controversial issues (1)

8/10/2019 Controversial Issues (1)

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!" #revention Education

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This pu$lication %as ori&inally created in 'une 12 $y Mary Madden #h*D*+evision dates: 2011 200,

-e %ish to than. Dr* Mary Madden for allo%in& us to update her still relevant %or. from 12* A sincere /than. you to

school administrators educators and school nurses %ho have reuested technical assistance %ith challen&es to

!"se3uality education or se3ual health services* -e constantly learn from those %ho put these pro&rams in place on

$ehalf of students* Their commitment to youn& people helps us to continue our %or. here at the Maine Department of

Education* A special than. you to 'oni 4oster the retired !" #revention Education coordinator %ho put the ori&inal

5eadin& the -ay on 6ontroversial !ssues pac.et to&ether for the first ever 6omprehensive Se3uality Education conference

in 200, and %as instrumental in Maine7s pursuit of comprehensive se3uality education evidence8$ased curricula* This latest

edition %as made possi$le $y su&&estions from 5ois 6ooper as %ell as the ama9in& editin& s.ills of 'ody 5eary*

The Maine Department of Education insures eual employment eual education opportunities and affirmative action

re&ardless of race se3 color national ori&in reli&ion marital status a&e or handicap* Affirmative Action 6oordinator

Maine Department of Education 2 State ouse Station Au&usta Maine 0;*


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6ompleted %ith support $y a cooperative a&reement ?@D#0012= %ith the Division of Adolescent and School ealth

6enter for Disease #revention and ealth #romotion 6enters for Disease 6ontrol and #revention Atlanta A*

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Preface

This &uide is funded $y the 6enters for Disease 6ontrol and #revention to help support

schools in implementin& evidence8$ased !" prevention education* The term /!" education

also means /se3uality education throu&hout the document as it is appropriate for !"

prevention s.ills to $e tau&ht under the topic of se3uality education or /family life education

as reuired in Maine7s comprehensive school health education mandate* The 200@ 5earnin&+esults: #arameters for Essential !nstruction also include the .no%led&e and s.ills necessary

for students to $e healthy individuals and avoid Se3ually Transmitted Diseases (STDs) and

unintended pre&nancy*

Maine students &rades @812 reported throu&h the late 107s and early 20007s as havin& a

hi&h level of receivin& !" education* Since that time this level has decreased at $oth the

middle and hi&h school levels* The percenta&e of hi&h school students %ho had ever $een

tau&ht in school a$out A!DS or !" infection decreased from a hi&h of in 1@ to the

current ??*, in 2011* Middle school students reported an even &reater decline from ?;*=

in 1@ to ,=*2 in 2011* This is uite concernin& $ecause the num$er of !" and A!DScases has steadily increased from 1@ to 2011*

-hile Maine schools have done e3emplary %or. in !" education there is a need to

continually improve our curriculum efforts and ensure that the s.ills for !" se3ually

transmitted disease and pre&nancy prevention are em$edded in comprehensive health

education* 5eadin& the -ay on 6ontroversial !ssuesis intended to &ive &uidance on ho% to

assist school personnel in attainin& and maintainin& a firm foundation %ith $road $ased

support for comprehensive se3uality education*

6ontroversy re&ardin& se3uality education should follo% the same policies and procedures put

in place to handle controversy in other areas* Cften this topic $ecomes emotional $ecause

people have stron&ly held $eliefs* That is %hy %e respect parents as the primary se3uality

educators of their children* #arental modelin& and values far out%ei&h the small amount of

curriculum time spent on the su$Fect of se3uality* A stron& commitment to the health of our

students helps us to do the $est for our youn& people* 5istenin& to students informs our

commitment to supportin& them as they face many pressures and choices in today7s %orld*

Cur youn& people reuire the s.ills to protect their se3ual health as they head into their

adult life* !n school %ill $e one of the fe% opportunities students %ill have to e3plore %hatthis means* As educators %e have a responsi$ility to youn& people to impart medically

accurate information s.ills for life lon& health and learnin& and a sense that their se3ual

health is as important as all other areas of their health*

'ean Gimmerman !" #revention Education 6oordinator

Maine Department of Education

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! %ould li.e to ta.e this opportunity to than. the professionals %ho shared their time

e3periences and insi&hts %ith me* They %ere: 6athryn Bradeen no3 desi&ner and proFect

coordinator for the A!DS #revention Education Demonstration #roFect in -aterville and

