Welcome to the �Sexual Health Education Professional Development!�

If you have not done so already, please complete the brief online survey that was emailed to you prior to attending this Professional Development.

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Day 1: Planting the Seeds

Building Background Knowledge for the Sex Ed Classroom

Media Policy

Training participants are not allowed to film, record, or photograph training presentations, other participants, PowerPoint slides, and training materials without prior written permission from Resource Teacher Rachel Miller.

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• Restrooms
• Trash cans
• Cell phones on silent
• Take care of your needs

Introduction Activity

Please share with us:

• Name
• School Site
• Comfort Level
• Share a fear, concern, or something you’re looking forward to (optional)

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1 = Terrified!

10 = Confident!

Zones of Comfort

Panic Zone Stretch Zone (ZPD) Comfort Zone

⚠️Content Warning ⚠️

Our training today will be discussing sex and sexuality, homophobia and transphobia, mental health, suicide, sexual assault, trafficking, drug use, violence, and other topics some people may find sensitive.

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Please take care of your needs.

������������Sexual Health Education Overview

www.planned.org

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Objectives

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• Become aware of Personal Beliefs.
• Focus on Functional Knowledge.
• Explain Gender, Sex, and Sexual Orientation.
• Create an Inclusive Classroom.
• Increase Comfort, Competence, and Confidence.

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Group Agreements

• Respect
• Take risks
• Knowledge does not equal experience
• Experience does not equal knowledge
• Respect confidentiality
• You have the right to pass
• ELMO – enough, let’s move on ☺
• Have fun!!

It Was Dusk ...

Setting the Stage…

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What Is Your Role As a Sexuality Educator?

What the Heck Are They Doing?

What Do YOU Believe?

What do you believe to be true about the health behaviors of students in our district?

• This is an anonymous survey.
• Read each statement carefully.
• Select Myth or Fact based on what you believe to be FACT of our students.

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Youth Risk Behavior Survey (YRBS)

The YRBS is an anonymous survey, managed by the Centers for Disease Control and Prevention (CDC), and administered every other year in SDUSD high schools.

• Focuses on priority health risk behaviors among youth.
• Trend data can be used to assess the effectiveness of programs.
• Survey administration procedures are designed to protect students’ and schools’ anonymity and privacy.
• Internal reliability checks are performed by the CDC to identify the small percentage of students who falsify answers.

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SDUSD 9^th–12^th graders in 2023:�

• MYTH 27.9% have had sex (ranging from 16.4% in 9^th grade to 46.1% in 12^th grade).
• MYTH Of these students, 18.1% had sex during the last 3 months.
• MYTH 27.1% had oral sex (19% in 9^th grade to 40.1% in 12^th grade).
• FACT 49.2% used a condom during last intercourse.
• MYTH 12.2% reported having had sex between 11-14 years old.
• FACT 6.9% have been tested for HIV (5.7% tested for other STIs).
• MYTH 15.3% describe themselves as Lesbian, Gay, or Bisexual. (4.9% identify as Not Sure, 4.7% as Some Other Way but not heterosexual or straight, and 3.0% identify as Transgender.)
• FACT 13.9% have been harassed because someone thought they were lesbian, gay, or bisexual in the past year.
• MYTH 40.3% feel that they can talk to an adult in their family or another caring adult about their feelings always or most of the time.
• FACT 87.3% reported having received Sex Ed in school!

2023 SDUSD YRBS

Key Messages

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If you believe some of these MYTHs to be FACT, how could that impact what and how you’re teaching in your classroom?

What Works

• Family communication about sexual health
• Confidential, free, or low-cost access to birth control and sexual protection

• Comprehensive sexual health education
• Public health policies based on research

Rights, Respect, Responsibility

PROTECTIVE�LAWS AND POLICIES�FOR �SEXUAL HEALTH EDUCATION

Sexual Health Education Program

ASB, Athletics, Physical Education, and Sexual Health

SAN DIEGO UNIFIED SCHOOL DISTRICT’S �SEXUAL HEALTH EDUCATION PROGRAM

• Implements Sexual Health Education

in all schools grades 6, 8, and 10/Biology.

