The+Classic+Birds+and+the+Bees+Lesson+-Time+for+an+Upgrade?

= Student: Rebecca Cohen = Student Number: n8424021 Tutor: Michelle Newcomb **Cultural Artefact:** The cultural artefact displayed above depicts a young man and his teacher engaged in a sexual health education lesson. In this picture, the intended message of sexual education – to be informed and prepared when it comes to sexual activity and health – is crossed out and replaced with another message, implying that the sexual health curriculum taught in Queensland schools in fact do not teach these principles to students. This further implies that sexual health education in Queensland is unsuccessful in equipping young people with the skills and knowledge necessary to engage in healthy sexual activity and relationships, thus exacerbating the public health issue that is poor sexual health within Queensland.

**Public Health Issue:** Sexual health is, and always has been, a very prominent public health issue both in Australia and across the world; as is sexual education, or, perhaps more aptly, the failure of it (Agius, Pitts, Smith and Mitchell, 2010; Garrett et. al., 2012; Markham, et. al., 2010; Saner, 2011; White, 2013). Appropriate and holistic sex education currently does not hold a place within the Queensland school system, nor is it included in the latest draft of the Australian Curriculum (set to be completed late 2013). While students currently learn (very narrowly) of the biology of sex, sexually transmitted infections (STIs), pregnancy and the use of protection (almost exclusively condom use) (Bittner, 2012; Jones and Hillier, 2012; Law, 2013), young Queenslanders are not learning of what sex actually means – beyond the simple act itself (Goldman, 2010; Law, 2013; McKee, 2012). The current state curriculum does not insist on the teaching of sex as it relates to the Lesbian, Gay, Bisexual, Transgender, Intersex and Queer (LGBTIQ) community, nor do they address relationships, sexual assault or even consent and the issues which surround it (Australian Curriculum, Assessment and Reporting Authority, 2013a; Australian Curriculum, Assessment and Reporting Authority, 2013b; McMichael and Gifford, 2010; McNeilage, 2013). The Australian Curriculum draft has not improved on this, mentioning sexual health briefly and without direction, placing the responsibility of determining what students should be learning on teachers as individuals and schools as independent institutions. Evidence suggests that students are receiving potentially sheltered educations as a result of this, arguably contributing to numerous health problems and a widespread misunderstanding of sexual activity, sexual relationships and sexual health by Queensland youth (Goldman, 2010; Goldman, 2011; Law, 2012).
 * [[image:healthcultureandsociety2013/condoms.jpg align="right" caption="condoms.jpg"]] ||
 * Retrieved from http://www.inbaraj.com/2010/09/sex-education-elusive/ ||

Evers, Albury, Byron and Crawford (2013) conducted studies which indicate that most young people seek out information about sexual health after a sexual encounter. However, knowledge and understanding of sex, relationships, risks, consequences and health prior to partaking in sexual activity of any kind has been acknowledged as extremely important in protecting young people and their health (Better Health Channel, 2013a; Stanger-Hall and Hall, 2011; White, 2013). For this reason, sexual health education is a public health necessity. While schools have been named the environment in which adolescents most want to access information on sex and sexuality (Tasmanian Department of Education, 2012), school based sexual health education is very sheltered and of poor quality, thus resulting in students which are unprotected, unprepared and at risk when it comes to sex, relationships and health (Goldman, 2010; Goldman, 2011; Law, 2012).
 * Literature Review:**
 * [[image:healthcultureandsociety2013/condom 2.jpg caption="condom 2.jpg"]] ||
 * (Law, 2013) ||

