1 of 22

PHE K-7 SEXUAL HEALTH EDUCATION

The following are Snapshots of each sexual health content area, and the ‘Go To’ resources recommended to further support teaching and learning

2 of 22

Name for Body Parts (K-3)

​

Fast Facts

  • Your body belongs to you. No one can touch you without your permission (consent)
  • The parts where your bathing suit covers are your private parts (genitals)
  • The only 3 situations when a safe adult can touch your private parts
    • to help you wash in the bath/shower
    • to help you wipe when learning to use the toilet
    • if you have an injury or a sore
  • Sexual abuse prevention strategy: students should be able to name and label their private parts including
    • vulva, clitoris, vagina, labia, ovaries
    • penis, testicles, scrotum
    • anus, chest/breast
  • No one can kiss you or put anything in your mouth without your permission.
    • “quick and simple peck on the dimple” from your safe adult is ok with your permission
    • no long kisses or kisses from others with mouth open allowed

​

​

Resources

​

‘No More Kisses For Bernard’ online version

​

Anatomy posters (add hyperlink to poster page Jeff made on new website)

​

Books:

  • ‘It’s Not the Stork’ pg 50-51
  • ‘Body Smart Right from the Start’ pg 24-34
  • ‘What’s the Big Secret’ pg 1-15
  • ‘Body Smart Right from the Start’ pg 5-23
  • ‘Amazing You’ Pg 1-16
  • ‘It’s Not the Stork’ pg 12-23
  • ‘My Body, What I Say Goes’ by Jayleen Sanders

​

​

Lessons:

Our Amazing Bodies — Every Part Deserves a Proper Name

Kids in the Know Lessons

Google Slides Lesson K/1

Google Slides Lesson Gr 2/3

​

​

3 of 22

Feelings, Emotions and Instincts (K-7)

Fast Facts

  • Incorporate EASE Anxiety Strategies, and SEL practices into daily routines
    • Evidence based CBT Therapy model
  • Develop awareness: first of own feelings, then emotions in others
    • facial expressions, body language, tone of voice
  • Emotions: physical states in response to a stimuli, aroused before feelings, can be observed, intense but temporary
    • joy, fear, enthusiasm, anger, lust, sadness, surprise, disgust
  • Feelings: mental reactions, caused by feelings, can be hidden, last longer,
    • happiness, worry, contentment, bitterness, love, depression
  • “Name it to tame it”
  • Instincts are the feelings we get in our tummy.
    • They are the wisest part of of whole body.
    • They can sense danger before we can see, hear, smell, taste danger.
    • When we get butterfly feeling, or feel worried, unsure, sad, upset tummy, grossed out etc that is our instinct warning u. It’s like an alarm system
      • to leave, get out, get help, check in with a safe adult

​

​

Resources

​

​

​

​

​

Lessons:

  • EASE Anxiety Mini Lessons K-7 or do full training via MDFD and Anxiety Canada
  • Kids Health Lesson
  • Kids in the Know Lessons

​

​

4 of 22

Safe, Unsafe and Secret Touch (K-3)

​

​

​

​

​

Resources

​

​

​

​

Lessons

  • Kids in the Know Lessons
  • Google Slides Lesson K/1
  • Google Slides Lesson Gr 2/3

​

Safe (with consent)

Unsafe (illegal)

Secret (report to a safe adult)

Hugs

Kiss on the forehead

Back rub

Tuck in to bed

Hold hands

​

Kicking in genitals (which is not allowed unless self defense)

​

Pinch

​

Slap

​

Kick

​

Push

​

Wedgie

Purple nurple (twisting someone’s nipple)

​

Tickling when you say stop

​

someone tries to touch your private parts or tries to show you their private parts

​

Someone tries to show you pictures of things ‘not for kids’ or people without clothes on

​

Someone tickles your private parts

​

Someone tries to take pictures of your private parts or takes videos of your body parts without clothes on

​

Someone tells you to keep a secret about touch

​

5 of 22

Safety Network, Keep and Speak Secrets (K-3)

