The issue of providing high school students with a quality sex health education has become very acute nowadays especially since the HIV/AIDS problem has turned into a world-wide disaster. The negative impact of the television contributes to the problem. Sometimes student do not know the simplest things about sex and that causes much trouble for them and their sexual partners. In this essay we will study in brief the problem of sex health education.
As stated above sometimes young people get in trouble just because they do not know basic things. It also concerns sex and sex education.
In the last 50 years, it has become increasingly acceptable to talk about sex in print, on radio, on television, in film, the theater, restaurants, magazines, sidewalks, offices. Children receive messages about sex from the first time they see a TV screen or page through Ladies Home Journal. In a 1992 “Calvin and Hobbes” cartoon, Calvin sidles up to his mother: “Mom, I have a question.”"Sure, honey.” “Why would it be worth four dollars a minute to talk on the telephone to goofy ladies who wear their underwear on TV commercials?” Mother exclaims, “When were you watching THAT?!” “Um . . . it was on–uh–during my morning cartoons.” He trudges off, obviously unenlightened: “Somehow whenever I ask a question, I end up with a lot of them to answer.” It is impossible to turn blind to the issue of sex whatever one may say about it. Talking about safe sex has become a characteristic trait of any progressive society. Timely response to this problem is the rights thing to do nowadays. Sex education in schools cad considerably decrease HIV rate. Also, sex education is the kind of psychological course which explains and sets priorities in relations between young people. That is why it is extremely important to further develop programs of sex education in schools. In the first place it will be fair to kids who can possibly prevent themselves from getting into trouble.
The overriding principle is that school sex education should serve the needs of those who are being taught and those with whom they live and will live in society. In the light of the aims and frameworks for school sex education set within the context of the wider frameworks of values discussed in earlier chapters, one understands these needs to entail:
- physical health
- the development of rational sexual autonomy
- consideration and respect for others.
This overriding principle leads to the following subsidiary principles:
- Schools need to take account of pupil/student wishes concerning the sex education they receive.
- Schools need to take account of parental wishes concerning the sex education their children receive.
- Schools provide sex education through formal teaching, informal teaching and the general ethos of the school.
- Teachers should consider carefully their own values and those embodied in the resources (materials, visitors, any places visited) they use for teaching about sex education.
Of course, every initiative has its supporters and opponents. Some people do oppose the development of such social school programs. Mostly religious communities strongly oppose sex education in schools. They claim that talking about sex is infamous and conflicts their beliefs and social habits. Also, local communities may have prejudices against sex education in schools (Patton, 1996). The US is a multinational country and local national communities brought their own national values, including attitude to the problem of safe sex. Thus, teenagers from Asia and Africa (regions with the highest HIV rate) have the only opportunity to learn about sex health education in schools. That is why sex health education becomes the response to the global challenge of HIV infection. It is the way to have a healthy nation…
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