Teen Sex Teaching

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The pursuit of calm can itself become a major stressor, especially if you've already tried the standard prescriptions. But there is a path through this conundrum.
Source: Youth Parliament/2.0 Generic
There is clear evidence that risky sexual behavior harms young people. More than two million people ages 15 to 24 across the globe contract HIV each year, including more than 17,000 American young people. Four million U.S. teens experience a sexually-transmitted infection each year. And between 750,000 and 900,000 teenage women in the U.S. become pregnant each year.
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These statistics demonstrate that we need to teach young people about making safe sexual choices. Last fall, a systematic review published in the Journal of Sex Research highlighted one approach: peer education.
First, what is peer education? Simply, it means learning from people in the same social group – whether that is age, sexual orientation, culture or interests.
For the review, researchers from the University of North Carolina-Chapel Hill identified 15 studies that measured how much students learned during peer-led sex education classes, whether their attitudes toward sex changed, how much they focused on the program and whether the program led to a change in their sexual behavior.
Twelve of the studies found students who participated in peer-led sex education programs improved their knowledge about sexual behaviors and consequences. A total of 13 studies measured students’ attitudes toward sex, and eight found “significant” improvements. The review classified all studies as having a high level of peer participation showed improvement in attitudes.
The review also concluded that students in peer-led programs were more focused during the lessons and found sex education to be more interesting.
However, there was one major gap in the power of peer-led sex education: changes in sexual behavior. Ten of the studies included in the review measured changes in behavior. Three of them found some improvements, six found students made no changes in behavior, one reported mixed results, and two did not report the results. There were two studies that found students were 5 percent more likely to use a condom after the training, but that result was not statistically significant. The vast majority of researchers wrote that studies need to follow students over a longer period of time to record changes in behavior.
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At the Bronfenbrenner Center, ACT for Youth has recently taken a deeper look at the question of peer education. Mary Maley, the director of the Research Synthesis Project, has compiled the findings of six review articles into a new Research fACTs and Findings article that summarizes what we know about peer education’s effectiveness.
Over the last several decades the quantity and quality of evaluation research in the teen pregnancy prevention field has improved dramatically. We now have persuasive evidence that programs can delay sexual activity, improve contraceptive use and ultimately prevent teen pregnancy and sexually transmitted diseases. There is a substantial collection of evidence-based adolescent sexual health programs that have been rigorously evaluated and demonstrate success in achieving positive outcomes over time.
While peer-led education programs offer a promising approach in changing knowledge and attitudes, they require more rigorous scientific study to demonstrate success in changing behavioral outcomes before they can be considered “evidence-based.”
The Bronfenbrenner Center for Translational Research (BCTR) at Cornell University is focused on using research findings to improve health and well-being of people at all stages of life.
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The pursuit of calm can itself become a major stressor, especially if you've already tried the standard prescriptions. But there is a path through this conundrum.

Academic rigour, journalistic flair
Let’s talk about sex: teaching teens to negotiate sexual intimacy
PhD Candidate (Paediatrics and Child Health) , University of Sydney
Senior Lecturer, University of Sydney
The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.
University of Sydney provides funding as a member of The Conversation AU.
The Conversation UK receives funding from these organisations
Talking about sex, intimacy and risk-taking with adolescents is not as easy as busting out a Salt-N-Pepa classic. Catchy lyrics aside, parents may be grappling with a number of questions: Is my adolescent ready for sex? Are we equipped to open this can of worms? How will my teen respond to me discussing sex?
When it comes to talking about the “birds and the bees”, parents tend to focus on the risks of unprotected sex and the practicalities of safe sex. But if we only discuss the potential consequences of sexual activity, adolescents are likely to be less receptive than a bigger-picture approach.
If we acknowledge that sex can be a positive experience, we are better able to portray sex and intimate relationships as something worth waiting for, rather than something to rush into.
We can balance our discussions about sex and relationships with a “sex positive” dialogue. This means:
Acknowledging young people will choose whether or not to be sexually active. This is a normal and healthy part of adolescence.
Recognising that adolescence is a time of sexual development and potential experimentation.
Referencing a variety of sexual preference(s) in a positive way throughout all conversations.
Supporting the right of young people to develop healthy, respectful and consensual sexual relationships.
Some of these concepts may not be covered in school-based sex education, so parents need to facilitate their adolescents’ sexual decision-making behaviours.
The old model for sexuality education doesn’t work: we cannot have one conversation with our kids about sex and expect them to lead happy and healthy sexual lives.
There is consensus among experts that dialogues about sexuality need to occur between parents and their children early and often. But that doesn’t mean most parents know what to say, or how, or when to bring it up.
When parents and young people have good communication, along with appropriate authority, adolescents report less depression and anxiety and more self-reliance and self-esteem. They also report having their first intercourse at an older age and report a lower frequency of sex during adolescence than their peers.
Here’s our take: foster and facilitate decision-making skills from a young age.
Rather than telling your child what to do, from toddler age, have them share in making the decision together. It can be simple at first: what vegetables are we having with dinner? But, as the decisions get more complicated, it’s important to have your child talk through the decision’s pros and cons.
Let’s break it down further. Say your adolescent wants to stay out an hour past their normal curfew. Have them talk through each option fully. For example:
If I stay out an hour later, I get to see my friends longer, I won’t miss out on what happens at the party. But I might end up getting in trouble if the party gets busted, there’s a higher risk that we might get in an accident on the way home, and I will be super tired for the next morning’s activities.
If I don’t stay out an hour later, I will still have gotten to go to the party, and I’ll be more likely to get home safe and then be able to get up in the morning. But I may get made fun of for leaving the party early and may miss something really good that happens.
And then have them talk about the importance of each of those things and have them make a decision alongside you.
The trick to this type of parenting is that you need to start it from a young age, and guide your child through it. By starting with the decisions that aren’t as potentially dangerous (such as which vegetable), you build in a safety net for them to start to trust that you trust their decision-making skills. And that trust will foster their skills further.
There is also the possibility that they won’t always make the decision you want. But allowing adolescents to make a few mistakes along the way is part of how they will learn to make good decisions and develop an autonomous identity.
So what if you haven’t been doing this all along? Well it isn’t too late to start, but maybe don’t start with the “can my partner stay over tonight?” decision.
You can create opportunities to make decisions collaborative. For example, when your adolescent wants to go to a music festival you’re nervous about, resist the urge to make it an authoritative yes or no. Maybe position it as a “yes with these conditions” decision, where they are in charge of setting up some safety precautions that you both feel comfortable with.
When navigating discussions about sex, relationships, and intimacy with adolescents, it is important to recognise that there is not a one-size-fits-all approach. But ignoring these topics can contribute to negative psychological, social and health implications for adolescents in the future.
Bottom line? The more often you initiate collaborative health and risk-taking decision-making with your adolescent, the more practice you are providing for your adolescent to make healthy, autonomous and effective choices for themselves. And, you know what they say: practice makes perfect … or, at least better.

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