​

Fast Facts

  • How we act depends on what circle we’re in
  • Brainstorm levels of intimacy/circles (who is in each circle and what is appropriate/safe interaction for each)
    • self/private
    • hug
    • far away hug
    • handshake
    • wave
    • stranger
  • Students need to come up with 5 safe adults in their safety network
    • grown up (usually over 18)
    • responsible
    • has safe boundaries
    • cares about you and is safe
  • Keep secrets are like surprises that have a happy ending (you’re allowed to keep the secret for a short while)
  • Speak Secrets make you feel sad, worried, scared, unsure. Any secret about bodies, touching, pictures, computers, internet etc you must speak out to a safe adult

​

​

Resources

  • Circle Program via Destiny
  • Keep and Speak Secret handout from Kids in the Know
  • Read Storybook: “Let’s Talk About Body Boundaries, Consent and Respect”
  • Body Safety Posters

​

Lessons

Kids in the Know Lessons

Google Slides Lesson K/1

Google Slides Lesson Gr 2/3

​

​

6 of 22

Assertiveness Skills (K-3)

​

Fast Facts

  • If someone crosses a body boundary or does something unsafe you can use your body language, tone of voice, and words to make it stop
    • body language: stand tall, shoulders back, look in the eye, hand up
    • tone of voice: clear, firm, loud
    • words: stop, i don’t like this, don’t, No! That’s private!
  • teach kids that if they need to get away they can say “i have to go to the bathroom” or “i feel sick”
  • passive, assertive, aggressive styles

​

​

​

Resources

​

  • Refusal tactics
  • ‘If Asked To Go’ Poem
  • non verbal communication cartoon Gr 4-12

​

​

Lessons

Kids in the Know Lessons

Google Slides Lesson K/1

Google Slides Lesson Gr 2/3

​

​

7 of 22

PUBERTY (Gr 4-7)

​

Fast Facts

  • All bodies start with similar anatomy in utero, forming from 8 weeks onward into “sex assigned at birth”: female, male, intersex
    • female: vulva, ovaries, clitoris.
    • male: penis, scrotum, testicles.
    • intersex: variations in reproductive or sex anatomy
  • Breasts and areolas, clitoris>penis, ovaries>testicles, labia>scrotum, urethra, anus, fallopian tubes>vas deferens, ova>sperm, semen/vaginal fluid
  • Puberty takes about 6 years to fully develop. Pituitary in brain stimulates production of estrogen and testosterone: Emotional, Social, Physical, Mental changes. (sleep hygiene), when to get help (8 dimensions activity)
    • Changes all bodies experience: hair in armpits/pubic area, sweat, body odor, oil production, acne, mood swings: mads/sads/glads, sex drive, self stimulation/masturbation
    • Changes due to estrogen (ovaries) breast dev’t, vaginal discharge, menstruation
    • Changes due to testosterone (testicles): erections, wet dreams, voice changes, hair growth,
      • Demo items in a hygiene kit

​

  • Some trans* folks may seek hormonal medical support to transition through puberty in a way that aligns with their gender identity
    • Puberty for transitioning folks
  • Demo use of menstrual products: pads, tampons etc
  • Hygiene: Bathing, managing body odor, oral care, preventing bladder/fungal infections, safe use of razors

​

Resources

​

​

​

Lessons

  • TeachingSexualHealth.ca
  • Google Slides Puberty Gr 4-8
  • Am I Normal? Preteen Lesson

​

8 of 22

HONORING DIVERSITY & CARING BEHAVIOURS IN FAMILIES AND GROUPS (K-3)

​

Fast Facts

  • All families are different
    • Celebrate variations which could include: In care, 2 dads, 2 moms, single parent, mom and dad, two households (divorced), widowed, live with grandparents etc
  • Each person has differences that make them unique and who they are. Affirm and celebrate the diversity of identities
    • Every person has an assigned sex at birth, a gender identity, are affected by gender stereotypes, have gender expressions, and a sexual orientation (who they love/choose as a partner/marry)
  • Challenge gender norms and stereotypes (including masculinity and femininity, the way we group kids, gender expression: hair/clothes/names)
    • How are people treated when they don’t fit into rigid categories created by society
  • Consequences of bullying, discrimination, stereotyping

