Where does sex education go now?

Press, 19 April 1980, Page 14

Where does sex education go now?

By

J. W. TAYLOR,

principal of

Chisnallwood Intermediate School

No-one in the teaching profession should have been greatly surprised when the Minister of Education announced his decision on that section of the Johnson Report which recommended sex education in schools. It was, after‘ail, the most politic solution he .‘could have reached, and the one that in the short term anyhow would cause the least controversy. The Minister has not so far acquired a reputation for taking a bold stand on any issue. The reaction of many teachers, particularly in primary schools, was undoubtedly one of relief. I do not know of any primary teacher who actively campaigned to have sex education included in our curriculum. I know of no teacher who does not consider that sex education is a parental responsibility.. I know of many teachers who would probably feel some embarrassment if sex education were to be included in their programme; and some whom parents would consider unsuited to teaching sex as a school subject. However, while few want to see sex education as a school resonsibility — either as a separate subject or preferably as part of a much

wider family life education programme — there are

many who feel that, despite personal preferences, someone must be prepared to do something about a very real problem. A problem there undoubtedly is. We are concerned about what is to happen to children whose parents, for one reason or another, are unable or unwilling to accept their role in this respect. There is no question that sexual, activity is common at upper primary school level, and throughout the secondary schools. This is not to imply, that all pupils are involved. Many are certainly not; but as the age level increases, so too does the proportion of those who are. Add to those who are actively experimenting with what are perfectly normal behavioural drives and curiosity about bodily functions, the large number of children who are passively aware of the role of sex in human behaviour, and we are talking about almost all children from the age of about 10 onwards. Some of these are quite well informed and well adjusted young people. They probably have sensible parents who take such matters

in their stride, are not embarrassed, understand the developmental process, and cope well with their child’s socialisation. Children in this category need no help from schools, and their parents would probably see ho need for sex education to become part of the school syllabus. There is, however, another group that causes concern. These are children whose sex education is obtained “behind the bikesheds’’ and usually from friends who are ignorant themselves. Much of it is inaccurate, some is both mentally and physically dangerous. I have been told of so-called contraceptive practices that may well be injurious, besides being quite ineffective; of odd beliefs about masturbation that have worried some children sick; of beliefs that are quite false — as, for example, that conception cannot occur during first intercourse.

Even many adults are illinformed about some aspects of sex. Those who consider this statement wrong may care to tackle the “Sex Knowledge Inventory” available from some psychologists. The results may stirprise them. Even parental education may not be as good as one might hope, The same comment is also true of some teachers, of course. Some pressure groups

have conceded, that perhaps sex education’has a place in schools, but it must be conducted by-a visiting specialist from the medical or nursing profession. While this has some merit, there are also disadvantages. To introduce a specialist places sex in a special category.— highlights it —■ instead of keeping the subject in low profile in a wider context. Further, in our present economic climate, where does, one find enough doctors; with the time to conduct sex education in schools, - even if they have the teaching expertise necessary? \ As far as the nursing profession is concerned, I am not sure just why nurses should have any more knowledge than could be acquired by well-trained teachers; in any case the-Department of Health is so overworked now that it has had to curtail nurses’ normal visits to schools, and cannot accept further burdens. The Department of Health is already doing an excellent job in-its “Mother and Daughter” and “Father and Son”; evenings of films and talks on a voluntary basis. Teachers appreciate the anxieties of many parents when sex education in schools is suggested. It in-

volyes, apart from anything else, value judgments; these differ-widely throughout the community.

It would be a bold and foolish teacher who would state that his or her values are right and that those who differ are wrong. Teachers tend ,to hold so-called “middle-class”, values — whatever that means — and these may differ from those on different points of the socio-economic continuum.

They will probably not be the values of highly competitive and wealthy business magnates; nor of gang members; nor of those belonging to radical, militant minority groups. Some parents would have reservations about the value judgments of teachers who smoke marijuana, or who live in a homosexual relationship, no matter how little these private lifestyles (which are nb-one else’s business anyhow). intrude on their professional activities. Parents may also wonder how teachers who have never married can understand the stresses of married life, of being a parent, and of raising children. If it is of any comfort, teachers themselves are equally concerned and for much the same reasons.

But when parents fail, it comes back to the schools any how. We are already required to do many things

that we would not choose if we had the option. We do not want to. have to teach children that foul language is unacceptable; nor to be involved when children break the law; nor to support unhappy children when the family is breaking up; nor to teach good table manners; nor to provide lunches for hungry children and warm clothing for the wet and cold. Yet if we do not accept these and many other responsibilities, then nobody else will. We have a crowded school day with the same traditional hours, but more to cram into them. We do not have time for further responsibilities unless we sacrifice something along the way. We do not want the responsibility of sex education, yet someone must ,/do something for children at / risk. It is quite pointless for the community to shut its collective eyes and hope that the problem might go away. I, for one, am relieved that we are not to be involved in sex education, although I am prepared to become involved if directed to do so. I would, however, ask those who are strongly opposed to school sex education, and who made their submissions to the Minister accordingly, this question: Now that you have won the day, what is your solution to the problem?