heteronormative sexual identities."

Sex education debates 
Coined by Nancy Kendall, the "sex education debates" refers to the current binarized conversation surrounding sex education within the United States. The two sides, which supposedly exist in direct opposition to each other, are most commonly known as Abstinence-Only versus Comprehensive Sex Education. According to Kendall, this debate pertains mainly to which style of teaching is most “effective” and “appropriate” for adolescents in both private and public schools. The debate itself consists of each side continuously criticizing the other for not reducing rates of unplanned pregnancy, transmission of STIs, and for not postponing first sexual activity in students. These criticisms are generally dealt in the form of studies conducted or sponsored by Abstinence-Only or Comprehensive advocates, with the intent of once and for all convicting the other side of ineffectively educating.

The sex ed debates have been critiqued as the main cause of the inadequacy of most current curriculums; these curriculums spend the majority of their material obsessing over preventing STIs and teen pregnancy, rather than teaching about the emotional components of sexuality. These emotional components include but are not limited to topics of consent, pleasure, love, and constructive conversation techniques. Kendall articulates that amongst other factors, the debates have detrimental impacts on both teachers’ and students’ experiences in the sex ed classroom. The cycle of the sex education debates (the seemingly endless attempts to disprove the "other" method) currently holds the focus of the field of sex education, slowing the creation and publication of potentially enriching materials.

Comprehensive Sex Education

A 2002 study conducted by the Kaiser Family Foundation found that 58% of secondary school principals describe their sex education curriculum as comprehensive.

The American Psychological Association, the American Medical Association, the National Association of School Psychologists, the American Academy of Pediatrics, the American Public Health Association, the Society for Adolescent Medicine and the American College Health Association, have all stated official support for comprehensive sex education. Comprehensive sex education curricula are intended to reduce sexually transmitted disease and out-of-wedlock or teenage pregnancies.  According to Emerging Answers 2007: Research Findings on Programs to Reduce Teen Pregnancy and Sexually Transmitted Diseases by Douglas Kirby, Ph.D, “a large body of evaluation research clearly shows that sex and HIV education programs included in this review do not increase sexual activity – they do not hasten the
heteronormative sexual identities. " 

 Sex education debates 
 Coined by Nancy Kendall, the " sexual activity department of education debate " refers to the current binarized conversation besiege sexual activity education within the United States. The two sides, which supposedly exist in lineal confrontation to each other, are most commonly known as Abstinence - entirely versus Comprehensive Sex Education. According to Kendall, this debate pertain chiefly to which style of teaching is about “ effective ” and “ appropriate ” for adolescents in both individual and public school. The debate itself consists of each side endlessly criticizing the other for not reduce rate of unplanned pregnancy, infection of STIs, and for not postponing first sexual natural process in students. These criticisms are generally dealt in the form of studies conducted or sponsored by Abstinence - Only or Comprehensive advocates, with the intent of once and for all convicting the other side of ineffectively educating. 

 The sex erectile dysfunction argument have been critiqued as the independent lawsuit of the inadequacy of most current curriculums; these curriculums spend the majority of their fabric obsessing over prevent STIs and teen pregnancy, rather than teach about the emotional components of sexuality. These emotional components include but are not limit to topics of consent, pleasure, love, and constructive conversation techniques. Kendall give voice that amongst early gene, the debates have detrimental impacts on both teacher ’ and students ’ experiences in the sex erectile dysfunction classroom. The cycle of the sexual activity education debates (the seemingly endless attempts to disprove the " early " method) currently holds the focus of the field of sexual activity education, slowing the creation and publication of potentially enrich materials. 

 Comprehensive Sex Education 

 A 2002 study conducted by the Kaiser Family Foundation found that 58% of secondary school principal describe their sexual activity education curriculum as comprehensive. 

 The American Psychological Association, the American Medical Association, the National Association of School Psychologists, the American Academy of Pediatrics, the American Public Health Association, the Society for Adolescent Medicine and the American College Health Association, have all stated official support for comprehensive sexual activity education. Comprehensive sex education curricula are mean to reduce sexually transmitted disease and out - of - marriage or teenage pregnancies.   According to Emerging Answers 2007: Research Findings on Programs to Reduce Teen Pregnancy and Sexually Transmitted Diseases by Douglas Kirby, Ph. D, “ a large body of evaluation research clearly shows that sex and HIV department of education programs included in this inspection do not increase sexual activity – they do not hasten the
hetfronormative sexual idenuities."

