The Indian River School District is having a pretty intimate conversation, under the watchful eyes of the community. Despite years of teaching health, IRSD is writing its first official health curriculum, where sex-education is the hot topic.
After four subcommittee meetings with school counselors, administrators, teachers, nurses and parents, the high school program is nearly complete. (Development of the middle school program hasn’t even begun.)
As the discussion has proceeded, some in the community have vocally encouraged the board at their meetings, and beyond to develop a curriculum that includes topics related to heterosexuality and homosexuality, as well as birth control and STD prevention. At the same time, some others in the community, including Board Member Shaun Fink, have said they prefer a more conservative approach.
And now, the nation is taking note. On Dec. 1, the National Coalition Against Censorship emailed IRSD Superintendent Susan Bunting and the subcommittee, asking them to ensure “that students have access to accurate, scientifically sound health information. To deny students such information because of anyone’s religious or other personal belief-based objections would raise serious First Amendment concerns, and, in turn, compromise our public education system and potentially expose students to unnecessary and significant health risks.”
The NCAC cited Fink’s personal declarations that he prefers abstinence-only education, without definitions of homosexuality or bisexuality included.
Fink, a local pastor, has readily explained that his position is based in his own Christian beliefs, but he has not discussed those beliefs during public school board or committee meetings, only in outside interviews. In subcommittee meetings, he has only raised points related to Center for Disease Control statistics.
“I want the community to have their way on this. If the community disagrees with me, then [so be it], but I don’t want this to be a backroom decision,” Fink told the Coastal Point in October.
The NCAC cited court cases regarding the “establishment clause” of the Constitution, which “bars the government from endorsing any religion.”
Regarding the exclusion of information on sexual orientation from the curriculum, NCAC said, “It would also send a chilling message to the school district’s LGBTQ students, parents, and community members. Our courts have ruled that decisions about school materials should serve all students in the school. Does that not include LGBTQ students?”
Fink suggested the communication from NCAC was a “scare letter” that touched on past court cases. But others disagreed.
“It’s just a letter. Let’s just work through the process,” said James Hudson, board member and Curriculum Committee chair.
“It wouldn’t influence my input” throughout this process, said Sussex Central High School Principal Bradley Layfield of the letter.
“It’s a working group,” emphasized community member Maria Johnson, who noted that the newspaper coverage of the issue was probably the basis of NCAC’s letter.
Discussion of the matter has been heated, but not disrespectful, said LouAnn Hudson, IRSD director of curriculum. She said she believes the open discussion has put them in a good place.
Building a curriculum
The school board has already approved new HealthSmart textbooks for high schools (primarily ninth-graders) and middle schools, which are already being taught. The booklets range in topic from drug prevention to nutrition to violence and injury prevention.
Meanwhile, two sex-ed books are still under review. They would not be taught until approved by the Health Subcommittee, IRSD Curriculum Committee and School Board.
Until then, health teachers will continue sex-ed as before, and with little connection across the district.
The State of Delaware requires schools include in their curricula “a comprehensive sexuality education and an HIV-prevention program that stresses the benefits of abstinence from high-risk behavior.”
But that’s vague.
“I think there’s a reason they … do that,” said Hudson. “As difficult as these conversations are to have, I think it’s important we have them as a community. As a local school entity, we get to make the decision what’s best for our community and our schools.”
It is a polarizing subject, but the IRSD wants to be transparent, she said.
As an administrator, Layfield said, he has seen students bullied for being homosexual and others bullied for not accepting homosexuality, being called bigots. He said he expects people to be tolerant of each other.
“You can be tolerant without having to accept anything. That’s the one message I have,” Layfield said. “You might want to advocate for what you feel, but at the point you belittle others,” he said, it’s unacceptable.”
Let’s talk about sex(-ed)
The issues involved in just the first lesson of the proposed curriculum caused so much discussion that it was tabled for later. It includes vocabulary such as “sexual abstinence, hormones, sexual health, sexting, STD, bisexual, homosexual, straight, transgender, masculinity, femininity, gender roles” and much more.