S.o%he&an i&h SchoolsH #amela im$all Director of Elementary Education for >nion 0H

Donald Stur&eon #rincipal of Cld To%n i&h schoolH 'ane 4isher Director of #u$lic +elations

for 4amily #lannin& AssociationH and +ichard Dyer #u$lic +elations E3ecutive for 'ac.son

'ac.son and 6ompany -a&ner I** Their contri$utions helped to .eep the informationreality $ased*

! %ould also li.e to than. Sheryl BenFamin my associate for her assistance in %ritin& and

editin& this material* She displayed endless patience as %e revised and then revised a&ain* !

also %ish to ac.no%led&e Amy 4or$es a >niversity of Maine student studyin& family

relations* er many hours spent searchin& for material photocopyin& and collatin& helped

$rin& this pac.et to&ether*

A special than.s to 'oni 4oster !" Education 6oordinator for the Maine Department of

Education* er encoura&ement support advice and commitment of financial resources

ena$led this &uide 5eadin& the -ay on 6ontroversial !ssuesto $e developed*

!t is my sincere hope that this &uide %ill prove useful in helpin& administrators to lead the

%ay throu&h controversial issues and move on to !"se3ually transmitted disease and

pre&nancy prevention education %hich %ill ma.e a real difference in the lives of our youn&

people*

Mary Madden #h*D*

The 6enter for +esearch and Evaluation

>niversity of Maine Crono


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Introduction

A -ord a$out !"Se3ually Transmitted Disease and

#re&nancy #revention Education and 6ontroversy

4or the maFority of parents it is their stron&ly held $eliefs re&ardin& se3uality education topics that

raise their concerns* Most of Maine7s school administrative units have a policy allo%in& parents to

/opt their child out of this portion of the health education classes* School administrators and health

educators listen to and respect parents7 concerns* !n most cases these concerns do not lead to a

challen&e to the e3istin& or proposed curriculum* This &uide is intended for challen&es that are meant

to limit the curriculum &oals o$Fectives and content re&ardin& se3uality topics %ithin comprehensive

health education*

Most communities have developed and implemented !" prevention education pro&rams %ith little or

no upset in their communities* o%ever there is no denyin& that some have already or %ill e3perience

varyin& de&rees of controversy over comprehensive se3uality %hich is %here !" prevention

education is $est tau&ht*

The very %ord controversy may cause you to pac. your $a&s and head for vacation in sunny a%aii

until thin&s uiet do%n or %orse yetH it mi&ht cause you to avoid addressin& the issue of !" or

se3uality education in your school* !t is only natural to uestion if the development implementation

or revision of !"se3uality education is %orth the ener&y that %ill $e reuired to mana&e a potential

controversy* o%ever if %e .eep our focus on the needs of our students and ta.e seriously our

responsi$ility to prepare them to $e healthy productive contri$utin& mem$ers of our society %emust conclude that this education is %orth the ener&y* 5on&8term commitment and stron& leadership

s.ills %ill $e reuired as you anticipate prepare for and if necessary mana&e controversy*

The first challen&e %ill $e to reco&ni9e that controversy is not completely ne&ative* Alon& %ith

controversy comes an opportunity to educate a $roader se&ment of the community and the potential

to increase community support for your school and its pro&rams* The &oal in dealin& %ith controversy

is to minimi9e its ne&ative effects on your curriculum and your school and move for%ard to%ard your

&oal of educatin& students on !"se3uality* 6ontroversy can $e an opportunity to sharpen your

commitment and $ecome clear on %hat the educational &oals and o$Fectives are as %ell as %hy it is

needed for the future of our students*

+elyin& on information from school administrators and educators %ho have e3perienced controversy

personal e3perience as a se3uality educator mana&in& controversy advice from communication and

pu$lic relations professional and many %ritten resources the information in this &uide %as developed