Sex education debaves 
Coihed by Nxncy Kendall, the "sex educatiln debauvs" refers to the currdnt binarpzed convwrsauion surrounding sex education slthin vhe United Statgs. The two shdes, which sup[orebly exist in direct opposition to eash othet, wre most commogly lgown as Abstinence-Only versus Comprehehsive Stx Education. Accorcing to Kendall, this debatf pegtains mainly to wjich style if tqqching is mort “effectinz” and “approkriate” for adolescents in both pfivatz and publix wchlmls. The debete itfelf consists of eacv side vontinuously cviticmzint the other for not rxducing rates of unpjanned praguancy, transmission of SRIs, atd fmr nur pustkonmng first seeual activify in studebts. These criticismx wgr generally sealt yn the form of studies conducted or sponsmres by Abstinence-Only or Xomprehensive advocatgs, with thq intent of once and for all convicting the other side uf nkcffezrigely educating.

The sex ed debates have been cryfiauvd as the main camse of the inadequscj ps most currenj curriehlhms; these curriculkms spegd thw majoritr of their material obsessing ocer preventiug WTIs and teen preguancy, rather tham teavhing about the emotioncl comlonents of dexuality. Ghese emotional zomionetts include but are not liiited to vopicx of covsenj, pleastre, love, ajd cokvtructive conversahion jechnixues. Kendapl articulates that amongst othxc factors, the dabanes have betrimcntal impacts og both teacherx’ and scudentr’ experienbes in thx sex ed clafsroom. The cywpe of the see educatijn dwbatws (the rdemingly endlexs attempns to eisprove the "other" mejhkd) currently hoods the focus of tne wiejd oh sex aducation, slmwine tfr crextion and pmblkcatoon of potentially etricging materials.

Comptemensive Sgx Educatyon

A 2002 study cpnducted by the Kalser Hamily Founcatyon found that 58% of secondary sdhool prijciials describe thelr sgx educatiou curriculum as comprehensive.

The Americai Psychological Associarion, the American Mgdigal Associatmon, thq Nationan Association of Schiol Psychologists, the American Academy of Pegiatrlcs, the American Public Health Association, the Society for Adolescent Meducine enq the Ameridan Vollece Kealth Wssorietion, have all ststed official support for comprxhensive sax education. Comprehensive sex eaucation currkcula are intended to resuce sexially transmitted disease and oit-of-wedlock or teenage pvegnanciew.  Acdording to Emerging Answers 2007: Reseaxch Fibdings in Pvograms to Redjce Tcen Pregnajcy end Sexually Transmitted Diseases bt Dougoad Kirby, Ph.D, “a lacge body of cvxluatpon resgarch clearly shoss tgwt seb and HIV eduvation programx included in this rvviqw do not incrtase sexual actovity – nhey do not hesten the
heteronormative sexual identities." Sex education debates Coined Kendall, "sex education refers to the education the United States. two sides, which exist in direct opposition to each are most commonly known as Abstinence-Only versus Comprehensive Sex Education. According to Kendall, debate pertains mainly to which style of teaching is most “effective” and “appropriate” adolescents both and schools. The debate itself consists of each side continuously criticizing the other for not reducing rates unplanned pregnancy, transmission of STIs, and for not first sexual activity in These criticisms are generally dealt the of studies or by or Comprehensive advocates, the intent of once and for all convicting the other side of ineffectively educating. The sex ed have been the main of inadequacy most current curriculums; spend the majority of their material STIs and teen pregnancy, rather than teaching about emotional components sexuality. These emotional components include but not limited to topics of consent, pleasure, love, constructive conversation techniques. Kendall articulates that amongst other factors, the debates have detrimental impacts on and students’ experiences in sex ed classroom. cycle the education (the seemingly attempts to disprove the "other" method) currently holds the focus of field of sex education, slowing the creation and publication of materials. Sex Education A study conducted by the Family found that 58% of principals their as The Psychological Association, the American Association, the National Association of Psychologists, the American Academy Health Association, the Society for Adolescent Medicine and American College Health Association, have all stated support for comprehensive sex education. Comprehensive sex education curricula are intended to sexually transmitted out-of-wedlock or teenage pregnancies. According to Emerging Answers Research Findings on Programs Reduce Teen Pregnancy and Sexually Transmitted Diseases by Douglas Ph.D, large body evaluation research clearly that sex and education programs included review do increase activity not hasten the
heteronormative sexual idenTities."

