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Inclusive Personal Health & Comprehensive Sexuality Ed

(updates in IL policy & practice)

Dawn Ravine, MPH (she/her)

Sexuality Education Program Coordinator

Slides and resources intended as a starting point for districts looking to update materials, not intended a prescription for student facing education. Each district sets forth their own scope/sequence/communication.

All programming is consistent with the Keeping Youth Safe & Healthy Act, National Sexuality Education Standards, and the Gender Spectrum Principles of Inclusive Puberty & Health Education.

Resources we’ll use for both days these are view only):

View Only Slide decks for Reference, use as reference to build or update your own slides, this is not a published curriculum they are sample slides. we update it each summer if you want to check back at the start of next school year to this link
SHE Teen Resources (12+)
Parent/Caregiver/Staff SHE Resources
Sample Parent Letter (for assistance with language, please use your own letterhead and contact info and edit to be consistent with what is provided)
PD Participant Survey

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IL Sex Ed

Resources

Questions &

Comments

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Inclusive Sexual Health Education Policy & Resources for Illinois

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Disclaimer: These materials are for example use only, are not a published curriculum, and are subject to yearly updates based on ongoing evaluation. The views, information, and/or opinions expressed in these materials do not constitute medical or legal advice intended for other third parties. Individual schools and school districts make their own decisions about curriculum scope, sequence, and materials for personal health and safety, sexuality education, and health education programing. Individual schools and school districts are responsible for their compliance with existing companion policies and local, state, or federal laws. Any action taken upon the information contained in these materials is strictly at the user’s own risk and under no circumstances shall Lurie Children’s or its Affiliates be liable for any direct, indirect, incidental, consequential, special or exemplary damages arising out of or in connection with use of the materials, whether or not the damages were foreseeable and whether or not the user was advised of the possibility of such damages.

updated 2/6/2023

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Workshop Objectives

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Reassure participants that most schools are already teaching elements inclusive sexual health education & updates are doable!

Reassure

Provide an overview of updated policy & resources

Provide

Practice gender & LGBTQ+ inclusive communication for personal health & sexual health education

Practice

Engage with fellow educators & staff. Connect for future consultation and collaboration!

Engage

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Introductions

Who's in the room

Name
pronouns
roll

Start-up Brainstorm (turn & talk)

What was puberty & sex ed like for you growing up/ how did that feel?

How do you want students to feel today in puberty & sex ed classrooms?

Expectations/hopes for session today?

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Brave Space Tips

"I” statements (“I like pie” not “pie is the best”)

each person is the expert on their own identities & experiences, we all need/benefit from mirrors, windows & sliding glass doors

(Emily Style, expanded by Dr. Rudine Sims Bishop)

Impact>Intention

"Rewind"/ try again

Half-thoughts welcome/ Beginner's Mind
Expect & Accept Non-Closure

Plan to follow-up with your team of support/ school community. Navigating social, emotional & physical changes is an ongoing process! Creating welcoming schools is an ongoing process!

Self-Care/Community Care

doodle, stretch, get water, take a break as needed. Reach out for support. This topic area is deeply personal for most people!

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The Audre Lorde Project

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Links/Resources for Reference�

Resources we’ll use for both days (these are view only for reference in your district planning):

View Only Slide decks for Reference, use as reference to build or update your own slides, this is not a published curriculum they are sample slides. We update it each summer if you want to check back at the start of next school year to this link. If students need basics, you can always reference a younger grade slides.
SHE Teen Resources (age 12+)
Parent/Caregiver/Staff SHE Resources
Sample Parent Letter (example only, please use your own letterhead and contact info, edit to be consistent with your scope & sequence)
PD Participant Survey (PD participants, please take after session)

Note: All programming and resources are consistent with the Keeping Youth Safe & Healthy Act, National Sexuality Education Standards, and the Gender Spectrum Principles of Inclusive Puberty & Health Education. Here is ISBE’s KYSHA Website with added resources & info for district planning.

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Links/Resources for Reference�

Resources we’ll use for both days (these are view only for reference in your district planning):

SHE Teen Resources (age 12+)
Parent/Caregiver/Staff SHE Resources
PD Participant Survey (PD participants, please take after session)

Note: All programming and resources are consistent with the Keeping Youth Safe & Healthy Act, National Sexuality Education Standards, and the Gender Spectrum Principles of Inclusive Puberty & Health Education. Here is ISBE’s KYSHA Website with added resources & info for district planning.

