Factors Affecting Sex Education in the School System

Study ObjectiveTo describe the current status of school based sex education and to determine predictors of providing a comprehensive sex education curriculum.DesignCross-sectional mailed surveySettingHawaiiParticipantsSeventh and eighth grade health teachersInterventionsParticipants were surveyed regarding the content, quality, and influences on sex education for the 2007 to 2008 academic year.Main Outcome MeasuresMeasures of association (chi-square, ANOVA) and multiple logistic regression were used to determine predictors for teaching comprehensive sex education topics including sexually transmitted infections and pregnancy prevention.ResultsApproximately 80% of teachers incorporated some form of sex education into their curriculum and 54.4% of teachers incorporated a comprehensive education. Teachers indicated that personal values and the availability of curriculum had the greatest influence on the content of the curriculum. Specific factors which were associated with an increased likelihood of providing a comprehensive curriculum included teaching in a public school (public 66.7% versus private 34.6%, P = 0.01), receiving formal training in sex education (received training 77.8% versus did not receive training 50.0%, P = 0.03) and having contact with a student who became pregnant (contact 72.7% versus no contact 46.7%, P = 0.04).ConclusionAlthough most teachers incorporate some form of sex education, only half incorporate a comprehensive curriculum. Personal values as well as teacher resources play an important role in the content of the curriculum.