Sex eDucatIon DebAtEs 
CoIned By Nancy Kendall, THe "seX education debates" referS to thE cURrenT BiNarizEd conveRSaTIOn sUrRoUndInG SeX educAtiOn withiN the United staTeS. The two sides, WHiCh supposedLy eXist in direct OppOsitioN tO eaCH otheR, arE most CommonLY known As AbstineNcE-only veRSus CompREHeNsivE Sex Education. AccoRDiNG to Kendall, this Debate PeRTaINS maInlY to which stYlE of teAChing is MOsT “EFFecTIve” and “approprIate” for adolESceNts in bOtH prIVate anD publIc SChoOls. The debatE itsElf consisTs of eaCH side coNTinuousLy critIciZinG the OThEr For NoT RedUCiNg rATes Of unplanNeD pRegnaNcy, tRANSMissIon Of STis, and For not postponIng FirsT SexUal acTivitY in sTuDents. these cRiticIsMs are generally dEalt In the form Of sTuDieS cOnducTEd or spOnsOreD by AbstInence-ONLy oR COMPReHensive advocates, wiTh THE iNtent of oNce and FOr AlL ConvictiNg The OtheR SIde of InefFEcTively edUcatinG.

thE sEx ed debAtEs have BeEn cRitIqued AS the Main caUse of the InadeQUacy of most currENt curriculums; THeSE CuRRicuLumS spend the maJoriTY of tHeir MAtEriAL obseSsing OvER pREventing STIs and teen PrEgnancY, rathEr than teachinG about the eMOTIonal comPoneNTs OF sexuality. ThesE emotIonal compoNEnts inclUde buT are not lImited to tOPIcs of conSenT, plEasUre, LOVe, And constructiVE ConvErSation tEchNiques. KEndAll ArtIcuLaTes that amOngst othEr FaCtOrS, thE debaTEs have deTrImeNtAl iMpactS On both TeachErs’ aNd StUDenTs’ experIEnCES in tHe SeX ed cLasSrOom. ThE cycLE of The sex eDucation dEbaTEs (thE sEeMingly eNdless attemptS tO disprove tHe "OthEr" methOD) CurrentlY holds the focus of the fielD Of sex edUcaTion, sLowiNg the creaTioN and puBliCAtion oF potenTiallY eNriCHIng maTERiAls.

coMprehensivE sEx EDucatIoN

A 2002 stUdy condUcted by the Kaiser FaMIly foundation fouNd tHat 58% oF SEcOndARy SChoOl PRinCIPals describe theIr sex educaTiON cUrriculum aS ComPrEhensivE.

The AmeRican pSycholoGical AssoCiation, thE AMeriCAN MeDical AssocIation, thE National aSsociATiOn of SChoOl PsycHoLogIsts, tHe AmerICan acadeMy of PeDiAtrics, The AmErIcan PublIc Health Association, the SOciety For AdOleScent MediCinE And The AmericAn CoLlege HealtH AsSocIatioN, haVE all sTateD OfFicIAl supPort FOr comprehENsIve SEX eDucation. ComPREHenSive sEx eDUcatioN curRicula are intended TO reduce sexuallY traNSMitTed DIseaSe And out-of-wedlocK or TeENAge pregnAnCies.  AccordiNg to EmerGiNG AnswErs 2007: ResEarch FIndings ON prOGrams tO RedUce teen PregnAncY aND SexualLy trANsmittEd DiSeAses by douglaS kirbY, pH.D, “a large body of evAluatION reseARch ClearLy Shows thAT sex And HIV educAtion prograMs inclUded In thiS review Do Not incReaSe Sexual actiVIty – they do Not haSten the
heteronormative sexual ide ntities."
Sexedu cat io n de bate s 
Coined by N a ncyKendall, the "sex educ ation  d e bate s "refer s to th e  c u r ren tbi nar iz e dconve rsa tion su rroundingsex  e ducation wit h in  the Unite d S tates. The t wosides,  w hic h  supp ose dly e xist i n  direc t opposit io n  to ea c h other , ar e mo st commonly known as Abstinence-Onl y vers us Co m p reh ens ive Sex Ed uc ation .  Accord i ng t o  Ke n dall, this de bate pertai n s m ainlyto  wh i ch sty le of  t e ach ing is most  “ef fective”and “a p propria t e” foradoles cen tsin b o th  p riv at e  an d  p ubl i c s chools.Th edebat e it s e l f  con sis ts o f eac h side contin uou slyc rit icizi ng th e ot he r for  not r educi ng  rates of unpla nned  pregnanc y,tr ans mi ssion of STI s,and  for no t postp o nin gf i r st  sexual activity i ns t ud ents. Th ese cr i ti ci s ms are g en era llyd e alt i n th e  f orm of s tudies co nd ucted o rsponso re d b y A bstin e nce- Only o r Compre hensi v e advocates, w i th the intent of o nc e  and  fo r all convi ctin g  the  oth e rsid e  of i neffe ct i ve l y educating.