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Show What Ya Know: Kahoot!

Take out phone or computer & go to Kahoot.it
Plug in game pin
Add your whatever name you want to go by!

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National Sexuality Education Standards, 2nd Edition, 2020

What are the NSES?

What topics do they cover?

Topics are covered in age & stage appropriate steps:

Consent & Healthy Relationships & Harm Prevention
Gender Identity & Expression
Sexual Orientation
Puberty & Adolescent Sexual Development
Anatomy & Physiology
Sexual Health (starting in middle school: contraception, STI prevention & reproductive health care access)

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NSES come to us from a diverse group of professionals with expertise in sexuality, public education, public health, social justices, psychology, child & adolescent medicine!

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The Keeping Youth Safe & Healthy Act

Public Act 102-0522

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What? Aligns IL with NSES
How? Curriculum must be:

age appropriate
culturally appropriate
medically accurate
trauma informed
complete
inclusive & affirming of LGBTQIA students

If/then: If districts teach personal health & safety & sexual health ed, then they choose grade levels, narrow down NSES learning objectives to fit their community needs & choose curriculum materials

In IL you can go above and beyond standards in any area (districts can build upon standards/expand health ed instruction without calling it personal health & safety/comprehensive sexual health education).

Full text of PA 102-0522: https://ilga.gov/legislation/publicacts/fulltext.asp?Name=102-0522

Definitions directly from PA 102-0522

"Age and developmentally appropriate" means suitable to

particular ages or age groups of children and adolescents,

based on the developing cognitive, emotional, and behavioral

capacity typical for the age or age group.

"Culturally appropriate" means affirming culturally

diverse individuals, families, and communities in an

inclusive, respectful, and effective manner, including

materials and instruction that are inclusive of race,

ethnicity, language, cultural background, immigration status,

religion, disability, gender, gender identity, gender

expression, sexual orientation, and sexual behavior.

"Medically accurate" means verified or supported by the

weight of research conducted in compliance with accepted

scientific methods and published in peer-reviewed journals, if

applicable, or comprising information recognized as accurate

and objective.

"Complete" means information that aligns with the National

Sex Education Standards, including information on consent and

healthy relationships, anatomy and physiology, puberty and

adolescent sexual development, gender identity and expression,

sexual orientation and identity, sexual health, and

interpersonal violence.

"Trauma informed" means to address vital information about

sexuality and well-being that takes into consideration how

adverse life experiences may potentially influence a person's

well-being and decision making.

"Inclusive" means inclusion of marginalized communities

that include, but are not limited to, people of color,

immigrants, people of diverse sexual orientations, gender

identities, and gender expressions, people who are intersex,

people with disabilities, people who have experienced

interpersonal or sexual violence, and others.

(h) Schools may choose and adapt the age and

developmentally appropriate, medically accurate, complete,

culturally appropriate, inclusive, and trauma-informed

comprehensive personal health and safety and comprehensive

sexual health education curriculum that meets the specific

needs of their community. All instruction and materials,

including materials provided or presented by outside

consultants, community groups, or organizations, may not

conflict with the provisions of this Section.

https://ilga.gov/legislation/publicacts/fulltext.asp?Name=102-0522

https://www.isbe.net/sexualhealth

https://www.ilhealthyyouthact.com/resouces

Guidance from Illinois Association of School Boards, some districts

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The Keeping Youth Safe & Healthy Act

Public Act 102-0522

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KYSHA Compliments the following existing policies:

Teen Dating Violence

105 ILCS 110/3.10 (parental opt out)

Sexual Abuse Education 105 ILCS 5/10-23.13 (Erin’s Law, parental opt out)
Comprehensive Health Education 105 ILCS 110/3 (parental opt out)
Inclusive Curriculum/ LGBTQ History (no parental opt out for SS/academic classes)

All of the above can be cross referenced with NSES & can be taught with inclusive principals!
Caregivers have the opportunity to review scope & sequence & may opt-out their own student in writing of one or more topic.

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Where are you at? turn & talk

Current programing that may already align with KYSHA?

Opportunities for expansion or updates to align with KYSHA?

