group-based comprehensive risk-reduction and abstinence education interventions to prevent or reduce the risk of adolescent pregnancy, human immunodeficiency virus, and sexually transmitted infections: Two systematic reviews for the guide to community preventive services. Am J Prev Med 2012;42(3):272–94.
Mavedzenge SN, Luecke E, Ross DA. Effective approaches for programming to reduce adolescent vulnerability to HIV infection, HIV risk, and HIV-related morbidity and mortality: A systematic review of systematic reviews. J Acquir Immune Defic Syndr 2014;66:S154–69.
Basch CE. Healthier students are better learners: A missing link in school reforms to close the achievement gap. J Sch Health 2011;81(10):593–8.
CDC. Health-related behaviors and academic achievement among high school students—United States, 2015. MMWR 2017;66(35):921–927.
CDC. Developing a Scope and Sequence for Sexual Health Education [PDF – 17 pages]. Atlanta, GA: U.S. Department of Health and Human Services; 2016. .
CDC. Program guidance on the review of HIV-related educational and informational materials for CDC assistance programs pdf icon[PDF – 4 pages]. Atlanta, GA: U.S. Department of Health and Human Services; 2016.
CDC. Health Education Curriculum Analysis Tool (HECAT). Atlanta, GA: U.S. Department of Health and Human Services; 2012.
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