Sexual Education In A Public School Theology Religion Essay Example

program if any issues are identified and share these findings with the principal. If there are concerns regarding the instructors' teaching methods, I will propose suggestions aimed at increasing student engagement in class and enhancing their effectiveness as educators.

Furthermore, it is essential to determine whether the observed consequences in society result from a lack of sexual education or simply a lack of interest among students. The study reveals that many young people who enter relationships justify violence and demonstrate unpreparedness for pregnancy by not using condoms or using them incorrectly;They also demonstrate a lack of responsibility towards their partners. The significance of determining whether inadequate sexual education or insufficient student engagement is the underlying cause ultimately lies in promoting personal and social skills development to prevent teenage pregnancies. Madelyn Murray O'Hare, an atheist in America, argued that comprehensive sexual education and access to information on birth control make abortion safe. Sexual Education aims to provide knowledge, standards, and guidelines for human rights and equal participation in personal lives. It seeks to promote a shift in civic values, moral attitudes, and active competitions that encourage personal development and social integration among pre-teens and adolescents. This education helps prevent HIV transmission, unwanted pregnancies, and sexual violence by debunking stereotypes and myths about gender while acknowledging adolescents' right to receive healthy and responsible sexual education. It also fosters respect for reproductive rights, responsible pregnancy without risks, prevention of genital diseases, and overall personal growth. Young children need education to comprehend changes in their bodies and emotions while acquiring appropriate communication skills with others while maintaining self-respect. These tools empower individuals to make informed decisions that enhance their understanding

of gender identity as well as protect their mental and physical well-being from harmful situations.
Sexual education is crucial in preventing diseases, societal issues, body insecurities, unwanted pregnancies, and other negative impacts on family values and economic aspects. It is essential for this education to be clear, unbiased, and accessible to students and adolescents who have not yet received sexual education. The government plays a vital role in promoting education for a country's development. Nicaragua, as a signatory to the United Nations' International Convention on child's rights, must ensure that children and adolescents receive comprehensive education that prepares them for responsible lives in a free society. This education should foster comprehension, tolerance, and equality. The importance of providing young people with appropriate answers regarding sexual education and reproduction based on their rights was emphasized at the International Conference on Population and its Development held in Cairo in 1994. The focus should not only be on disease risks but also on addressing young individuals' rights through comprehensive, objective scientific instruction about sexuality. According to the Nicaragua codification for kids and adolescents [4], it is mandatory that young people in our country have the right to receive gradual educational sexual instruction that promotes self-esteem, respect for their bodies, and sexual responsibility.The Ministry of Education has made agreements regarding the content covered in these classes, emphasizing a broad perspective that includes human rights and respect for democratic society's values. This curriculum will cover ethical, biological, emotional, social cultural, and gender aspects, as well as topics related to gender diversity in orientation and identity. The goal is to promote tolerance, reject discrimination, and encourage informed decisions about one's sexual life.

To support this initiative, the Ministry of Education has implemented a program called "Educacion Para la Vida" (Education for Life), which includes creating guides covering relevant topics for personal and professional growth for school staff or parents. These measures are aimed at assisting professionals in preparing for their roles so they can provide appropriate guidance despite societal taboos or religious beliefs. In Nicaragua, the increase in teenage pregnancies and sexually transmitted diseases underscores the need for improved effectiveness and coverage.According to MINSA, teachers are responsible for analyzing their students' environments and preventing them from growing up in hostile situations. They should prioritize learning strategies based on content and student needs. Reading techniques involve approaching text with a proactive mindset by reading titles, indexes, prefaces, or introductions to understand the intended audience and background information. Skimming through content helps identify important information, while slow reading with underlining key points, taking notes, or writing annotations enhances comprehension.

Instructors must also promote values in the classroom context and analyze daily social interactions. They should be proficient in communication and overall social integration skills. The text emphasizes valuing one's community and respecting the rights of oneself and others. It also highlights the importance of recognizing potential life challenges and learning how to confront them.