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• Facilitates students seeking Sexual Health Services

in the community.

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• Supports Safe and Supportive Environments

for all students.

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SEXUAL HEALTH EDUCATION REQUIREMENTS

CA State Requirements

• Required once in middle school and once in high school
• Promote sexuality as normal part of human development
• Age appropriate and medically accurate
• Inclusive and free of bias
• Communication with parents
• Instructors trained

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SDUSD Requirements

Grade 6 – 10 lessons

Grade 8 – 10 lessons

High School – 10 lessons

(CA Ed Code 51930-51939)

KEY MESSAGES

• Emphasis on abstinence and delayed onset
• Healthy, committed, monogamous

relationships

• If/when sexually active:
• Condom use
• Contraception
• Regular STI/HIV testing

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PARENTAL NOTIFICATION�AND REVIEW

• Parents must be notified of instruction and chance to preview materials:
• School site sends initial letter to parents and phone blast.
• Notify again at least 14 days prior to instruction.
• Suggest holding the Parent Preview at Open House, hosted by staff who will be implementing the curriculum.
• Recorded curriculum previews sent to parents.
• Curricular materials can also be viewed on SHEP’s website.

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(SDUSD Bulletin 85, CA Ed Code 51938)

PASSIVE CONSENT

(“OPT OUT”)

• Parent/guardian has right to excuse child from the comprehensive sexual health instruction.
• Parent/guardian provides (electronic) note to teacher.
• Consent is assumed if parent was properly notified and does not request exemption to school.
• Instructions for parents and staff on website.

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(CA Ed Code 51938)

CONFIDENTIAL HEALTH SERVICES FOR MINORS IN CALIFORNIA

• Minors of any age may consent to reproductive care:
• Pregnancy testing, birth control, condoms, abortion, and medical care related to pregnancy
• Minors 12 yrs or older may consent to STI/HIV services:
• Testing and treatment for STIs and HIV, including PrEP and HPV vaccines; outpatient mental health; ATOD services
• Students may be released from school to seek confidential services without parent notification or consent.
• Guidelines for Releasing Students for Confidential Medical Care

(CA Ed Code 46010.1, 48205.a.3, AP 6156)

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AVAILABILITY OF CONDOMS POLICY

Condom packets distributed:

• By trained School Nurses only
• To secondary students only (grades 6-12)

Parents’ rights:

• Are notified of the policy via Facts for Parents
• Can opt their child out of the program by writing a letter to their child’s school’s Health Office

Information about this program and online condom availability programs included in all sexual health units.

(BP 5141.25(a))

CONDOM POLICY LOGISTICS

Communicate with School Nurse:

• Provide instructional dates so that they can be prepared, order additional supplies, etc.
• Ask them for any protocols for students, such as availability, sign-up sheets, etc.

Communicate with Students:

• Explain protocols from School Nurse.
• Tell them to go to School Health Office separately, not as a group, since the School Nurse can only distribute condoms to students one-on-one and in a private setting.

(BP 5141.25(a))

CONFIDENTIALITY IN SCHOOLS

• SHEP recommends that adults not normally in the classroom (i.e.,

parents and administrators) not observe sexual health instruction

in the classroom to preserve confidentiality and a feeling

of privacy and safety among students.

• HIV status is confidential for staff and students.
• Pregnancy reported directly to School Nurse or Counselor is

confidential.

• Other staff may report a pregnancy only to a School Nurse or

Counselor, unless there is a medical emergency (in which case you

call 911, not parents unless the student explicitly asks you to)

(AP 6156).

• A student’s gender identity, gender expression, and/or sexual

orientation should remain confidential unless the student explicitly

states they wish otherwise (AP 0114).

