Sexuality education in the health classroom: Results from a needs and capacity assessment

APHA Scientific Session and Event Listing

Shonna L. Snyder, PhD, Department of Health, Physical Education, and Sport Sciences, Morehead State University, 200 D Laughlin, Morehead, KY 40351, 606-783-2120, sl.snyder@moreheadstate.edu, Marlene K. Tappe, PhD, CHES, Department of Health Science, Minnesota State University- Mankato, 180 Highland North, Mankato, MN 56001, and Regina A. Galer-Unti, PhD, CHES, Independent Consultant, P.O. Box 125, Urbana, IL 61801.

The purpose of this study was to determine health teachers' needs and capacity related to teaching comprehensive school health education and to explore how these needs and capacities varied according to the characteristics of the teachers and the schools in which they taught. The research involved qualitative and quantitative methodologies. A 90-item questionnaire was sent to all health education teachers in a Midwestern state (N = 1,242), yielding a response rate of 25.2% (N = 313). Data analysis included descriptive statistics, independent sample t-tests, one-way analysis of variance with Bonferroni post-hoc analysis, Kendall's tau-c analyses, and chi-square analyses. The results of this study regarding sexuality education in health education classes were enlightening. Abstinence-based sexuality education was the main form of sexuality education that was utilized in health education classes and the top three topics in sexuality education were also the top three topics being taught nationally (Kann et al., 2001; Kolbe et al., 2001). Approximately half of the teachers did not notify parents prior to sexuality education, less than the national average (Kann et al.; Kolbe et al.). Based on the results of this study it is recommended that health teachers obtain more professional development in sexuality topics and that schools and school corporations increase parental notification.

Learning Objectives:

At the conclusion of the session, the participant (learner) in this session will be able to

1) Identify the type of sexuality curricula being utilized in a Midwestern state’s health education classrooms.
2) Identify the main sexuality topics that are being taught in health education classrooms.
3) Describe the role of parent notification of sexuality education.
4) Identify the types of professional development and preparation in sexuality education that are needed to improve on sexuality education.

Presenting author's disclosure statement:

Any relevant financial relationships? No

Sexual Health Issues of Youth

The 134th Annual Meeting & Exposition (November 4-8, 2006) of APHA