When delivering gender education, it is crucial to consider socio-economic or cultural factors specific to each student's situation. Positive aspects should be identified alongside areas for improvement. Sex-Ed should foster creativity and encourage analysis and reflection to maintain students' motivation.The text emphasizes the incorporation of various activities in instruction, such as recreational activities, brainstorming, group work, individual work, research proposals with bibliographies, discussions, case studies, panels, skits,

conceptual maps, talks seminars workshops video forums. The focus is on enhancing standards that apply to everyday life situations. It is important to address gender inclusively and avoid discomfort or rejection for learners. Ethical standards must remain objective and scientific without imposing personal viewpoints or relating to individual experiences. Emotional effects on learners and judgments or biased opinions about themselves or others should be avoided. This material holds significance in aligning with our diverse culture, beliefs, and personal values. The aim is to contribute to individuals' development in achieving their ultimate goal. EGHL provides guidelines for schools and promotes group discussions among diverse participants. Classroom instruction involving small group discussions in formal classroom sex education follows EGHL's recommendations and involves both the school and the family collaboratively carrying out this aspect of instruction.EGHL's pedagogic guidelines are practical suggestions rather than strict rules, acknowledging the potential challenges for parents, teachers, and professionals. The primary focus is on the school's cooperation with parents while recognizing that the family holds the main responsibility. The school aims to support and supplement parental efforts, with teachers informing parents about both subject matter and its connection to sexual education. Parental engagement is crucial, involving not only adolescents or pre-teenagers but also caring parents who prioritize their children's development. An inclusive environment should be created for adolescents to adapt easily without hostility, fostering positive relationships and promoting democracy. Collaboration and cooperation among household members are necessary to address struggles within the household, benefiting both children and adults alike. By establishing this environment, families contribute not only to their own well-being but also to various aspects of society such as the economy, culture,

politics, and ethics. When teaching children about educational topics like gender, parents should cover both school-related subjects and those related to personal life experiences.Parents should actively participate in planning, implementing, and evaluating gender instruction either at home or in a formal setting. This is important because parents have the responsibility of instilling everyday values in their children, which shouldn't solely rely on schools. It is also beneficial for parents to acknowledge the teachings their children receive from school as it allows them to generate new ideas and improvements for the institution. Moreover, they can discuss these determinations with their children.

In Nicaragua, there is a lack of parental involvement in grassroots-level programs. Consequently, parents are unaware of the curriculum being taught to their children and have no influence over it. This inefficiency prevents them from fulfilling their role as parents effectively. However, this situation can be improved by providing appropriate guidelines and encouraging more parental involvement within schools.

To achieve this, schools should showcase the curriculum to parents and conduct regular meetings to keep them updated. Additionally, an assessment system should be established to determine if the information provided to parents is beneficial for both their children and families. The crucial aspect here is ensuring that this information supports families and provides necessary assistance for their children's development.If the school does not implement effective educational practices at home, they must make extra efforts to do so. It is crucial to focus on teenage girls for sex education, family planning, and self-esteem programs, especially in high population growth rate scenarios or when the carrying capacity has been exceeded. This information was provided by Karen Gaia, a member of

WOA [7].

The curriculum for sex education by PATH (A Positive Approach to Teen Health) has changed from being centered around abstinence to focusing on teen pregnancy prevention as mandated by support changes. PATH is the only recipient of support through President Barack Obama's Teen Pregnancy Prevention Initiative in the state. This initiative provides federal funding for sex education programs that don't solely focus on abstinence; however, some programs still include information about it. The selected programs aimed at reducing teenage pregnancy rates were evidence-based.

From 2004 to 2010, the group received a Community Based Abstinence Education grant from the federal government. However, in January 2010 they were informed that their funding had been discontinued. PATH's curriculum aligns with the state's guidelines which require some instruction on abstinence. According to Indiana Code, schools are required to provide education on human gender and STDs while promoting abstinence as the preferred approach for school-age children.The code emphasizes the importance of abstinence in preventing unintended pregnancies and highlights that a monogamous marriage is effective in avoiding sexually transmitted diseases. Some instructors choose to teach about abstinence first, followed by discussions on the consequences of not choosing it, such as STDs and physical/mental changes. Jennifer Woodside, representing the International Planned Parenthood Federation, commented on young people's lack of sexual health knowledge, which may hinder their ability to seek contraception or negotiate condom use for protection against unwanted pregnancies or infections. Teenage pregnancy can lead to negative outcomes like societal stigma, unstable marriages, poverty, terminated education for girls, extreme poverty, and involvement in prostitution. Dr. Helenlouise Taylor's study commissioned by WHO supports reducing coerced sex and unsafe abortion while improving teens' access