SEXUAL ACTIVITY BETWEEN MINORS

• Sexual activity alone, including pregnancy, does not

necessarily imply sexual or child abuse.

• “Unlawful Sexual Intercourse” (a person under 18 years

having consensual sex) will typically not be prosecuted.

• Child abuse must be reported:
• Any sexual intercourse involving a minor (under the age of 18 years) that was coerced or involuntary.
• Follow district’s Mandated Reporter protocol.
• When in doubt, report the incident.

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Inclusive�Sexual Health Education

inclusive [in-kloo-siv] - including a great deal, or encompassing everything concerned; comprehensive

Personal Comfort Assessment

Tool

Sex vs. Gender

What Is Sex?

Biological sex includes hormonal, chromosomal and anatomical factors that make one male, female or intersex.

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What Is Gender?

Gender is a broad category that includes characteristics, identity, expression and roles.

Gender Terminology

• Gender Identity – Innate sense of being male, female or neither/both, and may not correspond to biological sex
• Gender Role – Characteristics attached to culturally defined notions of masculinity or femininity
• Gender Expression – Outward expression of gender, such as clothing, grooming, or behavior
• Gender Norms – Socially constructed standards for specific genders, can often result in unrealistic expectations

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Transgender Youth

Transgender is an umbrella term:

• Youth whose gender identity is different from their sex assigned at birth
• Youth who transition from one gender expression to the other (may or may not use medical assistance)
• Does not indicate sexual orientation
• SDUSD policy protects transgender students, their right to express their gender, and to choose school facilities and activities according to their expressed gender (AP 0114).

(NOTE – Cisgender refers to individuals whose gender identity is the same as the biological sex they were assigned at birth.)

Sexual Orientation

• An individual's physical and/or emotional attraction to gender(s)
• A person's sexual orientation is different from a person's gender identity.

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Gender Terms

• Transgender or “Trans” Typically defined as a person whose gender identity is different than their gender assigned at birth. Can include nonbinary people, though some nonbinary people choose not to claim the trans label. 
• Non-Binary Refers to a range of gender identities that are not strictly male or strictly female. Non-binary can also be an umbrella term encompassing identities such as “agender,” “genderfluid,” “genderqueer,” “bigender” and more.
• Queer or Questioning 
• Queer is historically a derogatory term and has now been reclaimed by LGBT and gender non-conforming people as a self-affirming term. The use of “queer” is defined by the individual. 
• Questioning refers to someone who is questioning or exploring their sexual orientation or gender identity and is unsure how to identify in that point in time. 
• Intersex General term used to describe individuals who have a different composition of sex hormones, chromosomes, and/or internal/external reproductive organs. Intersex refers to someone’s biological sex. 
• Cisgender individuals whose gender identity is the same as the biological sex they were assigned at birth.

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Sexual Orientation Terms

• Lesbian A term given to women who are attracted sexually and/or emotionally to other women. Women or non-binary people may use this term to describe themselves. 
• Gay A term given to men or masculine people who are attracted sexually and/or emotionally to other men or masculine people. It is sometimes used more broadly to mean a person of any gender attracted to someone of the same gender. 
• Bisexual A term given to people who are attracted sexually and/or emotionally to more than one gender. Sometimes used interchangeably with pansexual. 
• Queer or Questioning 
• Queer is historically a derogatory term, and has now been reclaimed by LGBT and gender non-conforming people as a self-affirming term. The use of “queer” is defined by the individual. 
• Questioning refers to someone who is questioning or exploring their sexual orientation or gender identity and is unsure how to identify in that point in time. 
• Asexual/Aromantic An asexual person is someone who does not experience sexual attraction, but may experience emotional attraction. An aromantic person is someone who does not experience romantic attraction, but may experience sexual attraction. Both asexuality and aromantic identities exist on a spectrum. 
• Pansexual Preferred term for people who are sexually and/or emotionally attracted to people of all genders, gender identities, and sexual orientations.
• Heterosexual/Straight: A term given to people who are attracted sexually and/or emotionally to some people of a different gender.