Resources

​

  • Discussing Gender for Primary Kids Script
  • Info (kidshelpphone website)
  • Kids Help Phone LGBTQ Tools and activities for students
  • SOGI 123 Links to LGBTQ resources
  • When it’s ok to say ‘gay’ poster
  • Story Books:
    • ‘Introducing Teddy’
    • ‘I Am Jazz’
    • ‘Red A Crayon Story’
    • ‘Who Are You? The kid’s guide to gender identity’
    • A Family is a Family
    • And Tango Makes Three
    • In Our Mother’s House
  • Sesame Street’s Town Hall on Racism
  • The Family Book Activity
  • http://www.tod dparr.com/imgs/fun/todd_parr_kit.pdf

�

​

Lessons

​

9 of 22

INFLUENCES ON IDENTITY: �Gender, Sex, Orientation (Gr 4-7)

​

Fast Facts

  • Factors which influence our identity (who we are by nature/biology, environmental factors, and who we learn to be based on culture/social constructs)
  • Understand the various independent components of one’s identity: every person has an assigned sex at birth, a gender identity, are affected by gender stereotypes, have gender expression, and a sexual orientation
  • Critically analyze how one’s ‘sex’ and ‘gender’ are socially constructed
  • Challenge gender norms and stereotypes (including masculinity and femininity)
  • Acknowledge limitations of binary categories we have placed on human sexuality (which is much more complex than 2 categories)
  • How are people treated when they don’t fit into rigid categories created by society
  • Affirm and celebrate the diversity of identities, expressions, and orientations
  • Consequences of bullying, discrimination, stereotyping (focus on homophobia, transphobia)�

Resources

�

​

Lessons

  • TeachingSexualHealth.ca
  • Google Slides Sexual Identity Gr 4-12
  • SOGI 123:

K/1/2/3/4 English Language Arts & Arts Education - Gender and Labels

K/1/2/3/4 English Language Arts - LGBTQ+ Families (EN/FR)

2/3 English Language Arts & PHE – Gender Identity (EN/FR)

2/3/4/5 English Language Arts & PHE– Questioning Gender Expectations (EN/FR)

4/5 Physical and Health Education – Gender Identity, Media and Stereotypes (EN/FR)

4/5/6/7/8/9 English Language Arts – Exploring Phobias

5/6/7 English Language Arts & Arts Education - Gender and Diversity

5/6/7 Social Studies - LGBTQ+ Human Rights (EN/FR)

5/6/7 Arts & PHE – Gender Stereotypes and Bullying (EN/FR)

6/7 PHE & English Language Arts – Gender and Appearance in Media (EN/FR)

​

10 of 22

RESPONDING TO DISCRIMINATION, STEREOTYPING, RACISM (Gr 3-7)

​

  • Advocating for the well-beings of others connects us to your community
  • Acknowledge difference, challenge intolerance, seize teachable moments, encourage activism
  • Terms:
    • Discrimination: unjust treatment due to race/sex/age
    • Stereotyping: a widely held but fixed and oversimplified image or idea of a particular type of person or thing.
      • Stereotypes make one story become the only story
      • Media’s influence on common stereotypes and preconceived notions
    • Racism: prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that one's own race is superior.
      • how systemic racism works
  • Bullying has psychological, physical, social, academic effects
  • How to be an Upstander, respond and be assertive

​

​

RESOURCES

​

​

Lessons

  • TeachingSexualHealth.ca
  • Lesson on Discrimination
  • Gr 3-6/6-8+ Mini Lessons

11 of 22

HEALTHY FRIENDSHIPS (Gr 3-7)

​

Fast Facts

  • Healthy standards (communication, respect, trust, etc.)
  • How to have healthy friendships
  • Personal boundaries and how to assert them
  • Unhealthy friendships: (lie, pressure, guilt, control, isolate, exclude, etc.)
  • Conflict resolution skills�

RESOURCES

​

Lessons

  • TeachingSexualHealth.ca
  • Kids in the Know Power Points Gr 3/4 and 5/6 and 7/8
  • Importance of Friendship Gr 6/7
  • Getting Along Gr 6-8
  • Conflict Resolution Gr 6-8

​

12 of 22

HEALTHY RELATIONSHIPS (Gr 7)

​

Fast Facts

  • How relationships change and evolve
  • Different types of relationships: friendship, dating, committed, monogamous etc
  • Healthy standards (consent, communication, respect, trust, etc.)
  • How to have healthy friendships
  • Personal boundaries and how to assert them
  • Unhealthy relationships, reg flags: lie, cheat, pressure, guilt, control, isolate, etc.)
  • Dating violence
  • Lust vs love vs control
  • Anger as a secondary emotion
  • How to get out of an unhealthy relationship/break up
  • Conflict resolution skills�

RESOURCES

  • Amaze: Short animations
    • dealing with rejection
    • how to be a good listener
    • is it Love?
  • Dealing with friend troubles
  • Dating
  • Types of communication Diagrams
  • Love is Respect.org Everything relationships
  • Love is Respect.org Quizzes
  • How do you know if you’re in an unsafe relationship checklist
  • What Makes a Relationship Healthy Infographic
  • Poster: Greek Words for Love
  • Kids Health: Conflict Resolution Skills Lesson
  • The Fourth R Skills for Effective Relationships Mini Videos

Lessons

​

13 of 22

STRATEGIES TO USE IN POTENTIALLY �ABUSIVE, UNSAFE, EXPLOITATIVE SITUATIONS (K-3)

​

  • Communication skills:
    • negotiating boundaries
    • being assertive
    • passive
    • aggressive
  • Delay and Refusal skills
  • Lures/tricks of exploiters
  • Using instincts to sense danger
  • Using technology:
    • privacy online
    • consent
    • how to report and get help

RESOURCES

​

Lessons

  • Kids in the Know Lessons
  • Kids in the Know PowerPoints: Friendships and Boundaries Gr 3-8

14 of 22

STRATEGIES TO USE IN POTENTIALLY �ABUSIVE, UNSAFE, EXPLOITATIVE SITUATIONS 4-7

​

  • Communication skills:
    • negotiating boundaries
    • being assertive
    • passive
    • aggressive
  • Delay and Refusal skills
  • The cycle of abuse: reporting, getting help
  • Using instincts to sense danger
  • lures/tricks of exploiters
  • Using technology:
    • sexting
      • it is a crime to share private images w/o consent
    • privacy online
    • consent
    • exploitation
    • how to report and get help

RESOURCES

Lessons

​

15 of 22

CONSENT (gr 6/7)

Fast Facts

  • Consent is giving/asking for permission for something to happen
    • Any sexual activity requires consent: including kissing, touching etc.
    • Grabbing, touching, stalking, exposing to pornography etc. all can be considered sexual assault
    • People under 12 cannot consent to any sexual activity
    • People under 18 are protected by age of consent laws
  • Age, power, authority, substance use are some determining factors
  • An enthusiastic YES! What it is, looks like, sounds like, how to negotiate consent, can be retracted
  • What is isn’t: silence, no, body language, alcohol/drug facilitated sexual activity (date rape)
  • Alcohol: you can’t consent if drunk/high (signs of intoxication: slurring, stumbling, etc.)
  • Consent refers to sharing of private pictures: you cannot share a picture someone sent you unless they give consent. If they ask you to delete a private pic you must.
  • Other activities that are private: sleeping, changing, showering, going to the bathroom: someone cannot watch you do these things, take pictures of you or or touch you (while sleeping etc)

RESOURCES

Lessons

​

16 of 22

MEDIA LITERACY: PORNOGRAPHY

(edit for gr 4-7)