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Brainstorm

Come out of screen share and brainstorm/ add notes during check in! We'll share this slide deck with these in it for future use!

We can also look back at this slide to see what else you can think of by the end of session

(this can also be done in small groups by district/grade/etc…)

KYSHA doesn't just have to be taught in PE class-- I think there is some room to explore other classes and spaces that can uplift parts of comprehensive sex ed and the NSES aligned curriculum. For example, when we think about the reproductive health topic strand is that taught in science or a biology class? content from digital citizenship sessions, advisory, Erin's law, start of the school year inclusive classroom discussions! Are there ways to think about Sex Ed being all around us rather than relegated to one class?

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Example K-5th Personal Health & Safety

	K-1^st	2-3^rd	4^th	5^t^h
Session 1	Consent Story Time	Consent Story Time	Brave Space/ Consent	Brave Space/Consent
Session 2	All Family Story Time	Gender Upstanders: Story time	Gender Upstanders: Gender Boxes	Gender Upstanders: Identities Sort
Session 3	Body Awareness (including safe/unsafe touch)	Body Awareness (including safe/unsafe touch)	Puberty Basics 1	Puberty
Session 4	x	x	Puberty Basics 2	Reproductive Systems

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	6th/7th	7th-High School
Session 1	Consent	Consent & Healthy Relationships
Session 2	Gender Upstanders	Gender Upstander
Session 3	Puberty Review	Reproductive System Review
Session 4	Reproductive Systems	Sexual Health: Decision Making & STIs
Session 5	x	Sexual Health & Contraception

Example 6th+ Sexual Health Education

Our standard series by grade. We cover each topic in a 60min session due to time constraints, if more time is available you could include self guided research, small group projects, and extend activities to make them more hands on.

More could be cover under Erin’s Law and Sexual Harm Prevention, room for more on online/social media safety and how to vet online resources in each area. More details in older grades on topics like trafficking, sextortion, HIV/AIDS, pregnancy/birth/parenting. In high school any opportunities for individual research projects using medically accurate resources and connecting with local resources in the community such as LGBTQ youth spaces, reproductive health care providers, pharmacy calls/vists to learn about local access to condoms, emergency contraception, HIV & STI testing ec…

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Sexuality Education Program POV

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Team approach: caregivers/families, schools, community resources.

Youth centered, positive, inclusive & affirming, think "I want to have this convo again!"

Medically accurate, inclusive, non-prescriptive, shame-free, trauma informed.

Consistent with National Sexuality Education Standards 2nd Edition

Our Sexuality Education Program supports students, parent/guardians, and school staff by facilitating thoughtful, culturally responsive, and LGBTQ+ inclusive conversations related to sexual health. Our specially trained staff support conversations and educational sessions related to relationships, social emotional development, and their bodies for students in K-12th grade (our luri focus grades are 3rd-9th).

Engages a wrap-around team (caregivers/families, school teams, health providers)
Content is youth centered, positive, inclusive & affirming, think "I want to have this convo again!"
Medically accurate/ non-prescriptive/ no-shame
Incorporates Principles of Gender Inclusive Puberty & Health Ed. www.genderspectrum.org
Builds age appropriate knowledge and skills. Consistent with National Sexuality Education Standards www.futureofsexed.org

www.genderspectrum.org

www.futureofsexed.org

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Reproductive Justice:

"the human right to maintain personal bodily autonomy, have children, not have children, and parent the children we have in safe and sustainable communities," SisterSong Women of Color Reproductive Justice Collective

Loretta J. Ross, human rights activist and co-founder of SisterSong

YouTube Convo on Black Girls, Body Love, and Repro History & Health with the Period Doctor & Dr. Rebekah

Part of a trauma informed/healing centered approach to SHE is respecting bodily autonomy and believing that each individual is the expert on themselves. In the tradition of the Combahee River Collective, twelve Black women working within and outside the pro-choice movement in 1994 coined the term “reproductive justice” to “recognize the commonality of our experiences and, from the sharing and growing consciousness, to a politics that will change our lives and inevitably end our oppression.” according to Loretta Ross, co-founder of Sister Song. In our conversations on individual bodily autonomy we must include the impacts of historical trauma, generational trauma, and generational gifts.

A well-recognized definition of reproductive justice comes from SisterSong: (READ DEFINITION).