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to provide you %ith ideas for anticipatin& preparin& for and mana&in& controversy*

Throu&hout this &uide you %ill notice references to se3uality education* The information contained in

the &uide %ill help you %ith challen&es to any curriculum or controversial issue* Cne of the

differences a$out se3uality education is that people often uestion the school7s role $elievin& that it

is not the school7s place to address this topic* This ma.es addressin& se3uality issues some%hat

different than other controversies as challen&es can come from a /moral ar&ument that schools areteachin& values that are not shared $y the parents or community* -hat this means is that the parent

has a stron&ly held $elief that most often has an emotional element* The common values shared in

se3uality education are common values of respect responsi$ility health and positive relationships*

The school curriculum supports parents in a shared understandin& of ho% to impart these concepts to

students* This is the common &round that supports se3uality education as a vital topic in our school*

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"evelo$ing and %aintaining School/Co!!unity Su$$ort

Surveys and opinion polls repeatedly sho% a hi&h level of support for se3uality education in Maine

(See Addendum A)* o%ever e3perience has sho%n that community mem$ers and parents need to $e

actively encoura&ed to ac.no%led&e their support in a pu$lic %ay* These supporters can $e po%erful

allies in advocatin& for educational pro&rams and %ill $e vital should you face a challen&e to your

se3uality education efforts*

6hallen&es are $est met %hen you are prepared for them* This is also true %hen faced %ith the

challen&es presented $y controversy* The $est techniue for mana&in& controversy is to anticipate it

and prepare for it*

There are schools %here an !"se3uality education instructional pro&ram %as developed $y school

personnel and %ith minimal e3chan&e of information $et%een the school and the community* This

approach is often $ased on the principle that if done uietly controversy can $e averted* -hile this

may %or. for some schools there are important opportunities missed and potential pro$lems %ith this

approach*

Effective !"se3uality education presents an opportunity to form a partnership %ith parents*

#arents are concerned a$out their children and the ris. of !"se3ually transmitted infection

pre&nancy and the harm early onset of se3ual intercourse may cause* They %ant to discuss the issues

%ith their children $ut admit needin& help* A partnership $et%een school personnel and families can

provide support for $oth and enhance the education received $y youn& people at home and in school*

This addresses the claims that parents %ere left out of the process and have no say in the curriculum

process*

The more people that understand the need for !"se3uality education the school7s &oals in

developin& and implementin& pro&rams and are informed a$out the pro&rams the more people that

%ill support it should it come under attac.* !f you have desi&ned the curriculum %ithout involvement

from sources other than school personnel you open yourself up to char&es of $ein& insensitive to the

community7s needs and ris. havin& people vie% the curriculum %ith suspicion and mistrust if issues

arise later on*

!t7s important to reco&ni9e the different /audiences %ho have a sta.e in !"se3uality education

and involve them in the development and implementation process* These /audiences %ill include:

school $oard mem$ers parents students school personnel community mem$ers and professionals

from local heath and social service a&encies*

The a$ove steps may have $een conducted a decade or more in the past* The Maine Department ofEducation has encoura&ed these steps for curriculum development or si&nificant revision* Because

the people involved in the ori&inal process may no lon&er $e part of the school and community it is

important to .eep the community and parents periodically informed of the rationale &oals and

o$Fectives of se3uality education %ithin comprehensive health education*

Cne of the strate&ies for developin& and maintainin& support %hich $rin&s these /audiences to&ether

is the use of a school health advisory committee*

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A. #stablishing and (tiliing a School Health Advisory Co!!ittee

School districts %ith advisory committees are more li.ely to report hi&h levels of community

support for their !"A!DS prevention pro&rams*1 Administrators and educators %hom !

intervie%ed cited advisory committees as essential in the curriculum development and

implementation process* Advisory committees can play a pivotal role in developin& understandin&

and support for the curriculum*

-hile it is important that the advisory committee $e composed of persons that have an interest

andor sta.e in !"se3ualityhealth education you may not need to start from scratch in your

recruitin& efforts* May$e there is another committee that can $e e3panded to $ecome the

school health committee a dru& and alcohol prevention team for e3ample*

Su&&estions for school health advisory committee mem$ers:

1. School administrator*

2. School personnel J school nurse health educators &uidance personnel school clinic

personnel*

3. Students J typically %e for&et to include students in curriculum development efforts $ut in

this case they have the most important information a$out %hat needs to $e included in

prevention efforts* Several students (middle school to hi&h school) should $e invited to

Foin the committee*

4. #arents J several parents should $e recruited to serve on the committee* !t is important

to .no% the parents you choose and $e familiar %ith their stance on !"se3uality

education* Several sources su&&est that parents should represent a ran&e of positions $ut

%ould not recommend recruitin& those %ho are part of the stron& or&ani9ed opposition&roup* These parents are often un%illin& to ma.e any compromise on the issues and may $e

more interested in stallin& or reversin& the pro&ram7s efforts*

5. Medical #rofessional J these people are seen as $ein& very credi$le in dealin& %ith health

issues* Their opinions are respected $y a lar&e portion of the community* !t is important

to try and involve a medical professional that has contact and .no%led&e of youn& people

reco&ni9es their se3ual $ehaviors and ac.no%led&es their ris.s*

6. Cpinion leaders J these are the people in your community %hose opinions are listened to and

respected $y other community mem$ers* They may include: cler&y $usiness people

professionals from community a&encies to%n council mem$ers or persons not necessarilyin a Kprominent position $ut %ho .no% a lot of %hat &oes on and have contact %ith many

people in the community*

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* Meet periodically %ith school $oard mem$ers to discuss !"se3uality education and solicit

their support* Share &oals and pro&ress*

10* Every five years survey parents and students to elicit input on the priorities of se3uality

topics to $e covered in !"se3uality education* Students are a &ood resource for helpin&

to develop and conduct the survey*

&. Involving Parents#arent participation is critical to the acceptance and success of your school7s !"se3uality

education efforts* Cne study of t%enty8three communities and their e3periences developin& and

implementin& se3uality education sho%ed that communities %hich si&nificantly involved parents

had more comprehensive curricula and conflict %as either rare or a$sent*1

!t is important to remem$er that polls sho% that a maFority of parents support se3uality

education* Despite this fact you %ill most li.ely $e faced %ith some parents that are concerned

a$out se3uality education in school at some point even if it is a lon& standin& pro&ram* These

parents %ill ran&e from those %ho have uestions to those %ho are e3tremely opposed* Those %ho

have uestions that are addressed and have an opportunity to learn more a$out the curriculum&oals usually no lon&er have concerns $ut are supportive* !t is important to listen to all these

parents7 vie%s and determine if they are reflective of the lar&er community* "ery often

controversy can start %ith one parent %ho has $een listened to $ut is not satisfied %ith the

outcome even %hen offered the parental /opt out policy*

Strate&ies to involve parents:

1* +eco&ni9e and pu$licly ac.no%led&e that schools need to %or. in partnership %ith parents

to educate children a$out se3uality and !"* Affirm that parents are the primary

educators of their children*

2* !nclude several parents on the school health advisory committee*

* Send home an informational letter or include information in the $e&innin& of the year7s

parent pac.et a$out the pro&ram and encoura&e parents to discuss it %ith their children*

;* Arran&e for a parent %or.shop on /Tal.in& %ith our 6hild A$out Se3uality* This mi&ht $e

done throu&h the #TA#TC or adult education pro&ram if one e3ists in your school*

=* Send home ne%sletters or $rochures that &ive parents pointers on discussin& se3uality

topics %ith their children (See Addendum B)* 5et parents .no% that their role as aneducator and role model is important and respected $y the school staff*

