Sex Education In California Essay

California teenagers continue to have rates of unintended pregnancy and sexually transmitted infections (STI) that would be considered a crisis in many countries. In fact, teen birth rates for California are higher than those for every other Western democracy in the world.1 This raises the question of whether the state's public schools are adequately educating young people about their sexual health. High schools and middle schools need to teach younger students to prevent any type of diseases or pregnancies now that some parents don’t have the time to sit with their children and talk about it or some parents feel uncomfortable talking about it. Sex education is more likely to prevent teenagers from having sex or at lease having protected
sex. Sex education is the imparting and acquiring of knowledge through teaching and learning of sexual activities and sexual behavior. Sex education is now growing all over the world starting at adolescence. Therefore sex education should be introduced at high-schools because it informs individuals about the different types of Sexually Transmitted Diseases, enhances the knowledge of ethics and morals, and discouraging unwanted pregnancies. Sex education should be introduced at high-school because it informs individuals about the different types of STD’s.

Most adolescents in the United States receive some form of sex education at school at least once between grades 7 and 12; many schools begin addressing some topics as early as grades 4 or 5.
However, what students learn varies widely, because decisions are so decentralized. Many states have laws governing what is taught in sex education classes or allowing parents to opt out. For example I wasn’t taught much at all really because the things they told me didn’t really convince me of what sex prevention really was, it just sounded like nothing but words that showed nun importance. Schools should be teaching all types of different sex intercourses out there that are more commonly used. For example, experts at University of California, San Francisco also encourage sex educators to include oral sex and emotional concerns as part of their curriculum. Their findings also support earlier studies that conclude that sexual risk-taking should be considered from a dynamic relationship perspective, rather than solely from a traditional disease-model perspective. Prevention programs rarely discuss adolescents social and emotional concerns regarding sex discussions about potential negative consequences, such as experiencing guilt or feeling used by one's partner, may lead some adolescents to delay the onset of sexual behavior until they feel more sure of the strength of their relationship with a partner and more comfortable with the idea of becoming sexually active. Identification of common negative social and emotional consequences of having sex may also be useful in screening for adolescents at risk of experiencing more-serious adverse outcomes after having
sex.