Image source

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Principles of Gender Inclusive �Puberty & Heath Education

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Provide a Foundation of Gender Literacy
Distinguish Patterns from Rules
Emphasize Physiology Rather Than Gender
Describe Many Pathways to Adult Bodies
Describe Many Pathways to Families
Provide Education in All Gender Spaces

https://www.genderspectrum.org/articles/puberty-and-health-ed (recorded webinar available at no cost)

1. - helping youth understand the complexity of gender, that gender is more than our bodies but our identities and expression to

2. learning about stereotypes & that the patterns we have for bodies aren't necessarily always the case (facilitators say many or most, people with various chronic health or growth differences impacting puberty can follow up with caregivers and health providers for more personalized info, intersex is an umbrella word for differences of genetics, chromosome, hormones, and/or genitals related to sex)

3. Emphasizing physiology without gender- describing parts of bodies while not connecting those to gender (ie saying people who menstruate instead of women/ girls when talking about body parts and functions). Use gender words (man, woman, non-binary when talking about social rolls and social experiences)

4. Talk about how puberty and development looks different person to person, we seek out support as we grow and learn about our health needs

5.When describing family we focus on the diversity of families and the various ways families can grow (including foster, adoption, informal family networks, blended families, big and little families). When describing reproduction we can highlight that human reproduction requires a sperm and an egg/ovum. That these cells can join together through vaginal sexual intercourse or through reproductive technology with the help of a health provider.

6. Providing education in all gender spaces

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Empathy: The net result is a population of young people prepared to acknowledge and respect the diversity of identities and experiences surrounding them as they grow up

School Climate: Students who see themselves reflected in curricula are more likely to succeed in school academically... these efforts designed to counter gender stereotyping have the capacity to improve the overall school climate.

Affirming for all: Gender-inclusive practices are life-affirming for all students, and life-saving for some.

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Development Diversity Reminders!

There are a range of ways bodies can look, function, & develop.

Intersex is an umbrella term used to describe a wide variety of variations in sex characteristics such as:

Chromosomes
Hormones
Genitals
And/or Reproductive Organs

There’s lots of resources and support for intersex people & people with different experiences of puberty.

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Image from GLSEN & InterAct's Gender Triangle Education Guide

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Who benefits from inclusive SHE?

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Who benefits from inclusive SHE?

Standard Classroom Environment & Expectations (IEPs, 504s, and other accommodations are consistent)
Trangender participants
Intersex participants (anyone who’s experience of puberty will vary from the “pattern”)
Non-binary and gender expensive participants
Participants who have not shared about being trans, nonbinary and/or intersex with the educator
Everyone gets practice using language that is accurate and inclusive of all community members
Everyone has the opportunity to learn from peers with different genders, bodies, and experiences

Challenges assumptions & stereotypes
Empathy building
This sets the stage for healthy friendships, romantic & sexual relationship

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Action Item: Becoming An Askable Adult

“One or more caring adults in a child’s life increases the likelihood that they will flourish and become productive adults themselves.”

- Center on the Developing Child, Harvard University

Definition: an approachable adult that makes space for the young people in their life to come to them with any questions

Validate the young person’s questions and reinforce that asking questions is a good practice
Listen more than you talk (self-disclosure caution/boundaries)
Respect confidentiality!

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Student disclosure: sexual activity, sexual harm, dating violence, pregnancy, STIs, gender or sexual identity, medical trauma...

How to respond:

Empathy
Gratitude for disclosure: “Thank you for letting me know.”
Center the young person’s experience. Validate feelings.
Offer realistic support/ buffet of options:

“I’m here to support you.” “Here are some ways I can help____.”

Respect privacy while ensuring support & following mandated reporter policies:

“I want to make sure you get the support you need. Let’s check in with (correct staff member) together.”
Discuss next steps

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Student Disclosures Continued:

Try affirming phrases:

"I believe you"
"It's not your fault"
"You don't have to have it figured out all right now"
“You are the expert on yourself”

Be aware of:

facial and body language
retraumatization
vicarious trauma/ ensuring you have your own support system

Center students control of the next steps

don’t make promises you can’t keep
follow their lead
be transparent about the limits of confidentiality
stay with the student/ provide a warm handoff if there is a safety concern

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What scenarios/questions have come up in your classroom around CSE Policy? How did you respond?

