Epic+Fail+–+Dismal+Report+Card+for+Sex+Education+in+Australian+Schools.+No+benefit+to+be+gained+by+Repeating!


 * Student: Annette Stouter**
 * Student No: N1935071**
 * Tutor: Dr Jey Rodgers**




 * Artefacts**

Beverly Mickins’ notable quote, is used widely to sum up the efficacy of the sex education program within our schooling systems. The last few decades have seen increased levels of criticism being pointed squarely at teachers and the overarching education departments for flailing results in basic Mathematics, English, Science and other core curriculum. Mickins is simply drawing the conclusion that if your children cannot be taught the academic basics then the chances of promiscuity being an added learning from a sex education module, is remote at best. The adjoining cartoon artefact depicted by Osk,( 2012) simply puts gravity on the situation. Attempts are made to teach sex education however the message is far from clear, leave alone accurate.


 * Central Public Health Issue**

Public health is awash with many critical areas requiring attention. According to the Australian Medical Association, (2013) in the lead up to the federal election, these ranged, including GP Infrastructure Reform, PBS Authority Prescriptions, Tackling chronic disease and Appropriate Health Care for Asylum Seekers – to name just a few.

Delivering a comprehensive, holistic, accurate, effective and empowering sex education program in schools, Australia wide, is likely to have an immediate beneficial outcome on other public health issues raised including: Healthier Australian Families, Preventing the Harms of Alcohol to Young Australians and Rural Health. This belief stems from the simplistic view that when the term “Public Health” is actually broken down – the “Public” are people and people are underpinned by their own sexuality. Likewise “health” in its purest essence is the state of being free from disease or injury. Combine the two and everything to do with Public Health will eventually have some intrinsic link with sex and sexuality – so why has it been so neglected for so long?


 * Literature Review**

Considering sex education in Australian schools - it is imperative to keep in the forefront of your mind that, at no stage in Australian education history, has sex education been mandatory across all schools. Unlike Maths, Science, English etc that contains compulsory components and achievement standards, sex education, in the main, has been at the discretion of each school, principal and ultimately the individual teachers as to what and how content is to be delivered. As recently as August of this year according to Lyell, K. (2013) of the ABC – students are at increased risk of sexual abuse, disease and unplanned pregnancy by missing out on sex education. Hence the call for making it mandatory. Given this enormous anomaly – data collection, statistical reporting and subsequent expert (or non-expert!) opinion is really quite unreliable. Begs the question as to how you can analyse something and have an opinion when that thing does not exist with any consistency, formality or measures for success.

The true representations of the research is questionable for example, Smith, A., Schlichthorst, M., Mitchell, A., Walsh J., Lyons, A., Blackman, P. and Pitts, M. (2011) conducted the only national survey of sex education in secondary schools. This survey targeted teachers who were responsible for the delivery of any form of sex education and now forms the basis of many investigations, opinions and recommendations for school programs. By comparing the number of respondents with the numbers of teachers on the records as well as the number of schools – the discrepancy is enormous. Far too great to be statistically robust enough to be considered a reasonable reflection. According to McCrindle Researchers (2012), around the time of the survey there were 120,000 educators on record representing around 1397 secondary schools. The survey boasts 328 educator respondents from 179 schools. Hardly a sound sample representation.

In order to try and put some perspective around the survey results, I personally contacted around 20 different state and private, primary and secondary schools in South East QLD including principles, heads of senior schools and general class room teachers as well as Education Qld, Catholic Education Qld and both Griffith University and QUT. The responses have been nothing short of astounding, from a primary principle of 20 years who said upfront “wouldn’t touch it with a barge pole” to heads of senior school at leading coeducational and private schools who either said it was too controversial to talk about or simply elected not to respond. Information was also gathered from a Brisbane special school where sex education has been totally outsourced to Family Planning Qld which poses challenges for staff, students and parents. Overlaying the unofficial information I collated with the National Survey results, there were some distinct correlations. Primarily:


 * Teachers, in general feel that they do not have the educational background to tackle sex education in schools. This has been verified, once again in my informal research, by QUT and graduates from QUT, who have confirmed that Sex Education does not form part of the pre-service core structure for any area of teaching. Similarly this was the case at Griffith University – however confirmation was from recent graduates alone. Confirmation from the university was not forthcoming.


 * From my very small sample group – there was distinct alignment with the findings that sex education fell to female teachers between the ages of 20 – 39, in fact my research narrowed it further to between 24 – 32 year old females.


 * Apprehension is felt in regards to the range of sexually based topics as there is a concern about the parent/community response.