to contraception. She suggests incorporating life skills and biology into school curricula, strengthening connections between schools and prenatal clinics, and potentially offering prenatal care at schools.Dr Taylor advocates for adequate training for healthcare professionals and teachers in effectively conveying accurate information about sex and birth control to teenagers. Conversely, Ms Schalet, an assistant professor of sociology at the University of Massachusetts at Amherst, opposes the adoption of the Dutch approach to sex education in America. However, she urges Americans to challenge their assumptions regarding teenagers and sexuality. She points out that Dutch parents have normalized sexual development in their children while American parents are often seen as excessively dramatic on this subject. The disparity between both countries' approaches to sex education is evident: Dutch parents openly discuss concepts like waiting until one is prepared for sex, healthy relationships, and responsible behavior such as using contraceptives during sexual activity. When Dutch teenagers reach 16 or 17 years old and have a serious romantic partner, they often seek permission from their parents to have sleepovers. This practice aligns with a new model proposed by Schalet for adolescent sexuality in America, which emphasizes allowing teens to explore adult behaviors within certain boundaries. In contrast, American parents are more concerned about uncontrolled hormonal changes that can disrupt young people's lives if not managed properly.Sleepovers are essentially banned in American households, which leads to teenagers participating in secretive sexual activities and causing conflicts with their parents. Debra Hauser, executive vice president of Advocates for Youth, expresses support for Ms. Schalet's book and discusses how Europeans view sexuality as a normal and healthy part of life, while Americans see it as

something to overcome. According to statistics from an Advocates for Youth study, the Netherlands has significantly fewer adolescent pregnancies, births, and abortions compared to the U.S., partially due to Dutch teens being more likely than their American counterparts to use contraceptives like condoms or oral preventives. Monica Rodriguez, president and CEO of the Sexuality Information and Education Council of the United States, believes Schalet's book provides valuable insights for parents on supporting young people in developing fulfilling adult lives both romantically and sexually. Rodriguez emphasizes that parents have a significant influence on their children and believes that regular open conversations about sex can greatly impact them. However, there are doubts among some observers about the success of European-style sex education or parent-approved sleepovers for adolescents in the U.S., with Valerie Huber, executive director of the National Abstinence Education Association arguing against the effectiveness of this model.According to Robert Rector, a senior research fellow at the Heritage Foundation who has studied sex education models in Europe, European parents are actually not as permissive as commonly believed. He points out that one major difference between Europe and the United States is the strong cultural message against teenage pregnancy in Europe. In contrast to many undecided American teenagers about whether or not to have a baby, most European countries have a different attitude towards teenage pregnancy. The perception of parent-approved sleepovers also varies between Europe and America. Mr. Rector clarifies that while there is an idealized notion of deeply committed romantic relationships between 16-year-olds in Europe, this contradicts what European parents we spoke with told us.

On World Contraception Day, it was revealed through a study that there has

been a significant increase in unprotected sex among young people in Western countries over the past two years. Both the United States and European countries like France have seen an increase in the rate of unprotected sex with new partners among sexually active adolescents as well. In 2009, this percentage was 38% in the US and 19% in France but has since risen to 53% in the US and 40% in France. Other countries such as Thailand, China, South Korea, Norway, and Estonia have also reported high rates of unprotected sex with new partners exceeding 50%. The main reason for not using contraception is due to lack of readiness for sexual activity across various regions including Europe, Asia-Pacific region Latin America and the United StatesAccording to Jennifer Woodside, a representative of the International Planned Parenthood Federation, in certain areas, numerous young people lack access to contraception during sexual activity. This is primarily due to their limited understanding of sexual health or their hesitation in requesting contraception or discussing condom usage with their partners. As a result, they are at risk of unintended pregnancies or contracting sexually transmitted infections (STIs). [ and contents preserved]