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,* #rovide parents %ith the option of removin& their child (/opt out policy needs to $e a %ritten

school $oard policy) from se&ments of the pro&ram to %hich they o$Fect* This type of policy has

helped to reduce the amount of controversy schools e3perience* School $oards %ill need to

determine if the curriculum content is to $e covered at home or if there %ill $e an alternative lesson

or lessons*

@* >se researched /parental involvement lessons in the !"se3uality unit to improve

parentchild communication on the topic of se3uality* These lessons are often included inevidenced8$ased !"se3ually transmitted infection and pre&nancy prevention curricula

and are proven to increase parentchild communications on se3uality issues*

?* !f there are parents %ho are in the health or medical profession invite them into the

classroom as &uest spea.ers if they have e3pertise on the curriculum content* As %ith any

&uest spea.er the teacher %ould discuss the content to $e covered ahead of time to

determine if the spea.er is appropriate*

* Elementary and middle schools startin& a ne% !"se3uality unit often send home a

parental permission letter* The /opt out informational letter e3plains a$out the topics to

$e tau&ht encoura&es parents %ith uestions to contact the school and as.s the parent to

send a si&ned form $ac. to the school only if they %ant their child not to ta.e the unit*

Many schools discontinue this procedure once the pro&ram is successful and on&oin&*

Elementary schools are most apt to continue this practice in order to .eep parents

informed and encoura&e conversations at home on the topic*

10* Arran&e for a facilitated dialo&ue ni&ht $et%een hi&h school parents and students on topics

important to students* #rovide a safe space for students to raise their issues concernin&

se3 and other ris. $ehaviors that they face and have adults and parents in the role of

listeners* #arents can tal. a$out their hopes for and concerns a$out se3ual health issues*

After a spea.er livin& %ith !" presented to =8? th&rade students one Maine principalinvited students and parents to discuss ho% the presentation %ent* The dialo&ue helped

him to &au&e the effectiveness of the pro&ram and provided support %hen non8parents

called %ith complaints*

C. Involving Students

The very people %e hope to effect $y our !"se3uality education efforts are the ones most

often e3cluded from the plannin&evaluation process* Most times %e fail to as. students %hat %ill

help them to protect their se3ual health* Middle and hi&h school students have a %ealth of

information %e need only as.* -e also need to inform them of the social norms that are ta.in&place rather than their perception to social norms* 4or instance many more students have never

had se3ual intercourse than students and adults thin.* #lus the rate of se3ual a$stinence and

se3ual responsi$ility has risen over the past decade in Maine (See Addendum 6)* 4or current

rates of se3ual a$stinence &o to: %%%*maine*&ovyouthhealthsurvey* A pro&ram is li.ely to &ain

support if it can $e sho%n that it has $een desi&ned to meet the e3pressed needs of the students*

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Strate&ies:

1. !nclude several students on the school health advisory committee*

2. +outinely solicit students7 ideas a$out %hat youn& people need to learn a$out se3ual health

and %hat s.ills do they need to practice in order to maintain and protect their se3ual

health for no% and in the future* As. them ho% they %ould li.e to learn this information

and these s.ills* Surveys or focus &roups %ill $e helpful in acuirin& this information*

3. Build a student evaluation process into the curriculum as.in& %hat they learned and %hat

else they %ould li.e to have learned* >se these evaluations to revise pro&rams to Fustify

the inclusion of potential controversial material and to pu$lici9e %hat students are learnin&

from the pro&ram*

;* Some health educators have an anonymous uestion $o3 that students can put their

uestions in and then they ans%er after revie%in& the uestions* ealth educators have

typed up the uestions to share %ith school $oards administrators and parents so that

they can see that the students have valid uestions* School may $e the one time and place

youn& people are a$le to &et accurate ans%ers*

". Involving School Personnel

Teachers are the .ey to successfully implementin& and maintainin& the !"se3uality curriculum*

Those staff not involved in the actual implementation %ill $e needed to demonstrate support for

the curriculum* !n additional school personnel %ill also $e loo.ed upon $y community mem$ers as

/.no%in& %hat7s &oin& on in the school* Ma.e sure they do .no%*

Strate&ies:

1. #rovide periodic updates a$out the curriculum at staff meetin&s*

2. #rovide !" education for all staff includin& periodic updates includin& universal $ody fluid

precautions*

* !nclude school personnel on the advisory committee*

;* As. teachers %ho %ill $e teachin& the curriculum for input durin& the development and

revie% process* Also as. them to respond to a draft of the curriculum andor revisions*