Much of the discussion came from within the teachers’ notes from the curriculum — which students will never see — including the use of the word “normal.”
For instance, the teachers’ guide used the word “normal” when describing sexuality, sexual orientation and asexuality.
Johnson suggested the word “normal” takes “a stance on something that not everybody agrees with.”
“Do we want to teach that all sexual orientations are normal?” Fink asked the group.
The group discussed keeping the language neutral, to merely say the orientations exist but not to suggest they are either normal or abnormal.
Hudson reminded them that the curriculum must also satisfy bullying-related laws, making sure “students feel respected and safe,” she said. “The teacher’s supposed to teach respect for all. It doesn’t mean it’s normal.”
Family values
Family values are still being encouraged, whatever they may be. Students don’t always turn to their parents, said Kathie Collins, SCHS health teacher. But multiple lessons encourage students to discuss topics with their families. That includes medical care, birth control and more. Even the scope of “abstinence” is based partly on personal beliefs, the lessons say.
At least six lessons specifically revolve around abstinence, while others repeatedly call abstinence the best way to avoid pregnancy, HIV and STDs.
“Abstinence is the best choice for teens” the lesson plan says.
“You wonder why we emphasize abstinence,” Layfield said, emphasizing that it’s because there are a lot of risks when one is not married or monogamous, Layfield said.
Fink asked about emphasizing the risks of male-to-male sex, but others countered that all sexual abstinence is encouraged, not just for particular groups.
Fink also asked about IRSD’s lack of policy regarding birth control discussions (a suggestion from the lessons). Hudson said there is no written guideline, but school principals and health teachers usually discuss it.
“That’s what I see as lesson curriculum, because you don’t go outside that scope and sequence,” Hudson answered.
Layfield said he knows what should be taught.
“If I see anything outside that in the classroom, that’s going to necessitate a conversation between the teacher and me,” whether it’s health or English class, he said. “It does take care of itself when we know the scope and sequence.”
Too much sex?
Some taking part in the discussion said they felt the subjects of rebellion and risky behavior would plant a negative seed in some students’ heads. But Hudson said the purpose of those lesson areas is to show that while teens do have those feelings, there are important reasons not to act on them.
As supervisor of secondary instruction, Will Revels said the lessons take a realistic approach to what teenagers think or feel. When learning about “Making Decisions to Support Abstinence,” students are told to imagine a character who is invited to an unsupervised party where his crush — and alcohol — may be present. Students brainstorm every possible option, such as attending the party, leaving early, drinking, staying home or inviting the crush on another date.
Then they discuss every possible positive and negative outcome of those choices (including the obvious: having fun, seeing friends or getting drunk and getting in trouble).
“This lesson doesn’t sugar-coat things. There may be negative outcomes to the decision to be abstinent,” Revels acknowledged.
For instance, students don’t want to be teased, or they might be rejected by their crush.
Calling herself an “advocate for faith-based community,” Johnson said she was concerned that the curriculum was overly clinical and didn’t discuss the benefits of having sex in a loving, monogamous relationship, which she said is perhaps best found in marriage.
“‘What is a healthy relationship?’ I just finished with that [unit],” said Collins. “If it’s not healthy, how do you end it?”
“This is a two- to three-week course,” Hudson said. “We don’t have time, nor is it our responsibility to teach an exhaustive sexuality course. I think we’re just trying to stick to the facts. I believe we’re based in abstinence. I believe [that fulfills] what the law says.”
Even the consequences of World War I only get one day in history class, Layfield pointed out about the limitations of class time.
Birth control
The group also reviewed a fact sheet on 10 birth control methods (including abstinence, pills, condoms and IUDs). That includes teaching students how to get birth control (prescription or over-the-counter). Layfield said that information prevents students from using something they shouldn’t, such as borrowed birth control pills or old condoms from a friend.
