This. Sex education isn’t just about well sex education. A large part in preventative measures with regards to sexual abuse occurs within sex ed. To delay only causes more issues
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Sex Education For Kids
- Thread starter Rival
- Start date
ImmortalFlame
Woke gremlin
You can still be fluid and vague. Why do you think simply having nomenclaure precludes that?
It makes extensive use of labels.
IOW if a boy exclusively fancies other boys he's called gay.
I don't see why he can't just be a boy. Why does who he wants to sleep with matter at all?
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As soon as they start school. Around here, that would usually be 5.
At that age, the material would be mostly things like the proper terms for body parts, the idea of "good touches" vs. "bad touches," and introducing the importance of consent in an age-appropriate way.
The LGBTQ stuff that should be taught are in the area of sociology, and civics, and equality etc. Not sex.
It is sufficient to teach that Heather has two mommies, you don’t need to go into detail about what they do when they are alone together.
They will learn all about that on the internet.
... even if he's bi/pan/etc., often.
... which is a problem that proper sex ed would help to address.
Anyone who isn't cishet is going to face discrimination and exclusion over their sexual orientation or gender identity at points in their life.
This problem won't go away unless we address it, and education is a huge part of this.
In the meantime, it's important to equip kids properly to deal with the challenges they'll face in life.
ImmortalFlame
Woke gremlin
But that's the beauty of labels: you can choose whether or not to use them. Better sex education including LGBTQ labels would INCREASE people's ability to associate or not.
But they can choose to adopt that identity or not, and they can choose whether or not to make that public. They can be as private or as public as they want. The only difference between the Victorian era in that respect is that they have less reason to fear massive social repercussuons, arrest and death by being public (which is most likely the main driving force behind Victorian ambiguity than personal choice and preference).
I really am not sure if you have been reading my posts or not... It needn't matter at all to him or anyone, but if they WANT it to matter, it can.
What is the issue?
IIRC, what used to be called "sex ed" is now called something like "families and relationships" here now, and the material covers much more than just the mechanics of sex.
I just cannot say I've come across this much. I live in a pretty crime-y area and yet I've never heard of hate crimes against gay folks.
Again, for me it's a matter of respect for people as people. End of.
Like I said in the other thread. This is the age of information. You wait until they’re 11 or 12 and they’ll be schooling you lol
I’m not saying throw everything at them at once. But establishing an open dialogue early on I think is useful.
It’s better having little Suzie openly ask whether her friend’s info on “kissing diseases” is accurate or not than have them learn it from their friend or worse Google. Sexuality and identities etc I actually first learnt in my sociology class, oddly enough. As far as my formal education was concerned anyway
Do you think that physical violence is the only way anti-LGBTQ discrimination gets expressed?
I'm getting a very "all lives matter" vibe off your posts in this thread. This isn't a good thing.
No, but in the main, gay folks here just aren't having that many problems. If they are discriminated against, they go to the police.
No.
I'm suggesting we teach respect as an abstract value, independent of any group. Each person has a soul, or whatever your culture calls it, and we should respect them as a person. The person behind the counter. The person bringing the mail. The dope smoker who lives next door. Respect shouldn't be divided by group. That's teaching people to divide. It should have nothing to do with any 'protected characteristic'.
What do you expect the police to do if, say, a teen loses her friends when she comes out as lesbian? When a gay guy's family tells him that his boyfriend isn't welcome at Christmas dinner (even though his sister's boyfriend is)?
How about when a trans person gets an interview but doesn't get picked for the job, and she suspects - but has no way to confirm - that it was because she's trans?
IOW, you want to not directly engage with discrimination.
Parents should be advised by the school to begin educating their children, and children should be sent home with a letter for the parents to sign about it. That is the proper way. Educate the parents, and have them sign off that they either refuse or have taught the subject or would like their kids to be taught on computer. Don't have sex ed classes across the board as if the state owned the children. Parents must agree. Parents are indispensable whether children get educated or not. Gradually move lessons towards computers, and keep parents involved when it comes to this very intimate lesson.
When I was twelve I first heard about sex from other students in my class. I think this was the wrong way. My parents failed in this, but the school failed my parents by not sending home a letter prompting.
