Woolweaver Ashley B, Drescher Anne, Medina Courtney, Espelage Dorothy L
School of Education, University of North Carolina at Chapel Hill, 100 East Cameron Avenue, Chapel Hill, NC 7514-3916, USA.
University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
J Sch Health. 2023 Apr;93(4):340-348. doi: 10.1111/josh.13276. Epub 2022 Nov 20.
Sexual education programs in the United States are rooted in inequitable structures and are often inadequate at educating marginalized student groups such as students of color, Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ+), women, and disabled students.
Current sexual education is irregularly implemented and often excludes or misrepresents the experiences of students with marginalized identities. This theoretical paper specifically discusses ways that sexual education has been harmful or exclusionary for marginalized student groups and how a shift toward making sexual education inclusive and equitable will improve outcomes for students of all identities.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: This paper discusses several recommendations on improving access to equitable sexual health education for all students including reviewing and improving sexual education curriculum and delivery, as well as the need for additional research focused on this topic.
This article provides an overview on the current sexual education system, its inadequacies, and how comprehensive sexuality education programs can be leveraged as a tool for equity for students of all backgrounds, but particularly those who are underrepresented in sexual education curricula.
美国的性教育项目植根于不平等的结构，在教育边缘化学生群体方面往往不足，这些群体包括有色人种学生、女同性恋、男同性恋、双性恋、跨性别、酷儿（LGBTQ+）群体、女性以及残疾学生。
当前的性教育实施不规范，常常排斥或歪曲具有边缘化身份的学生的经历。这篇理论文章具体讨论了性教育对边缘化学生群体造成伤害或排斥的方式，以及转向包容性和平等性的性教育将如何改善所有身份学生的教育成果。
对学校健康政策、实践和公平性的启示：本文讨论了几项关于改善所有学生获得公平性健康教育机会的建议，包括审查和改进性教育课程与授课方式，以及开展更多聚焦该主题研究的必要性。
本文概述了当前的性教育体系、其不足之处，以及如何将全面性教育项目作为一种工具，促进所有背景学生的公平，尤其是那些在性教育课程中代表性不足的学生。
