On television, in the news, in magazines, and online, adolescents are immersed in a culture where sexuality and sexual images are commonplace. It seems that it cannot be a coincidence then, that teenage pregnancy and STD levels are shockingly high. With such a crisis occurring in the youth today, it is important that society takes a step back and examines how to solve the problem. The most obvious way of solving the teenage pregnancy and STD epidemic is prevention. Sex education is the best preventative measure, ensuring adolescents are informed enough to make responsible, healthy decisions about sexual activity. Even within the subject of sex education, there is great debate over the type of curriculum that should be used: an abstinence-only approach, which only advocates waiting until marriage, versus a comprehensive program, which provides students with information about contraceptives and STD prevention. There is, however, a middle ground; abstinence-focused education teaches the benefits of abstaining and encourages abstinence as the only sure way of protecting oneself from pregnancy and STDs, while also informing students about methods of birth control and STD prevention. This way, students can practice safer sex, should they choose to do so. Due to the alarming rates and consequences of teenage sexual activity and students’ need for a realistic, informative, and helpful approach, public schools should adopt an abstinence-focused sex education curriculum.
The abstinence-only approach is relatively new to the scene of sex education. This curriculum was first popularized in 1996, when Congress passed a welfare reform law allocating fifty million dollars annually to states offering abstinence-only sex education. These funds cannot be used to support curriculums that endorse birth control, but rather for programs that show that sex outside of marriage is likely to result in “harmful physical and psychological effects,” and that the avoidance of extramarital sex “is the expected standard” of human behavior. In May 2002, congress voted to extend this provision for an additional five years (“Abstinence-Only Education”). Prior to this act, most public high schools taught a comprehensive curriculum, educating their students on the risks of sexual activity, such as STDs, and how to protect themselves, specifically focusing on condoms not only as a method of birth control, but also as a means of preventing the spread of STDs (Schneider). However, the federal funding has encouraged many public schools to adopt abstinence-only curriculums, and yet the problems continue.
Teen pregnancy is much more prevalent in the U.S. than in any other industrialized nation; more than one million teenage girls become pregnant every year. Three million teenagers become infected with an STD each year, and gonorrhea and chlamydia are more common among teenagers than adults (Seagren). Society recognizes these problems and is seeking change. Public opinion supports educating students about the risks of sexual activity and offering ways to protect themselves: one study by the University of Pennsylvania found that “approximately 82% of respondents indicated support for programs that teach students about both abstinence and other methods of preventing pregnancy and sexually transmitted diseases.” The study summarized that “abstinence-only programs, while a priority of the federal government, are supported by neither a majority of the public nor the scientific community” (“Results”). It seems that parents want their children to be informed about the risks of sexual activity and the ways to protect themselves against these risks, so that teenagers can make knowledgeable decisions and be held accountable for the results.
Simply put, teaching abstinence-only sex education is unrealistic. Abstinence is not something that can be forced upon a person. When the time comes, students will have to make their own decision about whether to engage in sexual activity. And students are choosing to have sex. Adolescents are becoming sexually active at increasingly younger ages. In a survey conducted by the CDC in 1993, “more than 43% of ninth grade boys and more than 31% of ninth-grade girls report having had sexual intercourse” (“Sex Education: Statistical Update”). Therefore, it is unrealistic to ignore the teaching of safe sex practices and the consequences associated with sexual activity. By doing so, we are only endangering the lives of the many students who choose not to abstain. Instead, by offering information about how to protect against unwanted pregnancy and STDs, an abstinence-focused program allows students to make safe, smart decisions about sexual activity, while also learning about the many physical, emotional, and mental benefits of abstinence (Brody). Tamara Kreinin, president of the Sexuality Information and Education Council of the United States, notes the inevitability of the presence of sex in the lives of adolescents: “Young people are going to learn about sex and our question has to be where do we want them to learn? From the media? From their friends? Or do we want them to learn from an educated, responsible adult?” (Masland). Clearly, Kreinin supports a curriculum of sex education that meets the needs of a youth immersed in a culture filled with sexuality and helps them to make responsible decisions based on factual information. An abstinence-focused program is tailored to meet the needs of all students. For those who do choose to abstain, they learn the many benefits associated with this decision. For those who are already having sex or will choose to engage in premarital sexual activity, information regarding pregnancy and STD prevention will help them to make smart decisions about their own sexual health (Weiten).
By educating students about the risks of sexual activity, abstinence-focused education can help to lower the pregnancy and STD rates among adolescents. For example, many abstinence-based sex education programs focus on proper condom use to prevent STDs and pregnancy (Wetzstein). A study by the CDC found that when condoms are used properly and consistently, there is only a 2% failure rate. However, in order to reduce the risks and achieve this 2% failure rate, students must be aware of the necessity of the condom’s use as well as informed on how to properly use it (Seagren). A January 2007 study by the CDC showed 86% of the decline in teen pregnancies between 1995 and 2002 could be accounted for by contraceptive use, while only 14% was attributable to teens abstaining from sex (“Update: Teen Pregnancy”). Informing teenagers about proper use of contraceptives makes a difference and can help lower teen pregnancy rates. Also, by presenting abstinence as a risk-free alternative to safe sexual activity, abstinence-focused sex education can contribute to the number of teenagers who do choose to abstain. A third of all teenagers who do get pregnant choose to have abortions, but perhaps, if adolescents were properly educated about how to prevent pregnancy, the need for abortions could be greatly reduced (“Update- Teen Pregnancy”). In fact, “people on both sides of the abortion debate agree that educating adolescents on preventing unwanted pregnancy is a major step toward reducing the need for abortions” (“Sex Education”). By supplementing information about safer sex practices with a focus on abstinence as the only guarantee against STDs and pregnancy, students can make the most informed decision possible and take accountability for their actions as well as the results.
Adolescents who are taught an abstinence-only curriculum are not properly educated about the risks of sexual activity and the ways in which to protect themselves. Students who are taught a comprehensive sex education program are informed about their sexual health, but may not be aware of the many physical and emotional benefits of abstaining from sexual intercourse. In both cases, this lack of knowledge is downright dangerous, and the effects are enormous: up to a million teenage pregnancies annually and three million cases of sexually transmitted diseases (Seagren). As teenagers begin to have sex earlier and earlier, it is unrealistic and harmful to their health to teach them only about abstinence. By educating students about the risks of sexual activity and ways to lessen these risks, as well as providing the totally risk free and beneficial alternative of abstinence, students can make informed decisions about their own sexual health, which, given the sex-crazy culture today’s adolescents are forced to grow up in, is all that can realistically be asked.
Works Cited
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Brody, Jane E. “Abstinence-Only: Does It Work?” New York Times Jun. 2004:F7. ProQuest Historical Newspapers The New York Times. Cooper Lib., Clemson U. 12 Apr. 2008
Masland, Molly. "The Sex Education Debate: An Overview." At Issue: Sex Education. Ed. Kristen Bailey. San Diego: Greenhaven Press, 2005. Opposing Viewpoints Resource Center. Gale. Cooper Lib., Clemson U. 9 Apr. 2008.
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Schneider, Mary-Jane. Introduction to Public Health. 2nd ed. Boston: Jones and Bartlett, 2006.
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Wetzstein, Cheryl. "Sex-Ed Found to Prolong Teen Virginity: Two Studies Concur." The Washington Times 20 Dec. 2007. Lexis Nexis. Cooper Lib., Clemson U. 14 Apr. 2008.
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