Scenarios with parents/caregivers
Scenarios with students
Scenarios with colleagues

Anything else you want to share with the group?
What resources would be most helpful for you?

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Final Scenarios & Q&A:

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IL Sex Ed

Resources

Questions &

Comments

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Inclusive Sexual Health Education Policy & Resources for Illinois

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�Thank you!!! �& Surveys

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The following slides are sample NSES learning objectives

reminder: you do not need to cover all learning objectives in the NSES to be in compliance with KYSHA

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By 5th learning objectives:

aka 3rd-5th

grade band

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Identify trusted adults, including parents, caregivers, school staff & health care professionals, that students can talk to about:

relationships CHR.5.AI.1
puberty and adolescent health PD.5.AI.2
sexual orientation SO.5.AI.1
gender, gender role stereotypes, gender identity, and gender expression GI.5.AI.1

Communicate personal boundaries and demonstrate ways to respect other people’s personal boundaries CHR.5.IC.1

Key Learning Objectives

By end of 5th Grade

National Sexuality Education Standards 2nd Ed, 2020

Primary standard covered:

All (these learning objectives are highlighted in Consent workshops and revisited throughout series)

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Key Learning Objectives

By end of 5th Grade

National Sexuality Education Standards 2nd Ed, 2020

Primary standards covered:

Gender Identity & Sexual Orientation

Describe gender role stereotypes and their potential impact on self and others GI.5.CC.4
Explain that gender expression and gender identity exist along a spectrum GI.5.CC.3
Distinguish between sex assigned at birth and gender identity and explain how they may or may not differ GI.5.CC.1
Define sexual orientation SO.5.CC.1
Differentiate between sexual orientation and gender identity SO.5.CC.2

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Explain the physical, social, and emotional changes that occur during puberty and adolescence and how the onset and progression of puberty can vary PD.5.CC.1
Recall the human reproductive systems, including the external and internal body parts and their functions, and that there are natural variations in human bodies AP.5.CC.1
Identify credible sources of information about puberty and personal hygiene PD.5.AI.1
Amaze.org (example)
Puberty Articles from PP (example)

Key Learning Objectives

By end of 5th Grade

National Sexuality Education Standards 2nd Ed, 2020

Primary standard covered:

Puberty/Anatomy

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�

By 8th learning objectives:

aka 6th-8th

grade band

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Key Learning Objectives

By end of 8th Grade

National Sexuality Education Standards 2nd Ed, 2020

Primary standard covered:

Gender Identity/ Sexual Orientation

Analyze how peers, family, and a person’s intersecting identities can influence attitudes, beliefs, and expectations about

gender, gender identity, gender roles, and gender expression GI.8.INF.1
sexual orientation SO.8.INF.1

Access medically accurate sources of information about gender, gender identity, and gender expression GI.8.AI.1
Recall the definition of sexual orientation and explain that most people have a sexual orientation SO.8.CC.1
Define sexual identity and explain a range of identities related to sexual orientation (e.g., heterosexual, bisexual, lesbian, gay, queer, two spirit, asexual, pansexual) SO.8.CC.2

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Key Learning Objectives

By end of 8th Grade

National Sexuality Education Standards 2nd Ed, 2020

Primary standard covered:

Anatomy & Physiology

Describe human reproductive systems, including the external and internal body parts and their functions, and that there are naturally occurring variations in human bodies (e.g., intersex, vulvas, circumcised and intact penises) AP.8.CC.1
Define medical accuracy and analyze medically accurate sources of information about puberty, adolescent development, and sexual health PD.8.AI.1
Explain the relationship between sexual intercourse and human reproduction SH.5.CC.1

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Key Learning Objectives

By end of 8th Grade

National Sexuality Education Standards 2nd Ed, 2020

Primary standard covered:

Sexual Health (focus STIs)

Define vaginal, oral, and anal sex SH.8.CC.1
Demonstrate ways to communicate decisions about whether or when to engage in sexual behaviors and how to reduce or eliminate risk for pregnancy and/or STDs (including HIV)* SH.8.IC.1
Identify medically accurate sources of information about STDs, including HIV, such as local STD/HIV prevention, testing, and treatment resources SH.8.AI.1
Explain STDs (including HIV), how common STDs are, and how they are and are not transmitted SH.8.CC.5
Describe the signs, symptoms, or lack thereof, and potential impacts of STDs (including HIV) SH.8.CC.6
Discuss current biomedical approaches to prevent STDs (e.g., hepatitis B vaccine, HPV vaccine) and HIV (e.g., PrEP, PEP) SH.8.CC.8

