Human sexual behavior and anatomy encompass some of the most important biological functions necessary for survival.  As an adult, it is common to reflect on the various lessons that we were taught regarding sexual education, and also the many aspects of it that we wish somebody had told us. Our youth are exposed to a limited understanding of human sexuality through educational programs.  Much of the criteria being taught today have been regulated through governmental organizations, and there are many aspects of human sexual education that have been looked over, in terms of delivering the proper information to the youth.  Through the platform that public schools have to relay this information would allow for healthier sexual relationships, as well as develop appropriate sexual hygiene routines.  It is necessary that the children are able to engage open and honest relationships with their teacher, as well as parents, where they feel comfortable with asking questions or concerns regarding sexuality.  Many of these reforms hold the ability to be put in place on a national scale, with hopes to drive a global referendum to allow for reform in sexual education. 

The current state of sexual education within the Unites States still generates the subjects that are being taught around the AOUM (Abstinence Only Until Marriage) platform.  This practice has been considered controversial for many years and still remains under inquiry by legislators.  President Obama made many efforts during his term to cease the allowance of the U.S. Government to continue to fund these programs, yet they increased their funds by $85 million a year in 2016 (Hall Page 1.)  I personally remember this form of sexual education being taught to my peers and I during our pre-pubescent and pubescent developmental years in grade school.  We can assume that this method of teaching has become a “convenient” way for schools to attempt to resolve the many sexual issues and concerns that face our growing population of young girls and boys who are so desperate to learn about the anatomical reproductive changes that their bodies are undergoing.  So we should convey to them that the best way to avoid getting pregnant or contract sexually transmitted diseases and infections is to just to not have sex until your married.  Right?  Well surprisingly enough, teen birth rates in the United States still remain astronomically high. It can be argued that the “abstinence before marriage” approach of sexual education is most effective for preventing STD’s as well as unwanted pregnancies.  It is understandable as to why this method, in theory, would be believed to work the best.  The issue with this argument is that it denounces the ability to spread awareness to the youth on various healthy-sex practices as well as addressing the new founded feelings and inclinations associated with becoming sexually mature. “Teens in the United States are far more likely to give birth than in any other industrialized country in the world (Kearney Page 1.)” According to this statement, it can be concluded that there are flaws in our educational and sociocultural system, on the basis of our government and education systems not addressing proper safer-sex practices.  So the question is, how should we discourse these issues and counteract this statistic through sexual education?  

Being knowledgeable about various safe-sex practices will enable more people to obtain a better understanding and control over their own body and gain the ability to prevent sexually transmitted diseases and infections, as well as unwanted pregnancies.  Having extensive insight on the different contraceptive methods, as well as how to identify various symptoms that could correspond to sexually transmitted diseases, could allow these young adults to make educated decisions regarding the safety of their sexual behaviors.  In a study conducted in metropolitan areas, there was a significant decline in formal instruction given regarding birth control and various sexually transmitted diseases. “Between 2006–2010 and 2011–2013, there were significant declines in adolescent females’ receipt of formal instruction about birth control (70% to 60%), saying no to sex (89% to 82%), sexually transmitted disease (94% to 90%), and HIV/AIDS (89% to 86%). There was a significant decline in males’ receipt of instruction about birth control (61% to 55%)” (Lindberg page 1.) It can be determined based off of this statistic that there is a need for extensive proper education regarding contraception and STD’s.  Enduring an unplanned pregnancy as well as an STD can be extremely detrimental on a person’s quality of life, and ability to achieve optimal success regarding education as well as the ability to obtain a successful career. Once the age of sexual maturity is reached, ideally, resources should be offered where these people can obtain different forms of contraception.  

Young girls are typically exposed to their menstrual cycle for their first time during youth.  Stressing the scientific process and purpose of a menstrual cycle, as well as providing types of feminine products and directions for how to use them, can alleviate many of the confusions associated with this very normal occurrence.  A detailed diagram of the female anatomy and the body parts and their functions should be explained in a manner that is easily understood.  It is important to identify the negative outcomes that could result from the use of tampons, such as Toxic Shock Syndrome.  “With respect to girls in western culture, early menstruation can be challenging for girls; some experience negative outcomes regarding sexuality and body image.” (e.g., Mendle, Turkheimer, & Emery, 2007; Posner, 2006).  In today’s society, it can be noticed that there is an underlying “secrecy” involved when addressing menstrual cycles.  Having this preconceived notion as an adolescent can negatively affect how a young girl approaches this occurrence, as well as her comfortableness with asking questions and addressing concerns to a trusted adult.  “However, most educational materials and menstrual product advertising focus exclusively on keeping clean and hiding menstruation.” (Erchull, Chrisler, Gorman, & Johnston-Robledo, 2002; Simes & Berg 2001.) This may also impact sexuality by creating a social stigma behind menstruation, causing sexual aversions later in life.  

