Argument: Responsibility for children's moral and sexual upbringing is not the responsibility of schools

This is none of the state’s business. Teaching this subject en masse in a classroom reduces it to biological notions, group embarrassment and crude jokes. Furthermore, children have never needed this from the state: left alone, they learn from their family and surroundings and grow naturally into adults without the state’s involvement. Few things are responsible for parental disaffection with education more than the teaching of sex and sexuality in ways contrary to their wishes.

Parents have a right to determine the moral environment in which their children develop and this is a huge intrusion into that right. That moral environment has been manipulated again and again over the last forty years by a liberal teaching establishment set on undermining traditional values and beliefs. Sex education has been a prime weapon in that social engineering. That tool should be taken away from teachers, who as a body have proven themselves undeserving of it. As for the tedious idea that children somehow need the nanny state to look after their sexuality – who knows children and their needs better than parents? Schools are responsible for so much that is wrong with our children, and by giving them free licence to delve into students’ sexuality, things become so much worse, blurring the line between teacher, adviser, confidante, and sometimes in extremes, between teacher and lover – an abuse of power that bringing sex into the classroom makes so much easier.

Candidate 1: "Parents often know nothing (or worse, are armed with dangerously naive delusions) of the sexual state of their children. The picture painted by abolitionists is inaccurate – the process of deciding what is taught in schools involves parents’ groups and school governing bodies on a school-by-school basis, so parents do have a role in deciding what is taught. But ultimately, the state should be involved in educating the whole child, not just in doling out academic ideas – and should work hard to safeguard sexual health of youngsters, a field near-impossible to separate from sex education.

This is a subject just as important for the development of young people as the conventional subjects such as maths and English. The role of ‘teacher’ has to change with time. Once, teachers only instructed the children of the well-off or acted as a branch of the church, now they teach everyone in a secular society. As their role changes, they must remain responsible and obey the law: thus, the scaremongering of suggesting teachers will abuse their students or lure them into relationships is irrelevant, as both sides believe that is wrong, and should be prosecuted.

Rules banning discussions of sex in schools can deny teachers the ability to deal with real problems. When an individual student comes to a teacher with a problem, a rule against discussing such things in the classroom will probably mean that this outlet of help the troubled adolescent has sought out, often because he feels the family isn’t the place to get help, will be denied to him, will turn its back on him. Like it or not, in today’s fractured society teachers have taken on the role of counsellor, and this rule will indirectly curtail their ability to fulfil it. The result of that will be appalling."
Candidate 2: "That logic might sound impressive – but it’s the same one that fails to control underage drinking, underage smoking, the watching of rated movies by those forbidden to do so, the eating of bad food – and underage sex. It’s the same poor parental logic that has seen a generation of children grow up divorced from the society around them, children who die from drugs overdoses and whose parents say (honestly), ‘I just had no idea.’ It’s time to talk to our young people about what they do – honestly, frankly, without frightening them into dishonesty and deception. To do otherwise perpetuates the cycle of ignorance about youth society, and perpetuates the status quo of being able to do nothing to change it."
Candidate 3: "Our children are sexually active. They are making decisions that can affect the rest of their lives. They should be able to choose responsibly and be well-informed about the likely outcomes. They should know about sources of free or cheap contraception, who to turn to when pregnant or if they suspect they have a venereal disease, how to use contraception to avoid both, and, contrary to the impression of abolitionists, they should be told the benefits of abstinence. How can you tell people about that if you refuse to discuss sex? How can you imagine they will take you seriously if you turn a blind eye to something so many of their peers are doing?

They need an external source of support to resist peer pressure, and have sex later rather than sooner: lamentably, it is presumed amongst many young people that having unprotected sex with many partners at an early age is the norm and they encourage others to do it (and attempt to humiliate those that don’t). We need mechanisms to support those that want to resist that pressure: sex education is such a mechanism. Sex education is part of a package of provisions needed to help our teenagers avoid the terrible pitfalls of unwanted pregnancy and venereal disease. This problem is here – pretending that it isn’t won’t make it go away. How else do opponents of sex education propose to deal with the huge problems of STDs and teen pregnancy? Effective and widely supported sex education programs can achieve real results. For example, in the Netherlands, amongst people having intercourse for the first time, 85% used contraception – compared to 50% in the UK."
Candidate 4: "Well taught sex education does no such thing. Sex and responsibility classes must tread a fine line, first stressing the importance of waiting until ready before having sex, and pointing to the physical benefits of fewer partners and starting sex later – but must then move on to the reality of modern Britain’s sex-ridden teen culture, without applauding it, and try to decrease the very high levels of STDs and pregnancy. Yes, that’s hard to do – but that doesn’t mean we shouldn’t do it. On the contrary – it’s one of the most important duties society faces today. Arguments about poor teaching apply equally to maths. We often have to try to recruit teachers in unpopular fields – true, difficult, but hardly unique. The answer is to improve teacher training, both for new graduates and for practising teachers, and to bring in outside consultants from the health and social welfare sectors, who have deep experience in this area."

Parents often know nothing (or worse, are armed with dangerously naive delusions) of the sexual state of their children. The picture painted by abolitionists is inaccurate – the process of deciding what is taught in schools involves parents’ groups and school governing bodies on a school-by-school basis, so parents do have a role in deciding what is taught. But ultimately, the state should be involved in educating the whole child, not just in doling out academic ideas – and should work hard to safeguard sexual health of youngsters, a field near-impossible to separate from sex education.

This is a subject just as important for the development of young people as the conventional subjects such as maths and English. The role of ‘teacher’ has to change with time. Once, teachers only instructed the children of the well-off or acted as a branch of the church, now they teach everyone in a secular society. As their role changes, they must remain responsible and obey the law: thus, the scaremongering of suggesting teachers will abuse their students or lure them into relationships is irrelevant, as both sides believe that is wrong, and should be prosecuted.

Rules banning discussions of sex in schools can deny teachers the ability to deal with real problems. When an individual student comes to a teacher with a problem, a rule against discussing such things in the classroom will probably mean that this outlet of help the troubled adolescent has sought out, often because he feels the family isn’t the place to get help, will be denied to him, will turn its back on him. Like it or not, in today’s fractured society teachers have taken on the role of counsellor, and this rule will indirectly curtail their ability to fulfil it. The result of that will be appalling.