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Key Learning Objectives

By end of 8th Grade

National Sexuality Education Standards 2nd Ed, 2020

Primary standard covered:

Sexual Health (focus contraception)

Explain there are many methods of short- and long-term contraception that are safe and effective and describe how to access them SH.8.CC.2
List at least four methods of contraception that are available without a prescription (e.g., abstinence, condoms, emergency contraception, withdrawal) SH.8.CC.3

Describe the steps to using barrier methods correctly (e.g., external and internal condoms, dental dams) SH.8.SM.1

Describe pregnancy testing, the signs of pregnancy, and pregnancy options, including parenting, abortion, and adoption SH.8.CC.4
Define prenatal care and identify medically accurate sources of information about prenatal care SH.8.AI.2

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Sample slides for teaching puberty & repro systems with inclusive language

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Puberty & Reproductive System Basics 5th/6th grade

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In your school/program?
In your home?
In your community?

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Team YOU!

If you want to talk more about any of the topics we cover, who are your trusted adults?

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We can celebrate our different likes, bodies, families, experiences, cultures…

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Safer Space Tips

1 Mic
"I” statements (“I like pie” not “pie is the best”)
Be Kind (no “yucks” or laughs at)

"Rewind" = fix an ouch

Brave Questions
Keep it general: avoid talking about individual personal situations, keep answers general
Privacy

What’s said here stays here. What’s learned here leaves here

Self-Care

Feel free to color or put your head down when you need to. If you need a break or support let us know.

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Puberty Rites of Passage

Now that you are growing up there may be new rolls, responsibilities, privileges, celebrations that you get to take part in... how does your family & community celebrate that you are growing up!

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6th+ version

Feel free to add other pics to the side here if you think of additional examples.

Here we have from right to left

* Taking care of a family pet/ getting a pet (may be in steps/ like taking on one aspect of care)

* Quinceañera (15th birthday celebration common throughout Latin America)

* B'nai Mitzvah (Bar/Bat Mitzvah, religious service marking the first time reading the Torah and leading prayer for Jewish communities, may include a party)

* Learning to drive

Other possibilities: Getting a smartphone and/or computer, Learning to cook/ getting more access to the kitchen (anyone have a favorite thing they have learned to cook?), getting keys to the house or being able to be home alone, babysitting/taking care of siblings... all of these are also ways to show responsibility. The more you can show the more independence you'll likely get offered!

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Before Talking About Bodies!

We encourage everyone to get info on all types of bodies! Why?

You'll hear us say "many" or "most" when we talk about bodies (puberty, reproduction, health). All these changes can vary (and that's all ok!)... Make a list of questions for your health provider to find out more how puberty might progress for you!

You'll also hear us use phrases like "people who menstruate" "people with penises" "people with vulvas"

Each person is the expert on their body!

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We're going to show some anatomy diagrams, it can feel awkward so we're going to put on our scientist hat, everyone has a body! You do not need to memorize these body parts! There isn't a quiz today, it's just a chance to learn a little bit about the basic functions. You'll review these again during other school years!

Before we talk about bodies we open up convo in the room, even students who feel a little overwhelmed generally talk about how it's important to be prepared and have accurate info for yourself and to support your friends. It's important that they affirm the value for each other before we get going and affirm why we don't laugh at bodies. For younger ones or wiggly groups we give a giggle min, it's ok if it's awkward to talk about private parts, they're private, it's in the name. So we ask students to say vuluva and pensis aloud and then give 5 seconds to giggle and wiggle. Then we remind them no laughs at any body parts (since we don't want anyone to feel shame about the body they have.

Assume young people with differences in how they will experience puberty are in the room (chronic health conditions, intersex young people, trans young people on puberty blockers). Reminder that many young people are self conscious about genitals. So any pictures shown are generalizations, bodies can look and funtion lots of ways!