As previously mentioned, sexual health education in Queensland is currently limited to the biological and physical aspects of sexual intercourse; the risk, contraction and consequences of STIs; and the use of condoms for protection against both STIs and unwanted pregnancies (Bittner, 2012; Jones and Hillier, 2012; Law, 2013). However, school based sexual health education fails to teach about the numerous other aspects involved with participating in sex – including consent. In regards to sex, consent is given when one completely and voluntarily agrees to participate in sexual activity with another party (or parties) (Family Planning Victoria, n.d.). Consent for one act does not ensure consent for another, and consent can be taken away at any point. Consent is not valid if given under threat, coercion or the influence of judgement-impairing substances, including alcohol (Palo Alto Medical Foundation, 2013). Only a verbal ‘yes’ is recognised as valid and appropriate consent, and sexual activity of any kind without consent is considered to be sexual assault (Consent is Sexy, 2011; the University of Rochester, 2013). It is of the utmost importance that young people – as sexual beings – understand consent and the ways in which it does (and does not) work, legally and interpersonally, in order to function healthily in their sexual lives (National Sexual Violence Resource Centre, 2012). While it is required only to be introduced in eighth grade, consent (and all associated factors), the most integral and essential element of sex, is not taught thoroughly or appropriately in Queensland classrooms past this point (Family Planning Queensland, 2008). The omission of this information leaves students unprepared to engage in safe, consensual and enjoyable sex, and it is common for young people without adequate knowledge and comprehension of consent to be involved in sexual assaults – either as victims or as perpetrators (Aroujo, 2008; Goldman, 2010; Promoting Awareness and Victim Empowerment, 2013). This has been found to have serious consequences for those involved, including anxiety, depression, post-traumatic stress disorder, fear and terror, the contraction of STIs, low self-esteem, self-blame, shock, denial, isolation, suicide or suicidal feelings, and sleep disturbance, as well as physical repercussions like unwanted pregnancy, genital damage and bodily harm (Better Health Channel, 2013b; Boyd, 2011; Washington Coalition of Sexual Assault Programs, 2013). Issues like these also have great impacts on other aspects of one’s life, including employment, interpersonal relationships and every day functioning, thus reinforcing the importance reinventing sexual health education to better equip youth with the knowledge of consent that is needed to make healthy and responsible choices about sex. It is extremely common for adolescents to be engaged in sexual relationships, and yet they are not informed of what this means for them, their partners and their health. Relationship education is not included in the already flawed sexual health curriculum (Education Queensland, n.d.), so students do not learn the interpersonal skills necessary to maintain a healthy relationship, such as communication, conflict resolution, boundaries, negotiation and respect, as well as the extremely important ability to tell the difference between relationships that are safe and healthy and ones that pose a threat to wellbeing. There are multiple reasons this occurs. It has been proposed that one of the main reasons for this flaw in sexual health education is the improper qualification of those administering it. Most of those whom deliver sexual health education are physical education teachers, and are not adequately trained (through tailored and specific tertiary education) to teach sexual health education comprehensively and in depth – the way students need it (Smith et. al., 2011; Kontula, 2010). As a result of this, students are, as previously mentioned, only exposed to a narrow view of sexual health education, and are missing invaluable information about what it means to be a part of a relationship with a sexual component that is healthy for all parties. This misunderstanding is potentially detrimental to adolescents’ health (Holdsworth, 2013; Leahy and McMuaig, 2013; Saner, 2011; Williams, 2011), and not knowing what to expect of a relationship makes young people vulnerable to physical, emotional, psychological and verbal abuse, as well as sexual assault and a dangerous sex life which carries into adulthood (Family Planning Queensland, 2011) – all of which can cause life-long damage to one’s health (UNICEF, n.d.; Women’s Resource Service, 2009).
 * Retrieved from http://www.breakthecycle.org/press-release-olympic-gold-medalist-joins-loveisrespect ||
 * Retrieved from http://www.breakthecycle.org/press-release-olympic-gold-medalist-joins-loveisrespect ||

Another possible reason students are not introduced to this real-life education is the reluctance of educators to introduce complex issues like these to a classroom (Ollis, 2010). Issues which are political, social or personal in nature and force one to question morals and/or values are considered ‘controversial’ (Growing and Developing Healthy Relationships, n.d.), and are often avoided in public settings – especially classrooms. Elements of relationships fall into this category, and are therefore not discussed often or the way they should be (Saner, 2011; White, 2013), regardless of the evidence which shows discussing ‘difficult’ issues improves teenagers’ critical thinking, evaluation, inquiry, analytical and conflict resolution skills, as well as respect, decision making and considerate communication. The validity of educating teenagers about relationships is evident, and there are several previously successful approaches to handling controversial topics – including role playing, drama skits and debating (Growing and Developing Healthy Relationships, n.d.) – and yet, it still does not occur in Queensland and the sexual, physical and mental health of Australia’s youth is still risk as a consequence.
 * [[image:healthcultureandsociety2013/lgbtiq 1.jpg width="390" height="265" align="right" caption="lgbtiq 1.jpg"]] ||
 * (Callahan, 2013) ||

