Health Education Research, Vol. 15, No. 4, 506-508,
August 2000
© 2000 Oxford University Press
Book Review |
Sex Education in Secondary Schools
Research Officer, EUMAHP Project, University of Brighton
Sex Education in Secondary Schools is a first-rate handbook for both experienced and new teachers of sex education. It would also be valuable reading for staff and governors at maintained secondary schools and special schools with secondary-aged pupils, involved in formulating their school's sex education policy. It not only outlines current research undertaken in this area—it also provides a comprehensive review of the best teaching resources available.
The book is divided into two parts—the first part examining the background and providing guidelines for good practice, and the second part covering the relevant topics in a simple, but highly informative way.
The initial chapter on the evolution of health and sex education is a little confusing, because the author tries to amalgamate the history of sex education with that of health education and health promotion. The material is relevant to provide background knowledge, but could be organized better. The chapter demonstrates well how sex education has often been victim to the moral and political agendas of the day.
Since the early 1980s, schools have been identified as a key setting for health promotion and Chapter 2 describes the importance of the WHO-inspired European Network of Health Promoting Schools. This holistic approach encourages schools to be health enhancing across the taught and `hidden' curricula, and provides an ideal context for sex education. One section of this chapter is mis-titled, when it seems to imply that the well-known public health government publications (The Health of the Nation and Our Healthier Nation) are merely `Recent Government initiatives for sexual health and schools' (pp. 18–19).
The chapter on the moral and social curriculum is excellent on how to develop both a value base and moral framework in schools. The summary of different religious faiths attitudes to moral issues, such as abortion and sexuality, is not only fascinating, but also useful for teachers working in the multi-ethnic, multi-faith classroom. The chapter concludes with a five-point action plan for creating a moral and social framework in sex education classes. This framework seeks to balance the need for sound sexual health promotion, with the sometimes conflicting messages from the home and community. The author stresses the need to support the institution of marriage and positive relationships. Lessons should include the important message that sexual exploitation is always wrong and encourage pupils to respect each other as equals.
The following chapter focusing on Equal Opportunities opens with reference to research undertaken by the National Foundation for Educational Research (NFER), which found that 94% of parents wanted schools to play a part in teaching their children about human sexuality and sexual development. Another key issue of this research was the difficulty secondary schools have in fitting sex education into the curriculum, because of the restricted time allocated to personal and social education within the school timetable.
With recent discussions by politicians and the media on reforming the notorious `Clause 28' (Section 28 of the Local Government Act 1988), the section on `Sexual Identity' in the chapter on Equal Opportunities is very topical. The author points out that although this clause prohibits Local Authorities from promoting homosexuality, sex education is no longer under Local Authority control, therefore teachers are not prevented from objective discussion of homosexuality in their classrooms. However, the confidence and professionalism of teachers has been undermined, and this has resulted in avoidance of this particular issue. Research shows that generally there is little reference to homosexuality in many sex education lessons and textbooks.
This chapter concludes with another five key principles for the sex education classroom. It should be a place where pupils learn about their developing sexuality in a constructive atmosphere; where their different cultural and religious origins are respected; where both parents and pupils are consulted, visitors and experts are welcomed, and resources and teaching styles are monitored.
As Harrison points out in her Preface, interpreting the legislation associated with sex education in schools is a minefield. It became much more complex during the Thatcher and Major Governments, to appease their more moralistic supporters. Chapter 5 provides a helpful interpretation of the current law. One of the key issues highlighted in this chapter relates to confidentiality. Teachers are advised not to give personal advice about matters such as contraception, but refer the students to their parents or relevant health professionals, although the author points out they would be unlikely to be prosecuted if they did give advice. The position of schools regarding confidentiality should be dealt with in the school sex education policy. The author offers a step-by-step guide which teachers can follow in the case of a withdrawal request from a parent.
The author, having dealt with the background, the context in which sex education should be taught continues in the next chapter to look at how to teach sex education. She draws attention to the skills teachers need to communicate effectively. She suggests that a traditional, biological approach to sex education is limiting; it is essential to cover the emotional aspects of sex. This book is to be highly commended, because the author does not merely theorize, but suggests practical approaches to teaching about these sensitive issues. In this chapter, following some suggested starter activities, there are examples given of didactic, participatory and other methods of teaching.
Part II of the book covers the content of the curriculum for sex education lessons. The author divides the topics into four different topic areas: puberty and sexuality (developing adulthood); fertilization, pregnancy and abortion (reproductive activity); HIV and other STD (personal safety); and, lastly, contraception, special needs and sexual abuse (personal safety). The author not only gives helpful information about these topics (including diagrams), she makes suggestions about the language teachers could use, suggests suitable activities for beginner and more experienced teachers, and provides an extensive list of resources teachers could turn to for further information.
To conclude, I would have no hesitation in recommending this book to anybody involved with teaching sex education; governors developing their school policies; outside speakers visiting schools; and health promotion specialists or parents who want to take an active part in helping their children develop into balanced, sexually mature adults. It covers all aspects of this most contentious area of the school curriculum.
Notes
Jennifer K. Harrison, Open University Press, Buckingham, 2000, 180 pp. ISBN 0-335-20108-3 (hb)/0-335-20107-5 (pb)
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