“I don’t think there’s anything wrong with telling students there are many different types of birth control, when you get to that point in your life. [For] certain things, you need to consult with your family or doctor,” Layfield said. “You’re not just going to walk into Walgreens and get birth control.”
It’s best for students to consult with family, Layfield agreed. But students might not call home when they’re 20 and ready to have sex in college, he noted, so they should still be knowledgeable.
Johnson questioned why the curriculum couldn’t just suggest students go to their parents.
One IRSD nurse said her own “very religious” background couldn’t play into her treatment of patients.
“When you come in, I have to help you address that medical problem,” said head nurse Gloria Duffy of her background in public health. “We want to treat you,” rather than scare someone away because they’re afraid parents might find out.
Fink pointed out that this is a school environment, not a treatment center.
“As a rule of thumb — not policy — we do not hand out condoms in school,” Hudson emphasized. The district also probably won’t invite outside agencies to come in for health talks or specific contraceptive demonstrations.
“I’m not comfortable letting someone from Planned Parenthood in my school,” Layfield said.
Johnson said the graphic language of the discussion made her uncomfortable at times. She questioned the method of teaching students “filth” to protect them from it. For instance, students study the HIV risk factor for various actions, from shaking hands to oral sex.
“They know all this stuff,” Duffy said of the teenagers. “You wait ‘til they’re seniors, it’s almost too late. That’s why you start in ninth grade, giving them information.”
“I understand your concern, but I think kind of it might be a good thing,” Fink told Johnson. “These things they’ve heard of … to see the words beside ‘High Risk’ might be a good thing.”
“Once they get to high school … they are swimming in a very big pond with seniors — 17, 18, sometimes even 19-year-old kids,” said Revels, who said he has known of younger students who were taken advantage of by older ones.
Johnson said she also feels the curriculum is overly birth-control-oriented.
“You have to give them the information that keeps them safe,” Hudson said. The curriculum encourages abstinence, but “if that is not the choice they make, I think it is our responsibility to make sure they have the information to go find the help they need.”
The age of consent in Delaware is 16.
“I understand you have your beliefs, but kids are having sex,” Collins said, adding that, while she is a health teacher, she believes the home is the best place to teach morals.
Under the curriculum teachers would heavily emphasize the consequences of becoming a teen parent, from emotional, social, physical and financial perspectives. But teachers must also be sensitive. There may be proud mothers in that classroom.
Segregating the sexes
Johnson repeatedly asked about separating male and female students for sensitive topics. She suggested it might lessen the “hysteria” of talking about such an excitable subject.
Collins said it’s more important to have a teacher control the conversation and any excitement. There are also logistical concerns. Every time students are separated, the class needs a second teacher.
High school students will always stay together for class. Middle-schoolers are only separated for discussion of the reproductive system.
Collins said students don’t speak up more than usual, even from the safety of a same-sex group. And in the mature setting of high school, girls need to understand the boys’ point of view, and vice-versa.
Speaking from his own experience, counselor Justin Steele said it’s better to keep students together, focused on one subject, rather than having them wonder what the others are discussing.
“It’s kind of like when you’re in elementary school,” Steele said. When the girls finally joined the boys at recess, “They told us everything … and then it’s happening without adult supervision.”
They’ll discuss their perceptions of sex, based on what they hear, as well as popular culture and media.
“The reality is most kids aren’t having sex,” Revels said.
In the classroom, Collins said, she aims to create a safe place for students to openly talk or ask questions. But they may not share personal details outside the classroom.
And if students offer too much personal information, she shuts it down.
“It’s nobody’s business who’s having sex with who,” she said. “We [teachers] don’t want to hear who’s having sex.”
The next step
The Health Curriculum Subcommittee will meet next on Thursday, Dec. 18, at 4:30 p.m. at the IRSD Educational Complex in Selbyville. The group hopes to finish the high school curriculum and schedule an upcoming public forum.
Additionally, they’ve barely discussed the idea that parents could opt out of having their children taught some or all of the curriculum. Families can say they want children taught in a different way, but schools still need to fulfill the state health education requirement.