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Typical Changes for Most

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Grow taller
Aching muscles and joints (growing pains)
May feel clumsy especially during growth spurts
May experience mood swings
May feel self-conscious
Oily skin (acne)
Hair changes (more oily/change in texture)
More hair on face & body
Sweat more & have body odor
Increased desire for independence
Crushes

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We do many things every day to care for our bodies! ��As you grow-up you'll add some extra steps to your body care routine!

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Body Odor & More! (content notice, there is a quick image of a private part, let’s practice our “no yucks” rule!)

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Beginning puberty changes for people with testicles

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Starts between age 10-15
Shoulders get broader & Muscles grow
Voice gets deeper
Hair grows under and on arms, legs, chest, face, and around the penis
More frequent erections
Penis & testicles grow larger
First ejaculation (average age 13)

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Anatomy for People with Testicles

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Circumcision: About: half of babies with penises are circumcised & half are not.

Circumcision is the removal of foreskin for religious, cultural, or health reasons.

Pathway of the sperm

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Anatomy Matching for People With Testes

Click and drag the labels to the body part on the diagram.

testicle

scrotum

penis

urethra

bladder

anus

5

4

6

2

7

1

seminal vesicle

3

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Ejaculation & wet dreams

For people with a penis, ejaculation is when a milky fluid called semen comes out of the penis. First ejaculation typically happens between age 11-15 (average age is 13).

Erection stimulation orgasm & ejaculation.�

Semen contains millions of microscopic sperm (made in the testicles)�
A wet dream is an ejaculation that happens when a person is sleeping.

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Regroup Reminders

Why do we say "many" and "most," again?
Why do we learn with all genders together?
Take breaks as you need them!

Quick Quiz:

True or False: Puberty is just about physical changes?

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Beginning puberty changes for people with ovaries

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Starts between age 9-13
More Hair grows under and on arms, legs, and around the vulva
Vagina & vulva grow
Breasts start to grow
Hips get wider
Vagina makes discharge. This is normal and healthy!
Menstruation "period" starts about two years after the early signs of puberty (breast growth & vaginal discharge), average age 12.

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Anatomy for People with Ovaries

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Pathway of the Ovum

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Anatomy Matching For People With Ovaries

Click and drag the labels to the body part on the diagram.

side view

anus

cervix

ovary

fallopian tubes

vagina

bladder

uterus

front

back

5

7

4

2

1

6

3

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Vulva

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Anatomy Matching For People With Ovaries

Click and drag the labels to the body part on the diagram.

urethra

clitoris

labia minora

vaginal opening

labia majora

anus

Front View

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5

4

3

1

2

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Period Products !!

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Fun fact: Period products are required to be available to students in all Illinois public & charter schools!!

Where are the period products in your school? What other hygiene products are available?

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Common Menstrual Supplies

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Type	Reuse?	Change every...	How do I clean it?	Things to Consider...
Disposable Pads	No	4-8 hr	Toss it	No for swimming!
Tampons	No	4-8 hr	Toss it	Need to be comfortable inserting into vagina
Reusable Underwear/Pads	Yes!	4 hr	Washing machine	Need to have access to washing machine
Cups & discs	Yes	8-12 hr	Hot water & soap	Need to be comfortable inserting into vagina

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Getting to know your own body

Many people as they go through puberty start to notice attraction or "crushes"

Many people are more interest in how their body works

Touching your own private parts (like the penis or clitoris) because it feels good. This is called masturbation

Masturbation should be done in a private place
It is not harmful
It's normal

Privacy not Secrecy! These parts are private, but they are not a secret, it’s ok to ask your safe adults if you have questions.

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Physical Changes

(P)

Social/Emotional Changes (E)

Click and drag the changes into the category they best fit.

grow taller

Want to make your own decisions

feeling sad

body odor

sweat more

acne

voice gets deeper

body hair

crushes

Breasts grow

feeling tired

feeling worried or anxious

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�

Resources

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Our Fav Inclusive Puberty Books

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8+ yr olds

12+ yr olds

13+ yr olds

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Reminder:

Want more info during/after this session?

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What scenarios/questions have come up in your classroom around CSE Policy? How did you respond?

Scenarios with parents/caregivers
Scenarios with students
Scenarios with colleagues

Anything else you want to share with the group?

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Final Scenarios & Q&A:

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�Thank you!!! �& Surveys

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