=* Assess the trainin& needs of teachers %ho %ill $e e3pected to teach the curriculum and

provide on&oin& trainin& around those needs*

#. Involving '$inion Leaders

Cpinion leaders are those individuals in your community %ho are seen $y others as a relia$le source

of information and %hose opinion is respected $y others in the community* Cften opinion leaders

%ill $e found in /prominent positions i*e* to%ncity council leadin& $usiness professionals or a

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cler&y person* o%ever this may not necessarily $e the case* The opinion leader may simply $e

someone %ho is held in hi&h esteem in your community*

Strate&ies:

1. #rior to underta.in& the development or e3pansion of an education effort it is helpful to

contact a fe% opinion leaders let them .no% %hat you hope to do and that it is reasona$le

to e3pect some controversy to arise* As. if they %ould share their thou&hts and if they

%ould $e %illin& to pu$licly support the effort*

2. !nclude opinion leaders on the advisory committee*

3. ave the advisory committee meet %ith individual opinion leaders to e3plain the pro&ram

and enlist their support*

4. Develop colla$orative relationships $et%een schools health and social service a&encies and

community a&encies %hich serve youth*

=* Arran&e to spea. at a meetin& of a local community or&ani9ation %hich includes opinionleaders* >se the opportunity to e3plain the need for !"se3uality education the &oals of

the pro&ram and to share ideas on ho% mem$ers of the or&ani9ation can support the

effort*

School &oard Su$$ort for HIV/Seuality #ducation

>ltimately the responsi$ility for health education that includes !"se3uality education

implementation rests %ith the local school $oards* #erhaps no element is more critical to the smooth

creation and inte&ration of this education than the school $oard7s esta$lished policies and practices*

A frame%or. of $oard policies can help minimi9e controversy and ensure that issues have $road8$ased

support* 4or districts that choose to have one policy %hich covers all health related issues it must $e

made clear to parents and teachers that !"se3uality education %ill fall %ithin these &uidelines*

Such a policy can: allay concerns that this education is happenin& in an ad hoc mannerH specify that

the schools inte&rate !"se3uality education into e3istin& health family life and other su$Fect

areas and that appropriate information $e &iven at every &rade level each yearH provide staff

development to school staff on contentH and assure parents that they have the option to e3cuse their

children from class if they do not %ish them to participate* The drivin& force of any policy is the

$oard7s pu$lic statement to the community: -e care a$out our youn& people and %e %ant to protect

their lives and health*2

6ritical elements of a policy frame%or. related to !"se3uality education include policies

concernin&:

1. The school district7s pu$lic information pro&ram*

2* o% the $oard involves the school community in decision ma.in&*

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* The process for curriculum development adoption implementation revision and evaluation*

;* o% concerns a$out curriculum instructional materials and personnel are handled*

Addendum D is an e3ample of controversial issues policies %hich cover sensitive issues* Each

district should %rite their policy $ased upon their o%n needs so as to reflect their community values*

Addendum E is an e3ample of ho% concerns a$out curriculumsu$Fect material can $e handled* A

clearly defined procedure %hen follo%ed can ma.e the process more efficient for everyone involved*

Addendum 4 is an e3ample of a policy that outlines ho% pu$lic concerns %ill $e addressed*

Addendum is an e3ample of a Material +evie% policy*

Addendum is an e3ample of a policy that allo%s parents to e3cuse their child out of a lesson or

lessons of a curriculum*

! %ish to than. Maine School Mana&ement Association that provided sample policies*

Also essential are policies supportin& school $oard mem$er trainin& and education*2 -hen ne%mem$ers are added they %ill need to $e co&ni9ant of policies and information relatin& to the issues*

A stron& cohesive school $oard %ith mem$ers advocatin& for !"se3uality education %ill do much

to avert potential pro$lems*

Su!!ary to "evelo$ing and %aintaining School/Co!!unity/School &oard Su$$ort

-hen curriculum is initially developed %ith the steps of includin& parents students school staff the

advisory committee and school $oard this ensures $oard $ase support for its implementation and

maintenance* These steps need to $e revisited periodically to ma.e sure that the curriculum meets

the needs of students* The potential for challen&es on the topic of se3uality reuires that everyone$e familiar %ith the se3ual health &oals and o$Fectives* !f the curriculum is evidence $ased (See