  • Healthy relationships are based on trust, respect, communication, and consent: all things that pornography lacks, and often involves the exploitation of someone (often females).
  • Not a realistic guide for what real life partners would really want/expect
  • Porn is like a sports highlight reel of a sports event (only focused on exciting moments (simulated)
  • In recent years pornography has shown more violent, degrading, abusive, non-consensual acts, and choking, name calling, slapping etc which viewers try to replicate/mirror in their real lives.
  • Damage caused by pornography may include:
    • peer to peer sexual abuse of children, 
    • pornography contributes to rape and sexual violence, misogyny
    • addiction (signs of addiction)
    • body dismorphia
    • misunderstanding of connection, intimacy and pleasure
    • children exposed to pornography may act out sexually with other children, pornography shapes attitudes and values, interferes with a child’s development and identity.
  • It affects the reward centre in the brain: creating new pathways seeking dopamine if exposed as brain is developing.

Q: How does pornography change the way teens think about sex?

RESOURCES

  • Show commercial from Keep it Real Online
  • Reward Foundation
    • Videos
    • The Adolescent Brain
  • Fact sheet: porn and mental health
  • Pornography effect on developing brains videos
  • What to say to kids about porn
  • Video to show students: things you didn’t know about porn

​

Lessons

​

​

17 of 22

COMMUNICABLE/ NON-COMMUNICABLE DISEASE (Gr 4-5)

​

Infections kids can get and are communicable (for example:)

​

RESOURCES

  • Meningitis Video 4 min
  • Visit Kids Health.org
  • Diabetes Teacher’s Guide
  • Cold and Flu Teachers Guide
  • HIV Teachers Toolkit

Lessons:

​

  • Northern Health Communicable Diseases Lessons Page 27 and 49

​

18 of 22

SEXUAL DECISION MAKING (Gr 7)

​

Making healthy and safe decisions in your life requires knowledge and understanding. You need to know yourself and what your standards are. You also need to know what the qualities are in a healthy relationship. Sexual decision making means you understand the pros and cons of your choices and are able to lower your risks with the information you have.

  • Get to really know your personal and family values
  • Develop your own standards
  • Practice asserting your boundaries
  • Be able to communicate worries, hopes, fear, risks with your partner
  • Knowing when you are ready (mentally, emotionally, physically, relationship wise)
  • Knowing if your partner is ready (asking for consent!!)
  • Practice ways out of unhealthy or risky situations
  • Prevent any potential harm (STIs or unplanned pregnancies)
  • Access to healthcare
    • Options for Sexual Health, NAC Youth Clinic, School Wellness Centres, Walk in Clinics, Doctors, Grant Avenue Youth Clinic etc

RESOURCES

Lessons

​

19 of 22

REPRODUCTIVE SYSTEM (Gr 6-7)

REPRODUCTIVE SYSTEM

​

Human reproduction is any form of sexual reproduction resulting in human fertilization. It typically involves sexual intercourse between a man and a woman or the female reproductive system and male reproductive system. During sexual intercourse, the interaction between the male and female reproductive systems results in fertilization of the ovum by the sperm.

​

Review reproductive, endocrine, excretory

The parts you have (ovaries or testicles) will determine the changes your body goes through during puberty

  • Start puberty between 8-16, development takes approx 6 years
  • Sexual identity: chart Sex Assigned @ Birth vs Gender Identity vs Orientation vs (trans resources for students and families)
  • Chart (using inclusive lang) comparing body changes that happen due to testosterone/testicles or due to estrogen/ovaries, demo a hygiene kit
  • For some trans people they will take hormone suppressants and for some they will take hormones which match their gender identity during puberty

Ovaries: estrogen: hips widen, breasts, menstruation (videos on www.amaze.org)

  • Periods 3-8 days about 1/month, pms, cramps, pads/tampons, hymen, vaginal discharge

Testicles: testosterone: hair, voice, erections/ejaculation (videos on www.Amaze.org)

  • Erections happen for many reasons: tired, no reason, have to pee, thinking about something exciting, testicular health

These hormones also cause: mads/sads/glads

  • Mental wellness strategies (sleep hygiene), when to get help (8 dimensions activity)

Increase sex drive: how to manage feelings/emotions (do no harm)