 * LGBTIQ considerations are not met.


 * Sex education, if is being taught, primarily hinges on the biological reproductive system and signs of maturation in primary school with a graduation to adverse based teaching in secondary school where STI’s, unplanned pregnancy and other negative connotations form the basis of the education program.


 * Abstinence approach would still appear to be cornerstone in the teaching methodology today.

So what does the literature confirm for certain, Sexuality in Secondary Schools Survey (2011) and the Revised Australian Curriculum: Health and Physical Education: Foundation to Year 10 (2013) :

o Primary school aged children are generally taught about: § Puberty - the physical implications for both males and females. § Anatomy – primary sex organs linked with puberty § Stranger Danger and Cyber Safety are introduced and fall under the Sex Education banner.

o Biological Reproductive system: § Remains fixed in curriculum in Science, H P E and Biology – commencing in Primary school. § Safe sex practices (really only condom usage and or the contraceptive pill) is at the discretion of the school/teacher.

o Personal Development at some schools covers self-confidence/respect and with that comes some teaching that as individuals you have the right and power to say NO – from my research though - when it is discussed it is primarily centred around female students. A feminist field day!


 * Cultural and Social Analysis**

Given the state of affairs that have just been considered – there does not seem to be much at all to be celebrated in the way that sex education and sexuality has been handled throughout history and sadly in modern society. In general terms today, Carl Marx must roll in his grave at the devastating class divide that negatively and erroneously dominates society in almost every aspect – it must be a happy day for him when he looks at sex education and sexuality promotion in schools today with the realisation that as a society we have done such a bad job that class virtually has made no difference. It does not matter whether you have been a border at Joey’s private college in Sydney, a day student (part or full time!) at Redfern public school or attended a school on a remote reserve in outback Australia – it is highly likely that everyone received the same amount of education in this space – pretty much nothing but Biology! Sad celebration but a win in that solitary aspect for Marx. His joy would be short lived particularly where women, people who gender identify even slightly away from traditional norms and other vulnerable groups are concerned. Class culture is alive and well from a sexual context. Without any form of formal education though, where has this originated?

Another prominent player in the power trio of sociology, Emile Durkheim, would indeed have a heavy heart when considering this subject. According to Trueman, C. (2000), Durkheim’s functionalist approach, where education transmits society’s norms and values, would be shattered. This same article goes onto encapsulates how functionalism is pivotal to not only education, but family, crime and deviance and religion. These are all components that impact on healthy societies and are intertwined with sex and sexuality of people. His theory however does provide us with a sound platform on which to build a successful implementation of sex education and sexuality into our society. Hard to believe we are even having this discussion in 2013!

It would seem that a more postmodern approach is currently in play, more so from the schools perspective than with parents. This provides a framework where no clear direction is offered to students when it comes to sexuality education. Instead, (if you really think outside the box and apply your imagination) education is allegedly an exploration of the different perspectives of sexuality upon which students can make up their own minds. This neutral approach is fraught with challenges as teachers, like all of us, will have a view on sexuality and to not express this in the classroom, would seem unlikely. Not so bad as long as there is a consistently clear, holistic, accurate, empowering and gender sensitive direction – tall order! The postmodern approach seems to have been adopted and maintained in society to avoid conflict from other stakeholders in the area of sexuality education- parents, other teachers and management. We are long overdue for a change.

Where to from here? There is so much work that has already been undertaken in this space by various groups including, but in no way limited to, Family Planning Qld (2001), Australian Education Union, La Trobe University in conjunction with the Australian Research Centre in Sex, Health & Society (2011), Senderowitz, J. & Kirby, D. (2006) – the list seems endless, just have a glance at Google and search for anything to do with a recommended teaching approach in sex education in schools. It would be insane to not capitalise on this prior research and learning and to endeavour to reinvent the wheel in this space. It just would be an unnecessary time, resource and financial waste – other critical factors effecting public health today.

Considering just some of the recommendations gleaned from the abovementioned data and from the sea of information and knowledge that has been transferred whilst undertaking PUB 209 – Health, Culture and Society, the following summary recommendations for a comprehensive Sex Education plan should include:


 * Sexuality as a natural and normal, healthy part of life inclusive of LGBTIQ people and sensitivities


 * Sex itself is more than just intercourse – include accurate and factual information around kissing, masturbation, fondling etc inclusive of varied sexual orientation consideration.


 * Abstinence will always be the most effective method of preventing STI’s and unplanned pregnancy – however educate on the alternatives to maximise safety and also deal with the potential consequences


 * Empowerment of all individuals to exercise considered choice – where ‘Consent’ is a cultural, behavioural and standard norm.


