Because we are never out-of-reach of noise and fuss, I’m sure that you’re all aware of the province-wide flap over the new sex education program being rolled out in schools all over Ontario come September 2015. A whole lot of parents have shrugged and gotten on with their day. A sizable number of parents, though concerned about some of the program’s content, have somehow managed to keep cleaning their home and themselves, making food and participating in gainful employment. A small-but-very-vocal segment of parents are using this change in their children’s curriculum as the impetus to hop on the Crazy Train, and they’re riding it all the way to the end of the line …. Phrases like “nobody’s gonna teach my six-year-old about anal sex” and “teach math, not masturbation” and “what’s next, sex with animals” are appearing in angry letters-to-the-editor, and on placards and picket signs. I’ve read up on the new program, and given the whole issue considerable thought – and I honestly can’t understand why people are so upset about it.
In grade one, students will be taught to identify body parts – including genitalia – using correct terminology. Well, why not? Both Fiona and Bridget knew, long before they started school, that they have a vagina and boys have a penis. I remember drawing people complete with genitals when I was five (and fibbing about it, when questioned) . From a health perspective, if something’s wrong physically, they need to be able to make their guardian, and possibly their doctor, understand where it itches or hurts. To prevent inappropriate situations with other children – or worse, adults – they need to know that they own their body, and nobody else has a right to handle them in ways they don’t like. Part of taking ownership is a complete knowledge of what you own. Giving genitalia cutesy nicknames can teach children that these particular body parts are embarrassing, and therefore should not be talked about.
In grade two, the notion of respecting your body is expanded to encourage children to stand up for themselves against bullies, and to say “no” if they’re feeling uncomfortable about something. How could there be anything wrong with this? Teachers will build upon their knowledge of body part names to talk about how your body changes as you grow from an embryo to an adult. Children are observant. They see their siblings, both younger and older, growing and changing in various ways. They see how pregnancy changes their mother or aunts or neighbours. Why keep it a mystery?
Grade three discussions will center around the characteristics of healthy relationships, and how each unique personality contributes to these relationships. There will be some focus on the different kinds of relationships. At which, of course, some parents are already in a tizzy because their eight-year-olds might find out about gay people …. Know what? Your third-grader probably knows about them already. They probably have friends who have two daddies or two mommies. Fiona, when she was four, noticed two guys holding hands while walking their dog. We stopped to pat the dog. As we were walking away, she wanted to know why two men were holding hands. I said “because they love each other, like Daddy and me”. People who love each other are all over the place, and they don’t all look the same. Why not give our kids a foundation of appreciation for love in all its forms, and a language to describe it?
In grade four, children will learn about puberty and personal care. Again, I am confused as to why this could be anything but good for the kids. Kids reach puberty younger now than ever. There will be some girls in grade four classrooms who have already started menstruating – and some of they may not have anybody who will give them straight talk about it. Kids in grade four who have not reached puberty will be there any day now. Puberty can be a confusing and frightening time. Information is power.
Grade five students will see diagrams of the reproductive system, and learn to describe the processes of menstruation and spermatogenesis. Long words. Anatomy. Biology. Hardly subjects that will have the kids making out at their desks ….
In grade six, the students will have a chance to discuss things that happen to them during puberty, like wet dreams. I have never forgotten a moment from my year in grade five, sharing a classroom with sixth graders. We were learning about what our bodies were going through and our teacher mentioned wet dreams. Just to set the scene, she was so old she had taught my father when he was in grade five or six. She kept her money in her bra. She took her false teeth out and laid them on her desk to eat lunch. In other words, if anyone had every right to be a prude, it was her. But she wasn’t. This was a good thing for a sixth grader who worriedly confessed, with his face flaming, to having wet dreams. She put an arm around his shoulders and told him it was nothing to worry about, it happened to lots of boys, and if he ever had any questions he could talk to her any time. He relaxed visibly. Her frank, fearless manner took away his anxiety and made him feel normal. Sixth graders will also touch on masturbation. (See what I did there? Who says there’s nothing funny about sex education?) Any parent who’s ever caught their baby with his hand deep in his diaper can tell you that masturbation is not new ground for a sixth grader. There will also be some talk about the assumptions surrounding gender roles and expression, and sexual orientation – and how to challenge stereotypes. Learning to see others as fellow human beings, despite our differences, is crucial in a world filled with – well, differences! It’s not easy being different – but it’s alot harder if your differences are misunderstood or denigrated. Why shouldn’t we try to make classrooms as accepting as possible for all students?
Grades seven and eight cover establishing personal sexual boundaries and communicating those limits and comfort levels to potential partners, as well as the need for solid communication in sexual relationships. Also discussed are the risks of various sexual behaviours, symptoms of STIs, and the importance of using condoms and other forms of contraception if you become sexually active. Students are encouraged to consider the physical, emotional and social factors that impact their sexual decisions. The concept of sexual consent will be explored, as well.
For those who are squeamish at the thought of these sensitive discussions being held in the classroom, a reminder: thirteen-year-olds are the ones we hear about having rainbow parties, sexting, experimenting with alcohol and drugs. They are the ones who are trying anything and everything because, as adolescents, their brains are wired for pushing boundaries and risky business. Fifth and sixth graders are deep in the throes of puberty, and nature is happening to them, ready or not. Anyone whose ever watched a group of third- or fourth-grade girls swing their hair and strut their stuff knows that these kids eagerly emulate what they see and hear, and they don’t have the personal discernment to help them choose the right role models – the right role models must come to them. Many of them have cell phones or tablets – or both. They have older siblings and cousins. Children who are confused about their gender identity or sexual orientation exist, whether parents want to talk to them about it or not – and if we’re not communicating with them, we’re not helping them.
We need to let go of the notion that we are spoiling children’s innocence by talking to them about sex – because, in most cases, that innocence is already being breached daily. Sexual messages get through to them, no matter how tight the parental controls. They see ads for perfumes, clothing and shoes that feature sexy models in sexy scenarios. They listen in on adults’ conversation. They listen to pop music, which often features explicit lyrics and is accompanied by explicit videos. Even if you keep everything PG all day every day, you have no say about the radio station their bus driver plays or what their friends show them or what they see on the street. I ended up in a birds-and-bees conversation for which I was completely unprepared just last year because Fiona and Bridget rode the bus with some foul-mouthed sixth graders who were asking all the girls (yes, all the girls – even the little ones) if they’d like to have sex. Last summer, I had to answer an exhausting collection of questions about sex-as-entertainment because we used a washroom in a gas station, which contained a vending machine selling coloured condoms and cherry-flavoured lube. Klassy. It’s a dirty world. There’s nothing I could have done about those incidents, and there’s nothing you can do, either – except control the conversation when you are given the chance. So take it!