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Abstract #147943

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William L. Jeffries IV, MA¹, Brian Dodge, PhD², Travis Johnson, BA³, Michael Reece, PhD², Frank Charlie Bandiera, MPH⁴, Debby Herbenick, PhD, MPH², and Ellen Lopez, PhD, MPH⁵. (1) Department of Sociology and Department of Behavioral Science and Community Health, University of Florida, Turlington Hall, PO Box 117330, Gainesville, FL 32611-7330, 352-846-5102, jeffries@ufl.edu, (2) Sexual Health Research Working Group, Applied Health Science, Indiana University, 1025 E. 7th St., HPER 116, Bloomington, IN 47405, (3) Department of Behavioral Science and Community Health, University of Florida, 101 S. Newell Drive, Gainesville, FL 32611, (4) Epidemiology and Public Health, University of Miami, Miller School of Medicine, P.O. Box 016069, Miami, FL 33101, (5) University of Florida, 6131 NW 23rd Lane, Gainesville, FL 32606

Introduction: In the United States, a great debate exists as to which approach to school-based sexuality education is likely to yield the most positive and effective results for youth, in particular between programs based on abstinence or those that are more comprehensive. Few studies have explored potential overlaps between these approaches. The primary aim of this study was to test relationships between abstinence education and comprehensive curriculum content.

Methods: Data were collected from a diverse sample of sexuality education teachers throughout Florida (N = 462). We operationalized teaching abstinence using self-reports (abstinence-only, abstinence-based, and no abstinence) as well as an index based upon the eight guidelines specified in Section 510 of Title V of the Social Security Act.

Results: Logistic regression analyses revealed that ascribing to the federal guidelines of teaching abstinence was not significantly associated with teachers' self-reports of teaching “abstinence-only.” Rather, the more teachers ascribed to the federal abstinence guidelines, the more likely they were to teach about human development, personal skills, relationships, sexual response, and lifecourse issues. Additionally, teaching abstinence was positively related to teaching about abortion, contraception, pregnancy, relationship violence, and media influences upon sexuality.

Discussion: Teachers who taught abstinence in greater depth, beyond “abstinence-only,” tended to be more comprehensive in their orientations with students. This provides further evidence that abstinence and comprehensive approaches are not mutually exclusive; indeed, abstinence is a fundamental component of comprehensive sexuality education. We highlight the significance of examining connections between abstinence and comprehensive approaches in future studies.

Learning Objectives: Upon completion of this session, participants will

• Gain an understanding of the current debate between abstinence and comprehensive sexuality education;
• Explore an assessment of sexuality education conducted in the state of Florida based on community-based participatory research (CBPR), scientific review, and a statewide mail-based survey;
• Learn that positive associations existed between teaching abstinence in greater depth and numerous comprehensive sexuality education topics;
• Review further evidence that abstinence and comprehensive sexuality education are not mutually-exclusive and that comprehensive educators are likely to teach abstinence and other topics in greater depth than other educators.

Keywords: Sexuality, Education

Presenting author's disclosure statement:

Any relevant financial relationships? No
Any institutionally-contracted trials related to this submission?

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.

• Multimedia recording