Sustainable Development Goals (SDGs) and the Complications of Sex Education in K-12 Schools
A dozen state or county agencies have withdrawn from federal grants aimed at monitoring teenagers’ sexual behaviors, reducing rates of teen pregnancy, and preventing sexually transmitted diseases (STDs). This shift in many states has further complicated and polarized sex education in K-12 schools. Republican-led legislatures are enacting stricter regulations on when and what students learn about their bodies, as part of a broader effort to protect parents’ rights and remove LGBTQ+ content from the curriculum.
Concerns and Implications
- Experts worry that students may not receive reliable education on adolescence, safe sexual activity, or relationship violence. This is particularly concerning as STD rates have risen after the pandemic, and access to abortion is increasingly restricted.
- Anne-Marie Amies Oelschlager, a pediatric and adolescent gynecologist at Seattle Children’s Hospital, emphasizes the importance of trained, trusted adults in providing accurate information to young people.
- While fewer teens are sexually active according to a 2021 government survey, federal data suggests that teens and young adults still account for half of all people with STDs. The language surrounding sex is also evolving for the youngest generations.
Legislative Changes and Impacts
- Several states, including Indiana, Arkansas, and Kentucky, have passed laws banning or restricting the teaching of human sexuality and sexual reproduction in early grades. In Florida, materials on reproductive health and sexually transmitted diseases must be approved by state officials.
- Advocates for comprehensive sex education argue that these restrictions prevent children from receiving age-appropriate foundational knowledge that builds upon each year.
- David Walls, executive director of The Family Foundation in Kentucky, believes the new law sets a base level of protection for parents to review the curriculum and make decisions about their child’s participation.
Variations in Sex Education Policies
- While 28 states require sex education and 35 require HIV education, the content and implementation vary widely.
- Massachusetts recently updated its sexual health education guidelines, which were last revised in 1999, to ensure comprehensive and inclusive standards.
Impact on Federal Grants and Programs
- Tens of thousands of dollars in federal grants for monitoring teen behavior and teaching abstinence and contraception have been returned by state agencies in Idaho and New Hampshire.
- Six states, including Alabama, Colorado, Florida, Idaho, Iowa, and South Carolina, have discontinued agreements with the CDC to conduct biennial youth surveys. Some of these states have also passed laws restricting schools’ ability to administer surveys.
- Four Florida counties have withdrawn from a CDC grant aimed at expanding student health resources and education.
The Role of Sustainable Development Goals (SDGs)
- The complications surrounding sex education in K-12 schools highlight the need to address SDG 3: Good Health and Well-being, SDG 4: Quality Education, and SDG 5: Gender Equality.
- Comprehensive and inclusive sex education is crucial for promoting healthy relationships, preventing STDs, and empowering young people to make informed choices about their sexual health.
It is essential to bridge the gap between federal recommendations and state and local policies to ensure that educators can provide accurate information and address young people’s questions effectively. By prioritizing evidence-based and age-appropriate sexual health curricula, we can create safe environments that promote the well-being of all students.
SDGs, Targets, and Indicators
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 3: Good Health and Well-being
- SDG 4: Quality Education
- SDG 5: Gender Equality
- SDG 10: Reduced Inequalities
2. What specific targets under those SDGs can be identified based on the article’s content?
- SDG 3.7: By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programs.
- SDG 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development.
- SDG 5.6: Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences.
- SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 3.7.1: Proportion of women of reproductive age (aged 15-49 years) who have their need for family planning satisfied with modern methods.
- Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in national education policies, curricula, teacher education, and student assessments.
- Indicator 5.6.1: Proportion of women aged 15-49 years who make their own informed decisions regarding sexual relations, contraceptive use, and reproductive health care.
- Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 3: Good Health and Well-being | Target 3.7: By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programs. | Indicator 3.7.1: Proportion of women of reproductive age (aged 15-49 years) who have their need for family planning satisfied with modern methods. |
| SDG 4: Quality Education | Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development. | Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in national education policies, curricula, teacher education, and student assessments. |
| SDG 5: Gender Equality | Target 5.6: Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences. | Indicator 5.6.1: Proportion of women aged 15-49 years who make their own informed decisions regarding sexual relations, contraceptive use, and reproductive health care. |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status. | Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities. |
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Source: edweek.org
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