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Inclusive Education Is Life-Saving: LGBTQ Students Deserve Better Sex Ed

By Sanjana Sharma

In classrooms across the country, physical education and health teachers stand in front of the classroom explaining sexually transmitted diseases, diagrams depicting male and female reproductive anatomy, and strategies for disease prevention. But for millions of students around the world, the identities and demographics that they do not address has an overwhelmingly harmful effect of propagating stigma and bias.

Despite growing visibility and acceptance of LGBTQ+ identities over recent years, most sexual health education in North America continues to be largely heteronormative: focused exclusively on heterosexual relationships and cisgender bodies. Additionally, there are parts of the country where abstinence is being pushed as the “norm” to prevent sexually transmitted diseases. It leaves LGBTQ+ youth on the margins, invisible and unacknowledged in curricula meant to promote safety and well-being for all students. Having a lack of sexual health education that pertains to LGBTQ students largely makes students of this identity feel more vulnerable and unsupported, while spreading misinformation. This exclusion isn’t just a missed opportunity. It’s a public health failure – and a moral one.

LGBTQ+ youth are more likely to experience bullying, mental health struggles, and homelessness. Data from the CDC demonstrates that students on the LGTBQ spectrum are more likely to attain sexually transmitted diseases, particularly HIV and syphilis. Young men who have sex with men account for at least two-thirds of new HIV infections in persons aged 13-29, as well as new syphilis cases in this age group as well. In the case of both diseases, men from backgrounds of color are particularly affected. Young women on the LGBTQ spectrum are more likely to have unintended pregnancies and are more likely to contract STDs/ STIs, as compared to female students who identify as heterosexual. Transmasculine youth are also found to have higher rates of unintended pregnancies Research has shown how women who have previously dated men and women are at a higher risk of experiencing dating violence and coercion. LGTBQ youth often turn to substances and recreational drugs as a coping mechanism in the aftermath of structural discrimination and marginalization, with a higher prevalence of substance abuse in LGBTQ populations compared to heterosexual counterparts. Overall, suicide rates are higher in LGBTQ youth compared to heterosexual youth, and seeing the blunt disparities of disparities in sexual health of LGBTQ youth raises an area of concern that could be contributing to the higher suicide rates. Since LGBTQ youth experience more negative sexual health outcomes than their peers, schools across the country offering inclusive sexual health education would be a step in the right direction.

To work towards a solution, it is important to understand the funding and legal landscape regarding sexual health education in North America. A summary of the development of sexual health education in North America is as follows: Abstinence Only Until Marriage education (AOUM) received funding in the early 1980s under the Reagan administration. This curriculum design emphasized the failure rates of condoms and birth controls, while largely excluding and not addressing LGBTQ sexual health or identities. Heteronormative relationships was the foundation that sexual health education was created on. The advancements began during the Obama Administration, in the 2010s. Two funding programs: Teen Pregnancy Prevention Program and Personal Responsibility Education Program supported addressing safe sexual health practices in adolescent populations and more open, inclusive discussions on reproductive health, as a whole. In the present day, AOUM has rebranded into Sexual Risk Avoidance (SRA) and unlike the programs by the Obama Administration, there is less evidence supporting the effectiveness and inclusivity of SRA regarding positive sexual health outcomes in adolescent populations nationwide. The federal perspective on sexual health is powerful as it sets the tone for norms of sexual health in North America, thus having the potential to manifest as bias and stigma.

While funding and broad, generalized guidance on content of sexual health education in high schools comes from the federal perspective, each state has the freedom to decide specifics on what topics and areas of sexual health are addressed, and in what depth. Planned Parenthood and the SIECUS: Sex Ed for Social Change report that within the past three years: Sex education is legally mandated in 29 states and the District of Columbia. When sex education is provided in schools, only 18 states require that the instruction be medically accurate; 32 states and the District of Columbia require that the information be appropriate for the students’ age; eight states require culturally responsive sex education and HIV/STI instruction, and 16 states and the District of Columbia require that information on birth control be provided. In some states, laws outright ban the discussion of same-sex relationships or gender diversity in classrooms. Other states permit such content but leave it up to local discretion, resulting in patchwork access and wide disparities. While there has been an overall progression since the 1980s centered on AOUM education, there is still room for improvement and the looming threat of a disguised comeback of AOUM under current executive administration. This makes it urgent, that keeping the negative sexual health outcomes in mind, now is the time to advocate for a more inclusive, brighter future for all of America’s youth.