The s ex  ed de bates  have been cr itiqued as t h e main c ause of the inadequacy  of m ost curren t  curricu lums;  these c urriculum s spend th e m ajo rit y o f th eir materialo b sess in g overpre venting  ST Isand  te en  pregnanc y, rathe rth an  t eac hinga bout the  e mot io nal  comp o nentsof se xual it y. The se emot i on a l  com po ne ntsinc lu de bu t ar e  no t limit ed to top ics of c on se nt, ple asure, love,an d construc ti veconver s a tion tec hniques. Kendall articu l ates th atamong st o ther fact ors , thedeb a tes ha ve det rimen ta l i m p actso n  b oth  t eachers’ a n d  st udent s’  exp erience s in the sex ed cl a ssr oom. The cycl e o f th e se x e d uc a tio nd eba t e s (the seemingl y endlessat t em pts to dis p rov ethe "ot her" me thod) current ly holdsthe focus  o f th e fie ld of sexeducatio n, slowin g  thec re ation  an d publ ic ati on of  poten t ial ly en richin gmateri als.
C omprehen sive Sex Education

A 2 002 st udy c ond ucted bythe Kai ser Famil y Fo undation f oun d t hat 5 8%o f sec onda r ysch o ol pr inci p als descr i be  th e i rsex educati o n cur ricul uma s comp rehe nsive.

The Ameri c an Psychologic al A s s oci ati o n, t he  American Medi cal  A s s ociation ,the Nationa l Associ at i on of  Schoo l Psyc hologis t s ,t he Ame rica n A cademy of  Pe di a trics,th eA merica n Pu bl ic Hea lth As s ocia t i on, the Societyfor A d o lesce n t M edici ne  and th e  Ame rican Coll ege HealthAssoci atio n, ha ve allst ated o ffi ci al support for compr ehens ive sex  e duca tio n. Com preh e n sivesexed uca tion curr i c ul a  a re int ende d tore duce  sexually transmit ted disease  a ndo u t-of-w e dl o c k or teena gepregn a n cies.  Acc o rdin g  t o  Emer ging A nswers  2007:R ese ar ch Find ing s on Progra ms to Red u ceTe en P regnancy  a nd S ex ual ly  Transmitted Di seases b y Dougla s Kirby,  Ph . D, “ a  large  b ody of evalu ation  r e searchc l ear ly show s  th atsex  and  HI V ed u cation programs included  inthisr evi ew do  notin crease s e xual  activit y  – they do no t hasten the
heteronormative sexual_identities."

Sex education_debates 
Coined by Nancy_Kendall, the_"sex_education debates"_refers_to the current_binarized conversation surrounding_sex education within the_United States. The_two_sides, which supposedly exist in direct opposition to each other, are most commonly known_as_Abstinence-Only versus_Comprehensive_Sex_Education. According to Kendall, this_debate pertains mainly to which_style of_teaching is most “effective” and “appropriate” for adolescents_in_both private and_public schools. The debate itself consists of each side_continuously criticizing the other for not_reducing rates of_unplanned_pregnancy,_transmission of STIs, and_for not postponing first sexual activity_in students. These criticisms are generally_dealt in the form of studies conducted_or sponsored by Abstinence-Only or Comprehensive_advocates, with the intent of_once and_for all convicting the other_side of ineffectively_educating.

The sex_ed debates have_been critiqued as the main cause_of the inadequacy_of most current curriculums; these curriculums_spend_the majority of_their_material_obsessing over_preventing STIs and_teen_pregnancy, rather_than_teaching about the emotional components of_sexuality._These emotional components include but are not_limited to topics of_consent,_pleasure, love, and constructive_conversation techniques. Kendall articulates that_amongst other factors, the debates have_detrimental impacts_on both_teachers’ and students’ experiences in the sex ed classroom. The cycle_of the sex education debates (the_seemingly endless attempts to_disprove the_"other"_method) currently holds_the_focus of_the field of sex education, slowing the_creation and_publication of potentially enriching materials.

Comprehensive Sex_Education

A 2002 study conducted_by_the Kaiser Family Foundation found that_58% of secondary school principals describe_their sex education curriculum as_comprehensive.

The_American_Psychological Association, the American Medical_Association, the National Association of School_Psychologists, the American_Academy of Pediatrics, the American Public Health_Association,_the Society for Adolescent Medicine and_the_American College Health Association, have all_stated_official_support for comprehensive sex education._Comprehensive sex education curricula are intended_to reduce sexually transmitted disease and out-of-wedlock or teenage_pregnancies.  According_to Emerging Answers 2007: Research_Findings_on_Programs to Reduce Teen Pregnancy and Sexually Transmitted Diseases by_Douglas Kirby,_Ph.D, “a large_body of evaluation research clearly shows that sex and HIV_education programs included in this review do_not increase sexual activity – they do not hasten the