  • Personal boundaries (pg 21 KIK gr 7 physical, social, emotional, sexual)
  • Assertiveness skills (pg 56 KIK gr 7 be direct, leave, humour, excuse, ignore, repeat, blame)

See ‘Skills Videos’ on Scope and Sequence

  • Normal to be curious:

Porn on developing brain (see website ‘media influences: porn literacy)

Affects new dopamine pathways, increase sexual violence, models abusive/exploitative sexual relationships

​

​

​

RESOURCES

​

Lessons

​

20 of 22

Practices The Protect Against Life Threatening Communicable Diseases & STIs (Gr 6/ 7)

    • HIV/AIDS
    • hepatitis B and C
    • meningococcal C
      • Practices:
          • Avoid exposure to fluids that transmit disease
            • safe use of needles
            • (meningitis) saliva/kissing/oral fluids
              • hand washing
              • covering mouth when coughing
              • washing hands after sneezing and/or coughing
              • staying away from others when sick
              • not sharing liquids, lip chap/gloss, cigarettes/vapes
            • (STIs) blood, breastmilk, vaginal fluid, semen, rectal fluid
              • Abstain
              • Limit number of sexual partners in your life
              • get tested for STIs regularly
              • get vaccines
              • Condoms

CONDOMS

​

  • Internal and external condoms (vaginal or anal sex) and dental dams (oral sex)
  • Reduces risk significantly during oral, vaginal or anal sex of most STIs and pregnancy
  • What is the method, instruction, effectiveness, material for each
    • Highlight: latex/polyurethane prevent STIs and pregnancy, sheepskin does not protect against HIV
  • Use of lubrication during vaginal or anal sex to increase effectiveness
  • Condoms DO break if not used properly
  • Must be used for vaginal/anal sex EVERY TIME unless:�– Want to get pregnant�– Have been tested for STIs and in a monogamous relationship and (if having vaginal sex) female is on birth control
  • Condoms are free at Options for Sexual Health, or the school wellness centres, or the NAC youth clinic.

​

RESOURCES

​

  • Scarleteen: Condoms q and a
  • External (male) Video demo
  • How to put on an external condom instructions and printable guide
  • Female (internal) condom demo
  • Dental dams

​

21 of 22

TYPES OF TOUCH AND RISKS�STIs and PREGNANCY (Gr 6/7)

​

Safe, healthy touch is what all humans need to thrive. Things like hugs, cuddles, holding someone you love, a kiss of the forehead. The way safe touch makes us feel: safe, loved, cared for. All touch must be consensual: no one can touch your body without your permission (an enthusiastic Yes!)

There are many ways to show you care for someone without touch: Quality time together, write a note, text, go on a walk together, bring them flowers, eat together etc…

Sexual touch may feel good but has some serious risks including: unplanned pregnancies, sexually transmitted infections (STIs), pain and regret, to name a few. It is up to each person to make healthy decisions and choices that will reduce their risks.

What touch is unsafe touch= Causes pain, has risk of virus/bacterial infections(STI), is non-consensual, damages body in any way

​

Levels of Risk for STIs With Each Type of Touch:

The only 100% way to not be at risk is to abstain (not to do it), or to touch in ways that don’t involve bodily fluids. The healthiest choice for young people is to abstain as long as possible. Most people don’t become sexually active until after high school (McCreary Survey 2013), and for many, they wait until they are in long term relationships and for some they wait until they are married. Some people are asexual, meaning they do not have sexual feelings for others and they may choose not to have sex. Some choose not to be sexually active for other reasons.

​

RESOURCES

Go Ask Alice: Q and A

Sexand U.ca Sexual Activity info

Options for Sexual Health: Levels of Risk link

Options for Sexual Health: Reducing risk info

Immunize BC: Vaccination for HPV

CATIE: STI booklet

TOUCH IS RISKY When:

Body Fluids (semen, vaginal fluid, rectal fluid, blood, breast milk)

TOUCH

Dark, wet, warm body parts (mouth, eye, anus, vulva, penis)

*for following table consider if the type of touch involves any of the fluids or body parts above