I expect them to move on and deal with it.
I want to prevent it.
exchemist
Veteran Member
I find this a very profound insight.
I thought you said you wanted to teach "respect as an abstract value."
The parents who, in 30-40 years, will be deciding whether to invite their kids' partners to dinner are kids in school right now.
Preventing discrimination will be... difficult if we don't confront it.
I do. Not sure what this has to do with that though?
Again, we must live in different worlds. The world of youth I see around me is not prejudiced against gay people, or trans people, or black people, or many other people. I just don't see it. Back in the day when my father was a kid, his father, who was born in the late 40s, asked him what his sexuality was. He didn't give a damn in the 70s-80s, and I'm finding that very, very few folks give a damn now. I don't know where you live, but where I live isn't some kind of discriminatory hellhole.
Teach the kids at school respect for human beings regardless of XYZ, that's it.
Here is what we do in Ontario's education system:
Grade 1
When children know how to care for and use the correct names of their body parts, they build understanding and respect for themselves and their bodies and can communicate clearly and ask for help in case of illness, injury or abuse.
Students will learn:
Helping children to understand that their bodies will change (for example, losing baby teeth) can help them:
To foster healthy relationships, students will learn what healthy relationships look like. Students also learn about what makes them unique and how to show respect for all.
Students will learn:
Today, children enter puberty earlier: on average, girls enter puberty between the ages of 8 and 13 and boys enter puberty between the ages of 9 and 14. Learning about puberty before students may fully experience it helps prepare young people for changes in their bodies, emotions and social relationships.
Students will learn:
By Grade 5, students have developed some self-awareness and coping skills, and have also learned critical thinking and reflective skills.
Puberty can be stressful and helping students to understand changes in their bodies can help them cope. Students will also continue to learn the importance of showing acceptance and respect for themselves and others, including those who may be entering puberty earlier or later than their peers.
Students will learn:
As children grow older and enter adolescence, understanding how they and their peers may be affected by the many changes they are experiencing helps them build a healthy sense of who they are.
By Grade 6, students have developed more self-awareness and coping skills, as well as critical thinking and reflective skills, to solve problems and examine issues. They will apply these skills to learning about stereotypes and assumptions.
By examining and challenging these stereotypes and assumptions, they continue to learn about respect for others, and build self-confidence to build a foundation for healthy relationships.
Students will learn:
Students need information and skills to make sound decisions about their health and well-being before they face a situation where they may need that information.
Research has shown that teaching about sexual health and human development does not increase sexual behaviour and can actually prevent risky activity.
Students will learn:
Students continue to build their understanding of factors that support positive, healthy choices, including building a deeper understanding and appreciation of themselves and their identity. Students are also exploring healthy ways to engage in evolving and new relationships.
Students will learn about:
Grade 1
When children know how to care for and use the correct names of their body parts, they build understanding and respect for themselves and their bodies and can communicate clearly and ask for help in case of illness, injury or abuse.
Students will learn:
- to identify body parts, including genitalia, by their proper names
- to use positive language when describing their bodies
- about their senses and how they function
- basic good hygiene habits (for example, washing your hands, using tissues)
Helping children to understand that their bodies will change (for example, losing baby teeth) can help them:
- prepare for and adjust to those changes
- appreciate what their bodies are able to do and perceive them positively
- communicate about these changes with a trusted adult if they ever feel confused
- the basic stages of human development (infancy, childhood, adolescence) and related body changes
- good hygiene habits for oral health (for example, brushing your teeth, flossing, visiting the dentist regularly)
- to appreciate what their bodies can do
To foster healthy relationships, students will learn what healthy relationships look like. Students also learn about what makes them unique and how to show respect for all.
Students will learn:
- about characteristics of healthy relationships and consent (for example, accepting differences, listening, stating and respecting personal boundaries, being respectful, being honest, communicating openly)
- describe ways to respond to bullying and other challenges (for example, peer pressure, being left out)
- about factors and habits that can affect physical and emotional development (for example, safe environment, caring adults, feeling like you belong, appreciating what your body can do and building a healthy body image, sleep, food, physical activity)
- how visible differences (for example, skin, hair and eye colour, clothing, physical ability) and invisible differences (for example, learning abilities, cultural values and beliefs, different types of families) make each person unique
- ways of showing respect for differences in others
Today, children enter puberty earlier: on average, girls enter puberty between the ages of 8 and 13 and boys enter puberty between the ages of 9 and 14. Learning about puberty before students may fully experience it helps prepare young people for changes in their bodies, emotions and social relationships.