This op-ed is a call to action that the solution is simple, yet politically charged: sexual health education must be inclusive of LGBTQ+ identities. Inclusive sexual health should entail teaching about a spectrum of sexual orientations and gender identities in age-appropriate ways. It means including discussions of sexual practices relevant to same-sex couples, explaining STI prevention beyond condom use, and acknowledging the health needs of transgender and nonbinary individuals. Preventative medical care is a dynamic field in the present day, and the younger generation should be educated on ongoing efforts and developments. Furthermore, it is beneficial to show how healthy relationships come in many forms – not just between a man and a woman. Beyond physical health, inclusive sex ed also supports mental and emotional well-being. Affirming students’ identities helps reduce stigma and shame – two powerful drivers of isolation and self- harm among LGBTQ+ youth. When a young person sees themselves represented in a lesson plan, it tells them they belong.

There are solutions in the present day, at the level of national non-profit organizations and national or local research initiatives that support and advocate for LGBTQ inclusive content in sexual health curriculum. The Sexual Information and Education Council of the United States (SIECUS) is a leader in sexuality and sexual education, publishing research, books and distributing resources to communities nationwide on health literacy and education regarding sexual health. SIECUS has worked closely with Planned Parenthood to enact change at the local, state and federal levels on how sexual health should be taught in K-12 schools.

A 2023 research study established a FLASH sexual health education curriculum, developed by a county public health department for high school students, as a means to reduce homophobia and transphobia occurring in local high schools. Inclusive content consisted of overrepresentation of LGBTQ individuals in examples and case scenarios, depicting LGBTQ identities in safe and healthy relationships, facilitating safe spaces for discussion on various aspects of one’s identity (sexual orientation, gender, ability, ethnicity, etc.) and how that can influence their sexual health.

A final note regarding proposing solutions, in times of progressive beliefs and increasing advocacy, those in places of influence and position, such as medical professionals, local and government officials, influencers, community organizations, nonprofits should utilize their platforms to mobilize support, resources and public health education towards positive sexual health outcomes for LGBTQ individuals. This can have greater results of creating safe environments in schools and communities, as bias and stigma. Now more than ever, sexual health education in North America needs to continually be reformed to be more inclusive towards individuals of LGBTQ health, for a healthier rising generation.

References

  1. Roberts, M. (2020). New CDC Data Shows LGBTQ Youth are More Likely to be Bullied Than Straight Cisgender Youth. Retrieved from https://www.hrc. org/news/new-cdc-data-shows-lgbtqyouth-are-more-likely-to-be-bullied- than-straight-cisgender-youth
  2. Division of HIV/AIDS Prevention, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control and Prevention. (2019). HIV and Transgender People. Retrieved from https:// www.cdc.gov/hiv/group/gender/transgender/index.html
  3. Kesler, K., Gerber, A., Laris, B. et al. High School FLASH Sexual Health Education Curriculum: LGBTQ Inclusivity Strategies Reduce Homophobia and Transphobia. Prev Sci 24 (Suppl 2), 272–282 (2023). https://doi. org/10.1007/s11121-023-01517-1
  4. Meyer, I.H. (Sep 2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. Psychological Bulletin, 129(5), 674-697
  5. Jewell, Tess I, and Elizabeth M Petty. “LGBTQ+ health education for medical students in the United States: a narrative literature review.” Medical education online vol. 29,1 (2024): 2312716. doi:10.1080/10872981.20 24.2312716
  6. O’Farrell, Muire et al. “Examining LGBTI+ inclusive sexual health education from the perspective of both youth and facilitators: a systematic review.” BMJ open vol. 11,9 e047856. 2 Sep. 2021, doi:10.1136/ bmjopen-2020-047856

Sanjana Sharma

MS, 2023 Cohort,
Hackensack Meridian School of Medicine

Sanjana is a third year medical student at Hackensack Meridian School of Medicine in New Jersey. She graduated with honors from UC San Diego with a BS in Human Biology and a minor in Global Health. As a medical student, she has leveraged her leadership, research, and community outreach experiences to launch initiatives and advocate for equitable health outcomes among underserved populations. She is passionate about using patient- centered education, culturally competent care, and interdisciplinary collaboration to empower patients and advance reproductive health justice.