TYPE OF TOUCH

 RISK OF STI/ PREGNANCY

WAYS TO LOWER RISK

NOTES

Holding hands, hugging

​

Pregnancy: NO

​

STI: NO

Seek consent

​

Kissing,

hands/fingers on genitals,

body rubbing (clothes on)

Pregnancy: NO

​

STI: LOW

Seek consent

No kissing with cold sores

No fluid transfers from genitals to hands to other’s genitals

​

​

Oral sex

(mouth in contact with genital area)

Pregnancy: NO

​

STI: MED/HIGH

​

Seek consent

No sexual contact without STI screening

No sexual contact if STI symptoms on genitals/open skin in mouth or genitals

Use of barrier method (condom/oral dam)

​

Many STIs are asymptomatic

=STI screening required

Vaginal sex

(penis in contact with vulva)

Pregnancy: HIGH

​

STI: HIGH

​

Seek consent

No sexual contact without STI screening

No sexual contact if STI symptoms on genitals/open skin in mouth or genitals

Use of barrier method (condom/oral dam)

Use of contraceptive (birth control)

Withdrawal before ejaculation in combination with barrier methods/contraception lower risk

Many STIs are asymptomatic

=STI screening required

​

Anal sex

(penis in contact with anus)

​

Pregnancy: LOW

*due to close proximity of vagina/anus

​

STI: HIGH

​

Seek consent

No sexual contact without STI screening

No sexual contact if STI symptoms on genitals/open skin in mouth or genitals

Use of barrier method (condom/oral dam)

Withdrawal before ejaculation in combination with barrier methods lower risk

Many STIs are asymptomatic

=STI screening required

​

Lessons

​

​

22 of 22

SEXUALLY TRANSMITTED INFECTIONS�(STIs) Gr 6/7

OVERVIEW

Sexually Transmitted Infections (STIs) are diseases and infections that are spread through sexual touch. They are only preventable by abstaining, but one can lower their risk of contracting one by: avoiding high risk touch, knowing signs and symptoms, getting tested regularly, ensuring partner is tested, limiting number of partners, and using condoms.

Statistics and prevalence: approx. 5 in 6 people will get an STI in their lifetime, 8 in 10 will get HPV, 1 in 4 Herpes Simplex Virus 2 (HSV2) for example. STIs are not linked to cleanliness, promiscuity, appearance, reputation (stigma). If you are sexually active, go get checked regularly (STI test for free at a Doctor or clinic)

Viral: (No cure but symptoms can be managed in some cases with medications) Hepatitis, HIV, Herpes (HSV), Human Papillomavirus (HPV)

Bacterial: (Curable) Chlamydia, Gonorrhea, Syphilis, Bacterial Vaginosis (BV), Trichomoniasis

Infestations: (Curable) Scabies, Pubic Lice

Transmission�– Skin to fluid (mucus membranes: mouth, eye, vulva, anus, penis)�– Exchange of Fluids (semen, vaginal fluid, rectal fluid, blood, breast milk)�– Proximity (skin to skin rubbing: HSV, HPV)

​

RESOURCES

​

SYMPTOMS:

Ranging from none (likely), to:

  • pain
  • lumps
  • sores
  • abnormal discharge
  • strong odor
  • warts
  • rash
  • itching

SHORT AND LONG TERM CONSEQUENCES

  • embarrassment
  • pain
  • cancer (throat, anal, penile, cervical)
  • infertility
  • death

​

PREVENTION

  • Abstain
  • PAP test: for those with vulvas, when sexually active or after age 24
  • HPV and Gardasil vaccines all genders
    • free in school vaccinations for grade 6 (male and female), or grade 9 (female)
    • free at Grant Avenue Health Clinic for females under 23 and those having higher risk sex
    • up to $500 at the Doctor (may be covered by some health plans)
  • STI testing (always free at Options for Sexual Health, Doctor, Walk In Clinic)
  • Testing often done via swab, urine sample or blood test
    • New testing methods include self-swab for Chlamydia/Gonorrhea
  • Barrier methods (latex or polyurethane internal/external condoms, dental dams)
  • Limiting number of sexual partners

Lessons

​

​