Addendum !) the $ehavioral outcomes %ill $e important in articulatin& the rationale for teachin& this

topic over time* Addendum 'outlines Maine adolescent se3ual health &oals for 2010* The se3ual

health &oals of 2020 are currently $ein& updated*

%anaging '$$osition to HIV/AI"S and Seuality #ducation

Cpposition to !"A!DS education varies in different communities* !f you find your school

confronted %ith a controversy it is important to .no% %ho the parent or community mem$ers arethat are raisin& o$Fections to your pro&ram* Cpponents %ill ran&e from individual parents %ho $elieve

that it is not the schools7 role to provide this education to or&ani9ed &roups that have connections

%ith state and national or&ani9ations*

Some parents may have uestions a$out the content and voice concern a$out /%ho %ill teach it the

level of teacher trainin& and ho% the pro&ram %ill handle values issues* Be careful not to la$el these

individuals as opponents* Many times if these parents are &iven open honest ans%ers to their

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uestions and opportunities to previe% materials they %ill come around to supportin& the pro&ram*

Cther parents may o$Fect to the pro&ram $ased on personal or reli&ious $eliefs %hich oppose school8

$ased discussion of se3uality issues and %ant to assure that they %ill have control over %hether or

not their o%n child participates* These parents may not %ish to $loc. other children7s access to the

curriculum $ut only %ant the option of e3cusin& their o%n child*

Another type of opposition comes from individuals or &roups %ho are stron&ly opposed to se3uality

education or !"se3uality education* Cften they are of the $elief that schools do ICT have ale&itimate role in teachin& a$out these issues or that the education $e limited to se3ual a$stinence*

!n some instances these opponents are connected to state or national &roups %hich ta.e platforms

opposin& a variety of se3uality and reproductive issues* These &roups pu$lish materials informin&

parents a$out the /horrors and /detrimental effects of se3uality education* Supporters of

se3uality and !"A!DS education are accused of $ein& immoral hidin& information from parents and

encoura&in& youn& people to have se3* Su&&estions on %ays parents can influence school8$ased

pro&rams are provided*

Minimi9in& the ne&ative effects that stron& opponents have on your pro&rams %ill necessitate that

you .no% %ho your opponents are understand their methods and $e a$le to effectively respond* !have identified the follo%in& methods commonly used $y opponents and possi$le strate&ies for

respondin&* !ndividuals %ill need to choose strate&ies %hich are suited to their situations*

Co!!on %ethods (sed by the '$$osition

A* #u$licly articulate false claims a$out !"se3uality education includin& that schools &ive little

time to se3ual a$stinence and spend much more time on contraception and safer se3*

B* Advocacy of a$stinence8only curricula %ith claims of positive evaluation results*

6* +euests for copies of all curriculum materials and lesson plans*

D* 6ontact %ith school $oard mem$ers %ith inaccurate information*

E* 6ontactin& different school personnel %hen they are not successful %ith their reuests to

dismantle or limit the curriculum* 6ontinually reuestin& meetin&s %hen their reuests are not

met* Iot follo%in& the school7s policy and procedures for addressin& curriculum concerns*

4* Ta.in& curriculum statements out of conte3t to mislead others a$out the curriculum7s intent*

* "oicin& claims that parents are intentionally not listened to or .ept in the dar. a$out %hat their

children are $ein& tau&ht*

* >sin& an individual teacher or staff mem$er as a scape&oat %hen they ma.e accusations* !t is

implied that they are not fit to $e teachin& students this topic*

!* -antin& to have outside instructors come in to teach an a$stinence pro&ram that is a part of a

comprehensive curriculum*

'* !mplications of le&al action*

* >se the media to air concerns and ma.e false claims*

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26/42

More than half (=*=) of all hi&h school students have not had se3ual intercourse* #lus

amon& se3ually active Maine students there has $een an increasin& rate of usin& protection*

