What's happening in the middle and high school sexuality education classroom in a “generally” sex-positive rural community: Where you live impacts what students learn

ABSTRACT. Background: Current National Sexuality Education Standards provide scope and sequence for sexuality education in grades K-12.  In addition to community and educational environments’ impact, an educator’s knowledge, training and perspectives determine the extent to which these standards are implemented. Methods: A 39-item questionnaire was utilized to determine learning standards, educator training and beliefs, and classroom lessons and activities. Data were collected from teachers, social workers and counselors who provided sexuality education in 2012-2013 at middle and high schools in Bloomington, Indiana. Results: Educators supported the importance of medically accurate information, and 66% indicated that adolescents should be taught about sexual health in schools. The most common topics covered were anatomy/physiology, reproduction and puberty.  Sexual fantasy, sexual dysfunction and abortion were the least discussed topics. Educators utilized GLBT advocacy groups, HIV/AIDS agencies, current statistics, as well as accurate visuals of anatomy and STIs. Participants indicated that their current curricula prepared their students “very well” in knowing how to use contraceptives, access sexual health care and STI/HIV testing, and sexual postponement. Half of the educators reported having received formal sexuality education training. Conclusions: Sexual health educators in this rural community utilize a variety of community resources while supporting an abstinence-based curriculum.  These findings show that this school district, when compared to others in Indiana, provides a more holistic approach to sexuality education. Recommendations include a thorough review of the current curricula utilizing HECAT, increasing professional development opportunities, and engaging parents and students in planning, implementation and evaluation.