 * Factual and broad based content with realistic teaching methods in order to dispel misconceptions and provide clarity and consistency in knowledge transfer.


 * Creation of a safe and open environment for the ongoing sharing of thoughts ideas and beliefs without fear of judgement.


 * Value based education – opportunities to explore their own, families and wider community values with a view to empower all individuals to exercise considered choice.


 * Incorporates human development, relationships, interpersonal skills, sexual expression, sexual health, society and cultural sensitivity.


 * Embeds ‘consent’ as a cultural, behavioural and standard norm for everyone in all sexual situations.


 * Artefact Analysis and Learning Reflections**

In closing, the greatest challenge in this area is not limited to the formulation of the curriculum, it is the massive up skill required to those teachers delivering sexuality education. As confirmed by 2 of the major universities producing teachers in Brisbane alone (as cited earlier) – it does not form part of the education course content for any of the teaching streams – so realistically the teachers out in the system now and those about to embark on their teaching careers, are not prepared. This process will be challenging beyond belief, expensive and controversial – but without it no plan, no matter how good, will succeed.

To me, it really seems that as communities within a society – it would make far more sense to perhaps direct the education of sex and sexuality at, not just our children but for all of us. When it boils down to it, where did you learn about your sexuality and anyone else’s? Do we really have a good grasp on it or could we know so much more about ourselves and those we chose to share our sexuality with? Do you really know the facts about STI’s, LGBTIQ people and how to maximise your sexual health? I have found myself answering a resounding NO to many of these things – quite a shock to me and really quite challenging to be brutally honest with myself.

Perhaps as a society, if we learn together, side by side with our children, teachers and parents, sisters and brothers, work mates and employers, doctors and nurses, lecturers and students etc we will have a more holistic and inclusive society. Respect will be paramount and everyone on the sexuality spectrum, will be able to function side by side, in society, without fear of ‘otherness’. The results of this would result in a significant decline in some of the really pressing public health issues burdening our society today.


 * References**

Australian Curriculum Assessment and Review Authority, (2013). Revised Australian Curriculum: Health and Physical Education: Foundation to Year 10. Retrieved []

Australian Medical Association, (2013). Retrieved October 1, 2013, []

Family Planning Queensland. (2001). Every body needs to know: A sexual and reproductive health education resource for teaching people with a disability. Brisbane: Family Planning Queensland.

Lyell, K. (2013). Call to make sex education mandatory in QLD schools. Retrieved from []

McCrindle Research (2012). A Snapshot of Schools in Australia 2013. Retrieved from []

Mickins, B. (unknown) Retrieved September 10, 2013, from []

Mitchell A, Smith A, Carman M, Schlichthorst M, Walsh J & Pitts M. 2011. Sexuality Education in Australia in 2011, Monograph Series No. 81.

Melbourne: La Trobe University, the Australian Research Centre in Sex, Health & Society.

Osk (2012). Retrieved October 2, 2013, from []

Senderowitz, J. & Kirby, D. (2006). Standards for curriculum-based reproductive health and HIV education programs. USA: Family Health International.

Smith, A., Schlichthorst, M., Mitchell, A., Walsh J., Lyons, A., Blackman, P. and Pitts, M. (2011).

Sexuality Education in Australian Secondary Schools. Monograph Series No. 80, Melbourne: La Trobe University, the Australian Research Centre in Sex, Health & Society. Retrieved from []

Trueman, C. (2000). Concepts of Functionalism. Retrieved from []

Reviews:

One More to No More

Tutor Dr Jey Rodgers
[|n1935071] less than a minute ago Your artefact is hard hitting, compelling and very sad. Your wiki has highlighted the wider ramifications of drug use, not only on the user but on their support networks and wider society. The social and cultural frameworks around this area, that you have discussed, provide so much of a broader perspective than what is generally held. There seems to be many more options to dealing with drug abuse than how we are currently doing it and a lot of that is sitting in those frame works. Great Wiki.

Man Up and Seek Help

N1935071 Stouter (Tutor - Dr Rodgers)
[|n1935071] 9 minutes ago Really well presented Wiki page. Choice of graphics and artefacts are engaging and make you want to read on. The internal challenge for males in our society is encapsulated in your presentation. Your reflections seem open and honest and this integrity is reflected in your research and writing. Thanks for the information - wouldn't it be nice if the things we have been made aware of in this unit became everyday subjects for discussion in our communities? Great job.