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Safe Campuses?

Of those students who identified at lesbian, gay, or bisexual:

• 12.5% did not attend school because they felt unsafe (8.1%*).
• 29.2% have been bullied at school (15.1%*).
• 26.5% have been electronically bullied (14.5%*).
• 67.1% felt sad/hopeless and stopped doing regular activities (32.5%*).
• 41.8% considered attempting suicide (14.4%*).
• 19.9% attempted suicide (6.3%*).
• Higher rates of eating disorders, alcohol, nicotine, and other drug use, and sexual activity and intimate partner violence

* Rate of heterosexual-identified students

2023 SDUSD YRBS

Social Stigma

Discrimination

Unsafe Schools

Ineffective Providers

Non-Accepting/Rejecting Family

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Behavior Risks

Being LGBTQ Is Not an Inherent Risk Factor

Protective Laws and Policies for LGBTQ Youth

All students have the right to feel safe on our campuses.

• Title IX law prohibits discrimination on basis of gender, gender expression, and sexual orientation.
• Sexual orientation, gender identity, and gender expression included in anti-bullying and non-discrimination laws and policies (BP 6381).
• Pupils are allowed to participate at school according to their expressed gender identity (AB 1266 and AP 0114), which includes non-binary identities.
• Schools are required to allow Genders and Sexualities Alliance (GSA) Clubs and Rainbow Groups on campus..
• A student’s gender identity, gender expression and/or sexual orientation must remain confidential unless the student explicitly states otherwise (AP 0114).

Online Bullying Reporting Form

www.sandiegounified.org/ReportBullying

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• School personnel are required to intervene when they witness acts of bullying (AB 9 “Seth’s Law”).
• For students, parents, community members to easily report student bullying.
• Email sent to school Principal and SDUSD’s Investigations, Compliance, and Accountability office.

Inclusive Classroom Example: Pronouns

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• One way to signal to your students that your classroom is a safe space for them is to model sharing your pronouns so that they feel comfortable if they want to share theirs. 
• I personally would not ask for pronouns out loud, as this can put people in uncomfortable positions. If you do, always make it optional. Instead, I would model by offering your own pronouns and making space for others to share. 
• A written activity with optional pronouns and preferred name at the beginning of a quarter/year/semester is a great way to get to know students. (Example included in your handouts).

How can you be inclusive in your classrooms?

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Brainstorm 3 things that you can do to make your classroom more inclusive!

SEXUALLY TRANSMITTED INFECTIONS

SUPPORTING HEALTHY RELATIONSHIPS

Our Student’s Experiences …

• 23.4% said that their partner had purposely tried to control them or emotionally hurt them within the past year. (*38.0%)
• 14.6% were forced by their partner to do sexual things that they did not want to do within the past year. (*26.3%)
• 6.4% were physically hurt on purpose by their partner within the past year. (*9.4%)
• LGB identified students are experiencing more sexual and emotional dating violence than their heterosexual peers.

*Rate of Gay, Lesbian, or Bisexual identified students

(2023 YRBS)

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Trauma Informed Instruction

• Be aware of the impact of trauma and a person’s individualized response.
• Recognize that all responses to trauma are normal.
• Work to create a sense of safety by being mindful of the environment, language, policies, and approaches to working with people in trauma.

Trauma explains behavior.

Trauma does not excuse behavior.

Relationship Violence

Types

• Emotional, verbal
• Physical violence
• Sexual assault, rape
• Human trafficking

Relationship Violence

Risk Factors

• Culture of acceptance
• Age
• Family life
• Wants and needs

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• School performance
• Change in behavior
• Change in appearance
• Substance abuse

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Warning Signs

Sexual Harassment

Unwanted:

• Sexual comments or innuendos
• Sexual gestures
• Discussions of sexual activity
• Pornography in texts/notes/emails/posts
• Repeated requests for dates or sexual activity

The recipient determines if the behavior is unwanted!