Students will learn:
- the physical changes that happen during puberty, and the emotional and social impact these changes can have on a developing child
- how personal hygiene needs may change during puberty (for example, the increased importance of regular bathing)
By Grade 5, students have developed some self-awareness and coping skills, and have also learned critical thinking and reflective skills.
Puberty can be stressful and helping students to understand changes in their bodies can help them cope. Students will also continue to learn the importance of showing acceptance and respect for themselves and others, including those who may be entering puberty earlier or later than their peers.
Students will learn:
- about factors that may affect the development of a person's understanding of themselves and their personal identity, including their sexual orientation (for example, body image, self-acceptance)
- about the reproductive system, and how the body changes during puberty
- about the process of menstruation and sperm production
- to describe emotional and interpersonal stresses related to puberty
As children grow older and enter adolescence, understanding how they and their peers may be affected by the many changes they are experiencing helps them build a healthy sense of who they are.
By Grade 6, students have developed more self-awareness and coping skills, as well as critical thinking and reflective skills, to solve problems and examine issues. They will apply these skills to learning about stereotypes and assumptions.
By examining and challenging these stereotypes and assumptions, they continue to learn about respect for others, and build self-confidence to build a foundation for healthy relationships.
Students will learn:
- an understanding about the impacts of viewing sexually explicit media, including pornography
- the physical, social and emotional changes that may occur in adolescence (for example, body growth, skin changes, increasing influence of peers, increased intensity of feelings) and how students can build a healthy foundation for relationships
- to make decisions in their personal relationships that show respect for themselves and others, recognizing the importance of consent and clear communication
- how stereotypes — and assumptions about gender, race, sexual orientation, ethnicity, culture and abilities — can affect how a person feels about themselves, their feelings of belonging and relationships with others
- appropriate ways to respond to and challenge assumptions, stereotypes, homophobia and racism
Students need information and skills to make sound decisions about their health and well-being before they face a situation where they may need that information.
Research has shown that teaching about sexual health and human development does not increase sexual behaviour and can actually prevent risky activity.
Students will learn:
- the importance of having a shared understanding with a partner about: reasons for delaying sexual activity until they are older, the concept of consent and how to communicate consent, and the need to clearly communicate and understand decisions about sexual activity in a healthy relationship
- to identify common sexually transmitted and blood borne infections (STBBIs) and describe their symptoms
- how to prevent STBBIs and avoid becoming a parent before they are ready, including delaying first intercourse and other sexual activities until they are older, and using condoms and other forms of protection consistently
- about the physical, emotional, social and psychological factors to consider when making sexual health decisions (for example, the risk of STBBIs or of becoming a parent before they are ready, emotional readiness, sexual orientation, moral and religious considerations, cultural teachings, and impact on other relationships)
- how relationships with others and sexual health may be affected by physical and emotional changes in puberty and adolescence
Students continue to build their understanding of factors that support positive, healthy choices, including building a deeper understanding and appreciation of themselves and their identity. Students are also exploring healthy ways to engage in evolving and new relationships.
Students will learn about:
- things that could affect someone's ability to make safe and healthy decisions about sexual activity
- sources of support with respect to sexual health (for example, parents, health professionals, in-school resources, local community groups and religious, spiritual, and cultural leaders)
- gender identity, gender expression and sexual orientation, and to identify factors that can help all young people to develop positive personal identities
- abstinence, contraception and consent in order to make safe and healthy decisions about sexual activity
- benefits, risks and drawbacks associated with relationships involving different degrees of sexual intimacy
Curious George
Veteran Member
^^This.
And include in those lifelong lessons parenting classes.
People, in general,should know and understand their own bodies, know and understand others, know and understand relationships, know and understand their rights, know and understand what community services are available and accessible, and know and understand how to care for each other and children.