One of the biggest failures of Queensland sexual health education is the exclusion of information relevant to the LGBTIQ community. Schools have been identified as generally negative environments for LGBTIQ teens, but schools with poor and non-inclusive sexual health education are potentially the worst and most unsupportive (Bittner, 2012; Ollis, 2010). Most sexual health education lessons in Queensland are exceptio nally heteronormative, regardless of the benefits of holistic education on all students (Evers, Albury, Byron and Crawford, 2013). These classes do not make same-sex attracted students feel included, tailor materials toward their specific needs, or foster environments in which they are likely to feel equally safe and comfortable, therefore preventing them from developing the personal skills required to make safe, informed and healthy decisions about sex (Bittner, 2012; Jones and Hillier, 2012; Ollis, 2010).

Jones and Hillier (2012) estimate that approximately 10% of all students are same-sex attracted, however their sexual health education needs are consistently overlooked, with educators feeling uncomfortable and unconfident teaching about this subpopulation. As a result, LGTBIQ relevant sexual health education is rarely taught, and these adolescents are not educated on the ways in which functional relationships of a same-sex nature differ from, of course a dysfunctional one, and a heterosexual one. Therefore these students are extremely vulnerable to becoming victim of the health effects of unhealthy relationships, and are forced to turn to other (some less than credible) sources on order to retrieve desired information – normally in the forms of other teenagers or online materials and normally incorrect or inapplicable (Bittner, 2012; Ollis, 2010). In addition, by excluding these topics in sexual health education lessons, Queensland schools are enabling the stigma surrounding homosexuality to thrive, and for LGBTIQ students to be discriminated against (Jones and Hillier, 2012). The health impacts of this – and the aforementioned misinformation – have the potential to be exceptionally harmful. These impacts include, but aren’t limited to: depression, anxiety, abuse (physical, verbal, emotional), sexual assaults, STIs, low self-esteem and involvement in unhealthy and unstable relationships, as well as personal conflictions regarding one’s own sexuality and emotions as a result of the homophobic society heteronormativity creates (Centers for Disease Control and Prevention, 2010; Chamberlain and Kothlow, 2012; Government of South Australia, Department for Education and Child Development, 2013). media type="custom" key="24300300" Retrieved from: [] All of the above problems resulting from and associated with poor sexual health education in Queensland pose serious threats to public health at present and well into the future. To redress this issue, a more in depth and comprehensive sexual health education program should be implemented across the state, like that currently in place in Finland – an advanced and highly successful model. In Finland, sexual health education is compulsory, beginning in the first year of schooling and continuing to the last, covering all aspects of sex and sexuality over this period; from biology and development, to communication, relationships, respect, consent and interpersonal interactions. The method of delivery is mostly formal education, but also includes other materials (such as videos and flyers). Approximately 80% of Finnish teachers report finding it easy to talk about a wide range of sexual issues (such as those listed previously), as opposed to their Australian counterparts, possibly due to the professional support and guidance offered by the compulsory education guidelines which mandate the coverage of a variety of issues, regardless of their potential controversial nature. The students are thus receiving all the information they need to maintain a healthy sex life, and as a result of this, sexual health in Finland’s young adults has improved greatly. Finnish adolescents – equipped with skills and knowledge in preparation, safety and respect in an environment which is safe, supportive, open and inclusive for all students – are clearly much better off than Australian students (Kontula, 2010). Australia should follow this lead, for the sake of young people and their health.