Many physiological changes occur to specific body parts as well as reproductive organs during adolescence and throughout pubescence.  Young children are beginning to communicate about the changes occurring within their bodies. If these various changes are not adequately explained to the child, it could leave him/her very confused and uncomfortable with sharing their concerns with a parent, or another trusted adult.  Aside from solely focusing on initiatives that schools should make regarding sexual education, I firmly believe it is also important to discuss approaches for parents to make to allow their child to feel comfortable with their bodies.  A method that allows the child to act appropriately regarding how they display their body, but also reinforcing the idea that there should never be embarrassment or guilt from being open with a parent or adult about bodily concerns.  In an website article developed by the Planned Parenthood Organization, they provide a general outline of the different approaches that parents should take while attempting to instill education, as well as comfortableness within their children.  “Using coded language for genitals can send the message that these parts are not to be talked about or are shameful.” (Planned Parenthood 1.) This quote relays the idea that children should know the scientific anatomical terms for their body parts in order to develop a healthier communication between parent and child. This could lead to important conversations regarding what actions concerning these body parts are considered wrong and right. Obtaining this knowledge could prevent children to succumbing to sexual abuse or other inappropriate behaviors. In cases of these situations occurring, children should feel comfortable communicating about it to a trusted adult.  Just as this sort of communication should exist between parent and child, it is also important to establish this level of communication between child and teacher, and other trusted caretakers.  With a child spending much time in a school setting, it is important to establish ample trust between the children and the teacher.  If the child experiences an uncomfortable situation that may seem embarrassing in front of their peers, they should be able to find safety in knowing that an adult is there to help alleviate the situation. 

It is without a doubt that appearance pressures have already been placed on young children and adults in our society, creating unrealistic body image standards.  Many eating disorders such as bulimia, anorexia nervosa, and binge eating disorder have correlated to a desire for an unattainable idyllic body weight and image that young children and teenagers have imagined as achievable.  These mental disorders have taken the lives of many; “Crow and colleagues found that crude mortality rates were 4.0% for anorexia nervosa, 3.9% for bulimia nervosa, and 5.2% for eating disorder not otherwise specified.” (Kaye 1.) Regarding the number of people struggling with these disorders on a daily basis, the mortality rate comprises of a staggering amount of people die from these disorders, many also enduring severe medical complications.  Many of these unrealistic standards derive from available media, including pornography.  Pornography contributes to many body image related issues.  It creates an extremely unrealistic depiction of sexual acts, as well as the female and male representation of a certain body type that is deemed as sexually appealing. “The consumption of both violent and nonviolent pornography by adults and young people was positively and significantly correlated with verbal and physical sexual aggression for both male and female young people and adults.” (Wright et. al., 2016.)  The influence that pornography has on young adults reasons for normalizing different body types, as well as being able to explain to a person the non-realistic characteristics that pornography and the media depicts.  Another negative aspect of early exposure to pornography is the lack of use of contraceptives shown within the media.  This can contribute to misconceived notions that these products are not a necessity in sexual practices.  Parents and teachers may not be aware of how early children are being exposed to this explicit content, and also inhibiting pornography seeking behaviors.  Instead of having a child learn sexual behavior from a magazine, or a computer/TV screen, children should have the opportunity to hear the reality of sexual behavior from a parent or other trusted adult (i.e. teacher.)  

The first important step of the reformation process that can be implemented through general awareness is that we should allow parents of children to become knowledgeable of the faults within the sexual education programs that exist nation-wide.  The “abstinence only until marriage” approach and other various standpoints on sexual education seem like an appealing tactic if you are a parent of a young child, but what needs to be identified are the long-term affects that are caused from improper exposure and suppression of sexual practices at young ages.  The parents becoming aware of the reality of sexual education can allow them to experience personal inclinations to speak with legislation of their child’s school to learn more about what is being communicated to their children, as well as other children.  This open doors to express concern and push for reformation in their own communities. “It is in this stage that many families can feel unprepared to meet their child's needs, because they feel unable, both intellectually and emotionally, to counsel, encourage, inform and guide them about sexuality in its many dimensions.”  It is also vital that parents become actively involved in informing their adolescence on healthy-sex practices and address the developments and transformations that occur in adolescence. (Almeida 2009)
