Addressing the failure of abstinence-only sex education programs: an emerging leadership perspective.
Over the past 15 years, abstinence-only sex education has been the sole method of education supported by the federal government as it relates to adolescent sexual health. Despite the exponential increase of funding provided for abstinence-only sex education, few tangible positive results have surfaced. At high rates, teens still take part in risky sexual behaviors, and are at high risks for teen pregnancy, sexually transmitted diseases, and HIV/AIDS. As a result, it is necessary to take an alternative approach that provides adolescents with a comprehensive view of sex education in order to effectively reduce these negative outcomes. A comprehensive education will provide adolescents with the adequate knowledge about contraception, how to protect themselves, and the consequences of sexual activity, so they may be able to make informed and educated decisions about sex. This one-sided abstinence-only approach is an archaic view that needs to be changed by our state and federal legislators, and school administrators, so adolescents are prepared to lead healthy lives. Florida Public Health Review, 2012; 9, 57-61. Background According to the Guttmacher Institute (2011) about 7 of 10 teens will have had sexual intercourse by the age of 19. In many cases, teens are at a high risk for HIV/AIDS, sexually transmitted diseases (STDs) and pregnancy. With high numbers of teens initiating early risky sexual behaviors (i.e., unprotected sex, multiple partners, lack of oral contraception), it is imperative that they are aware of the risks. In response, many public school systems throughout the United States have initiated abstinence-only sexual education programs. Specifically, 70% of the states in which sexual education is taught require abstinence to be “stressed” in comparison to any other educational method (Guttmacher Institute, 2011). Therefore, it is essential that all schools offer some form of a comprehensive sexual education program as opposed to abstinence-only education. Students should have access to all options as it relates to sex and be able to make a more educated decision. To date, only 18 states and the District of Columbia require contraception information to be taught in middle and high schools; and only 21 states and the District of Columbia mandate sex education (Guttmacher Institute, 2011). Consequently, less than half, if not more of America’s children are not receiving adequate sex education. Significance of the Problem Abstinence-only sex education programs have good intentions for teens but do not serve their best interests. Why? This form of sex education is dangerous because it does not present a complete picture of sex education to teens. Despite the fact that teens are being given appropriate messages that tell them to “wait until marriage” before initiating sexual contact, realistically, it is inadequate. With 70% of teens having intercourse by the age of 19, the abstinence-only message is obviously not resonating; at the same time we have no idea about the quality of sex education in the states that mandate it. This also means that many teens are participating in risky sexual behaviors without the adequate skills or knowledge about sex to protect themselves and to make informed decisions. Here we are presented with two significant issues that must be addressed; (1) health literacy, and (2) the ethical dilemma that is related to sex education in the schools. Marks (2009) defined health literacy as, “the skills denoting a person’s capacity to obtain, process, and act on basic health information” (p. 328). The health literacy concept is described by Marks (2009) in three varying forms; (1) basic literacy or comprehension, (2) interactive and participatory literacy, and (3) critical literacy. Basic literacy indicates the ability of one to read, interpret what is read, and comprehend written information. Interactive and participatory literacy is the ability to comprehend and remember in order to act on information. The last component of health literacy is critical literacy, which involves the ability to balance complicated factual information and understand alternative information at the same time (Marks, 2009). The concept of health literacy is important especially when dealing with the idea of sex education because having proper knowledge and an adequate understanding can lead to a reduction of