Argument: Abstinence is an outdated view, based on religious teaching, which may be a personal choice but is not to be expected as the norm for everyone

Young people express their sexuality as part of their development to adulthood. It is not having sex that is a problem, but having unsafe sex or hurting people through sexual choices. Refusing to promote safe sex would mean not moving with the times. Just because schools do not promote safe sex does not mean that adolescents will not experiment with sex. They will already be exposed to sexual imagery and ideas of sex so it is necessary that they are taught properly how to remain safe.

Schools may also want to talk about abstinence at the same time; it is a way of keeping sexually safe. However schools have to recognise that the majority of pupils are unlikely to stick to abstinence regardless of how much the school promotes it. It is therefore necessary for the school to also promote and educate about safe sex.

Candidate 1: "True, but nor does it make sense to make the classes mandatory once the child reaches an age where it is legally able to decide whether it wants to partake of them. Nor does this mean that these classes need to be promoting safe sex rather than simply teaching the facts and encouraging abstinence."
Candidate 2: "The problem with mandatory sex education is precisely that it presents that information in an organised fashion – by the state. In doing so the right of the parents to raise their children in accordance with their structure of beliefs is usurped."
Candidate 3: "Sex education for underage children undermines the law

Sex education classes for those under the age of consent undermines the law. It says, ‘don’t do this – but given that you are, do this, this and this.’ This sends a terrible message about the law – that breaking it isn’t serious, that authority (as represented by teachers) tacitly approves of that illegality, will tolerate it and even encourage it.

Sex education fails to tell our children clearly what is right and what is wrong. And remember that these are children, who need clear boundaries to guide their behaviour, and who may not understand the subtleties appreciated by liberal educationalists. In any case, so few teachers want to teach this subject that the quality of teaching is awful. Those that do end up teaching it are often the oddest characters in the teaching establishment. Many teachers happy to ‘cover’ other subjects are uniquely embarrassed by this one, or object to it on moral grounds and will not do so, leaving it to the most liberal members of staff."
Candidate 4: "To not promote abstinence is not a neutral position, it is a position the implicitly encourages sexual promiscuity. Children are at risk of severe psychological and physical harm from having sex too young, and should be encouraged not to do so. Promoting ‘safe sex’ is implicitly encouraging sex by implying that it is safe and a normal thing to be doing. This will encourage young people to believe that there is no risk when this is not the case even if they do follow the prescriptions they have been taught about sex."
Candidate 5: "Sex education leads to experimentation and early intercourse, and indirectly encourages promiscuity

Sex education leads to experimentation and early intercourse, and indirectly encourages promiscuity. The most moral form of Sex Education says ‘you shouldn’t do this, but we know you are,’ thus pushing children to consider their sexual existence before they need to or indeed should. Thus sex education’s message is invariably confused – on the one hand, by saying ‘here are the perils of teen sex – so don’t do it,’ and on the other hand, ‘here is how to have teen sex safely.’

Less moral forms start by saying, ‘the best form of a relationship is a loving, constant relationship’ and then say, here are the ways to use protection if you’re not in such a relationship’ – a logic which presumes children are in sexual relationships to begin with. The justification for this is that ‘adolescents know all about sex’ – an idea pushed in our permissive society so much it’s almost a truism – but contrary to that bland generalisation, many children don’t do these things early, don’t think about these things – they actually have childhoods, and these lessons stir up confusion, misplaced embarrassment or even shame at slower development. They also encourage children to view their peers in a sexualised context.

The openness with which education tells students to treat sex encourages them to ask one another the most personal questions (have you lost your virginity? – how embarrassing, how uncool, to have to say no), and to transgress personal boundaries – all with the teacher’s approval. Inhibitions are broken down not just by peer pressure, but by the classroom. As pro-sex education people love to point out, children develop in their own time – but that means that some are learning about this too early, as well as ‘too late.’ We in society are guilty of breaking the innocence of childhood, earlier and earlier – and these lessons are a weapon in the forefront of that awful attack on decent life."
Candidate 6: "While a serious disease, AIDS transmission makes up only a tiny proportion of sexually transmitted infections each year. [1]

Firstly the harm of these infections has always been satisfactorily low before public Sex Education, and secondly even if mandatory public education did have a substantive benefit it would not outweigh the infringement on the moral freedom of the parents.

[1] Health Protection Agency, STI Annual Data Tables http://www.hpa.org.uk/web/HPAweb&amp;Page&amp;HPAwebAutoListName/Page/1201094610372"
Candidate 7: "Children are bad decision makers

Sex education informs children about sex, and then invites them to make a choice. But as demonstrated all the time, children are bad decision-makers, often choosing what is bad for them. That is why adult society often needs to decide for them – what they should eat, what they should watch on T.V., when they are mature enough to be able to choose whether or not to drink or smoke. Surely sex is just as important as those things – just as dangerous, just as potentially destructive. The abdication of our responsibility in the sexual arena is shameful; we should be unafraid to simply tell children this is something they cannot do, aren’t mature enough to consent to yet – a responsibility we seem to shrink from even though it is reflected by the stated aim of society enshrined in the law of the age of consent. Lessons implicitly lauding the pleasures of intercourse are entirely contrary to that aim."
Candidate 8: "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."

To not promote abstinence is not a neutral position, it is a position the implicitly encourages sexual promiscuity. Children are at risk of severe psychological and physical harm from having sex too young, and should be encouraged not to do so. Promoting ‘safe sex’ is implicitly encouraging sex by implying that it is safe and a normal thing to be doing. This will encourage young people to believe that there is no risk when this is not the case even if they do follow the prescriptions they have been taught about sex.
