Commentary

BRHS Champions of Change

Mon, 07/01/2024 - 4:00pm

Sarah Harris, rising BRHS junior

During my time at Boothbay Region High School (BRHS), I have received an inadequate sexual education. Many of my classmates and peers share this belief. The Maine state law requires the teaching of “comprehensive sex education, medically accurate sex education or [a sexual education that] otherwise addresses all elements of comprehensive sex education as defined by the Sexuality Information and Education Council of the United States (SIECUS)” (State Policy Database). Based on the guidelines set by SIECUS, “comprehensive sexuality education” should include accurate information about human development, anatomy, reproductive health, contraception, childbirth, sexually transmitted infections (STIs), abstinence, reproductive choice, and LGBT issues. The goal is to ensure that health classes are science-based, medically accurate, and cover all necessary topics to adequately prepare students for their sexual and reproductive health.

Effective sexual education programs will also reduce risky behaviors. According to the United Nations Population Fund, two-thirds of sexual health evaluations show reductions in targeted risky behaviors, and approximately 60 percent of programs had a positive effect on at least one behavioral or biological outcome, such as increased condom use or reduced unplanned pregnancies (United Nations Population Fund).

In a survey sent to the sophomores, juniors, and seniors of the high school, 52.5 percent of the 43 students who responded to the surveys believed that their BRHS health class did not adequately cover topics concerning sexual-physical protection (birth control, condoms, implants, STI prevention). Another 22.5 percent stated that there was not enough instruction or discussion regarding these topics. I asked several questions covering all areas of “comprehensive sexual education.” In every topic required in health class, except for reproductive health and conception, over 50 percent of students stated that the education they received was inadequate.

One student commented, “People with more conservative upbringings aren't exposed to this information, and it is the school's job to educate students on ALL aspects of life.” Another remarked,

“Not once have I been taught about STDs, birth control, condoms, etc., and while I have parents who have thankfully talked about these topics with me at home, many students do not have that privilege. [Whether or not to teach] these topics shouldn't even be a question; high school students are growing up and experimenting, and they should know how to do that safely and know of the potential consequences. The entire purpose of high school is to prepare students for the world, and not providing them with a full sex education is failing all students.”

A third student wrote, “I have my own education, but at BRHS, topics like feelings, identities, and consent are basically entirely left out…”

These responses highlight the significant gaps in the current sexual education curriculum at BRHS, underscoring the need for a more comprehensive approach that aligns with state law and SIECUS guidelines. Without adequate sexual education, students are not fully equipped with the knowledge and skills to make informed decisions about their sexual health.

There is no simple solution to this issue: the health class at BRHS is only offered once and must cover numerous necessary subjects. Space should be allocated in the health curriculum for “comprehensive sexual education,” whether it means integrating health topics into personal fitness or another required class or shortening the discussion of other topics.

BRHS health teacher Dennis Dacus has expressed a desire to delve more deeply into all of the health topics he covers, despite the challenges of fitting many subjects into a single-year course. As the only health teacher at BRHS, Dacus must cover essential topics such as fitness, changing personalities, nutrition, and substance abuse within limited time constraints.

Dacus understands the need for a more “comprehensive sexual education” curriculum, acknowledging that this might require reducing time spent on other crucial health areas. He pointed out that the current curriculum's limitations prevent students from achieving a deep understanding of each topic. Nevertheless, he is concerned that less focus on other topics could leave students without the necessary knowledge and skills for leading healthy lives.

Looking ahead to the next academic year, Dacus plans to implement these changes. He has a unit prepared on dating, consent, and healthy relationships, but time constraints previously prevented him from teaching it. Concluding the interview, Dacus stated his intention to “probably do more sex ed next year,” indicating a shift towards a more in-depth approach to sexual education at BRHS.

The current sexual education curriculum at BRHS falls short of meeting the standards set by state law and the guidelines of SIECUS. This inadequacy leaves students ill-prepared to make informed decisions about their sexual health and safety. The survey results and student testimonies underscore the urgent need for a more inclusive and thorough approach to sexual education.

BRHS believes in sending their students off into the “real world” prepared and educated. Why am I allowed to leave this school without knowing how to avoid an STI? Why am I allowed to leave this school without knowing how to protect myself from sexual assault? If I am to be prepared to go to college, get a job, interact with strangers, and have a family, why am I not receiving a comprehensive sexual education? By reallocating curriculum space and ensuring coverage of essential topics such as STI prevention, contraception, and consent, BRHS can better prepare students and provide the education its students deserve and need to thrive in all aspects of their lives.