**Cultural and Social Analysis:** The above information makes evident the issue that is sexual health education in Queensland, and the importance of introducing a new and more comprehensive approach to tackle this public health crisis. Through analysis of the literature and information available, it became clear that the social theory of feminism could be applied to this topic. The feminist theory is based on the critiques of social systems in regards to women’s power and positions within them, and in turn reinventing social structures to equally and justly include women (Andersen and Taylor, 2007; Walby, 2011). In the case of sexual health education in schools, this theory would demand the restructure of Queensland’s curriculum to enable all young people to become informed decision makers, in control of their own sexual endeavours and health, regardless of sex, gender or sexual orientation/attraction. In regards to the sexual health education of the LGBTIQ student body, the application of this theory is particularly relevant. As a subpopulation, this group has been oppressed since their beginnings, and while progress has been made towards equality, Queensland is not there yet. Currently, intersex people, those who identify as transgender, and those that are same-sex attracted on average experience worse physical, mental and sexual health than their heterosexual counterparts (Comfort and McCausland, 2013; McNair, Szalacha and Hughes, 2011; Meyer, 2013; Rosenstreich, 2010; Ross, Dobinson and Eady, 2010). Further, they are commonly ostracised from society due to prejudice, thought to be born from a lack of knowledge and understanding. This generally leads to discrimination (in a variety of settings, including the workplace), violence and hate-crimes – all of which impact health greatly (Bridges, 2012; Garrett, Waehler and Rodgers, 2012; Iconis, 2010; Russell, Ryan, Toomey, Diaz and Sanchez, 2011; Tilcsik, 2011). This behaviour is based on ‘otherness’, and similar treatment of women was the basis of the feminist theory. When one does not attempt to see and understand another (or another group), it is common to ‘other’, by judging people, their membership in a group/community and their way of life as frightening, strange or wrong (often incorrectly and without justification) (Bridges, 2012; Brown, 2011; Chouliaraki and Orgad, 2011). The failure of sexual health education in addressing the needs of LGBTIQ people arguably plays a significant role in perpetuating this otherness culture and the gap in health and wellbeing between the LGBTIQ and non-LGBTIQ populations (Ollis, 2010). When feminism is applied to the situation, it aims to reverse this and treat all as equal beings, with fair and just opportunities, and the ability to control their life and make independent decisions about sex. Therefore, a new approach to sexual health education should be built around feminist principles –challenging social norms and trying to change thoughts and prejudices; ultimately to reshape not only individual behaviours but the culture surrounding them as well (Jackson and Weatherall, 2010; Jones, 2011).
 * [[image:yep.jpg align="center" caption="yep.jpg"]] ||
 * Retrieved from http://whoneedsfeminism.tumblr.com/post/53936021900/i-need-feminism-because-i-have-endured-3 ||

**Personal Learning Reflections:** I rather enjoyed learning about sexual health and sexual health education while building this Wiki page. I found it interesting to see just what the Queensland curriculum did NOT find necessary for students to learn, and the ways in which this affects young Australians and their health. I found it particularly frightening to learn adolescents are not even exposed to in depth, realistic and holistic discussions of relationships, respect and consent. Consent! The single most important element of sexual activity – not taught in schools: the place that is specifically designed to prepare adolescents for life and its challenges. If we are not teaching our children this, what are we teaching them? Surely not a lesson that applies to the real world. Teenagers are having sex. Let’s accept it and help them stay safe, secure and happy! I have taken a lot away from this assessment, but I think most of all, I came to believe that we are living well in the past if we believe that; a) treating teenagers like they’re asexual creatures is going to help them; b) that just learning about biology, condoms, STIs and pregnancies is enough to cover all the intricate issues associated with sex; and c) that LGBTIQ education is not beneficial for everyone, not only regarding sex but also homophobia, bullying and mental health, and something needs to be done to redress it as soon as possible, for the sake of the future state of sexual heath in Queensland. I have become quite passionate about this topic over the few weeks I spent looking into it, and genuinely hope one day to dedicate some of my professional life to the area.

Comment One: [] Comment Two: []
 * Learning Engagement and Reflection Task:**

Agius, P.A., Pitts, M.K., Smith, A.M.A. & Mitchell, A. (2010). Sexual behaviour and related knowledge among a representative sample of secondary school students between 1997 and 2008. //Australian and New Zealand Journal of Public Health, 34//, 476-481. doi: 10.1111/j.1753-6405.2010.00593.x
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