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Consent

Affirmative Consent – “Yes means Yes”

• Voluntarily Agrees
• Given Every Time
• Continuous
• Can Be Withdrawn
• Consent Cannot Be Given…..

-Under the influence

-Passed Out/Unconscious/Sleeping

-Under Direct or Implied Threat

-Disability May Impact Understanding

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What Is a Healthy Relationship?

A healthy relationship is based on:

Communication – Talking to partners without fear.

Respect – Partners’ values, wishes and feelings are important.

Compromise – Disagreements happen even in healthy relationships, and it is important to communicate and come to a mutual agreement.

Support – Relationships are about building each other up, not putting each other down.

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Office of Adolescent Health, Healthy Relationships, 2013

BRAINSTORM:

What Can You Do To Promote Healthy Relationships in Your Classroom?

What Can You Do?

Immediately

• Stop behavior every time
• Private conversation with student(s)
• Group discussion
• Contact administration
• Contact parent/guardian (if appropriate and safe)

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Referrals

• Refer to School Nurse, Counselor, Psychologist, Administrator
• Student Support website
• Guest speakers and videos (pre-approved by our program)

Report student-generated sexual harassment and relationship violence suspicions to School Principal immediately!

Additional Resources

Coming up! April 24, 2024

Racial Justice in Sex Ed Enrichment PD for trained 8^th grade and High School Sex Ed Teachers 

Youth Advocacy Trainings

YA offers amazing professional development opportunities focusing on culturally responsive teaching, LGBTQIA+ student support, anti-bullying, and student empowerment. Let us or the YA staff know if you’d like help implementing these workshops and trainings at your site.

SDUSD Equity Resources 

The SDUSD Equity and Belonging website has resources on classroom management, addressing hate speech and bias, microaggressions, and more.

Watch for the SHEP email newsletter for other training opportunities!

REPRODUCTIVE

ANATOMY

REVIEW

RATIONALE

• Medically accurate knowledge of reproductive anatomy and physiology is important for the discussion of:
• Sexuality as a normal part of human development
• STI/HIV and pregnancy prevention
• Use inclusive language as much as possible when referring to body parts.
• Anatomy refers to body parts.
• Physiology refers to how the parts function.

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REPRODUCTIVE �ANATOMY�OF PEOPLE �WITH A PENIS�-----------�“MALE REPRODUCTIVE �ANATOMY”

Front View

Penis

Vas Deferens

Urethra

Testicle

Epididymis

Scrotum

Prostate Gland

Cowper’s Gland

Seminal Vesicle

Bladder

1.

2.

8.

7.

6.

10.

5.

4.

9.

3.

Side View

Penis

Anus

Bladder

External View:

Male Anatomy

REPRODUCTIVE �ANATOMY�OF PEOPLE �WITH A VULVA�-----------�“FEMALE REPRODUCTIVE �ANATOMY”

Front View

Ovary

Ova / Egg

Fallopian Tube

Uterus

Vagina

Cervix

Labia

Vulva

3.

8.

7.

6.

5.

4.

2.

1.

External View

Mons Pubis

Labia minora

Anus

Urethral opening

Vaginal opening

Clitoris

Clitoral hood

Labia majora

FERTILIZATION

IMPLANTATION

Creating a Safe and Supportive

Environment

For All Students

Classroom Scenarios

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• Complete the “Classroom Reflection” handout.
• Share thoughts and reflections.
• Read “Tips for Creating a Safe and Supportive Environment for All Students” handout.
• Answer “Classroom Scenarios” in groups.
• Be ready to discuss!

Contact Information

Resource Teacher

• Summer Hellewell
• Sexual Health Curriculum and Training
• Teacher Supports
• (619) 725-5583
• shellewell@sandi.net

Resource Teacher

• Rachel Miller
• Program Coordinator
• Sexual Health Services
• LGBTQ Supports
• (619) 725-7121
• rmiller@sandi.net