Cver t%o8thirds (,?) of Maine male hi&h school students used a condom at last

intercourse*; Maine female hi&h school students have consistently $een amon& the hi&hest

$irth control pill users in the country*

Maine7s messa&e of stressin& se3ual a$stinence providin& information and s.ills plus access

to services to maintain their se3ual health is %or.in&* Cver 20 years a&o Maine had one ofthe hi&hest teen pre&nancy rates in the country* That rate has si&nificantly decreased to

the point that Maine has no% one of the lo%est teen pre&nancy rates nationally* A num$er of

southern states %ho initially em$raced a$stinence only education sa% their rates of teen

pre&nancy and STDs increase and are no% optin& for a more comprehensive approach*

'$$osition State!ent: Se3uality education is value8free and immoral andor se3uality

education opposes parents7 values*

,es$onse: Se3uality education promotes fundamental values %hich emphasi9e the

advanta&es of .no%led&e over i&norance and the principal of relatin& to others in %ays that

increase and support respect euality and responsi$ility* Students are encoura&ed to

communicate %ith their family a$out se3uality issues and values related to family life*

'$$osition State!ent: #arentscommunities don7t %ant comprehensive se3uality education*

,es$onse: #u$lic opinion polls have repeatedly sho%n that the maFority of parents and

community mem$ers support school8$ased se3uality and !" education (See Addendum A)*Those individuals %ho stron&ly oppose this education are often very vocal and persistent

causin& their num$ers to $e overestimated* "ery fe% parents %hen &iven the option of

removin& their child from se3uality or !" prevention classes e3ercise this option*

Addendum sho%s the se3uality topics covered in Maine middle and hi&h schools*

'$$osition State!ent: Se3uality education encoura&es youn& people to have intercourse

and oral se3*

,es$onse: Evidence8$ased se3uality education encoura&es youn& people to ma.e responsi$le

decisions a$out se3ual $ehaviors after loo.in& at the potential conseuences* A$stinence

from se3ual intercourse is not only emphasi9ed as a desira$le choice for adolescents $ut

concrete refusal s.ills are practiced* These curricula have $een proven to delay the onset of

se3ual intercourse* They also increase the use of protection amon& those students %ho

$ecome se3ually active*

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Studies sho% that youn& people %ho have had a se3uality education course are no more li.ely

to have intercourse than those %ho have never ta.en a course*= , @ ? !n fact many youn&

people initiate intercourse $efore they ever have a se3uality education course* Se3ually

active 1@ and 1? year old %omen are more li.ely to use an effective contraceptive method if

they have ta.en a se3uality education course*

'$$osition State!ent: The availa$ility of contraception causes teens to $ecome se3ually

active*

,es$onse: There is no research sho%in& that the availa$ility of contraception has an

influence on teena&ers7 decisions to $ecome or not $ecome se3ually active* 6ondom

availa$ility pro&rams in schools have $een proven to not increase se3ual $ehavior* Cne study

of a cooperative school pro&ram and community8$ased clinic sho%ed that the availa$ility of

contraceptive services did not increase se3ual activity*@

'$$osition State!ent: 6ondoms are not effective a&ainst !" infection and it7s li.e playin&

+ussian roulette to tell youn& people that they are*

,es$onse: !t is important for youn& people to learn that a$stinence from va&inal anal or

oral se3 and !" dru&s is the $est %ay to protect themselves from $ecomin& infected %ith

!"* o%ever %e must also reco&ni9e that $y the time our teena&ers are seniors , %ill

have had se3ual intercourse*;

6ondoms are not 100 effective $ut they have $een sho%n to si&nificantly reduce a person7s

chance of contractin& !"*10 !t is dan&erous and irresponsi$le not to teach youn& peoplethat condoms can help protect them a&ainst !" and other se3ually transmitted diseases*

#lus this is the one form of $irth control that a male can $e sure is $ein& used*

&. Advocacy of Abstinence0'nly Curricula

Cpponents of effective se3uality and !" education have come to reali9e that the maFority of

people $elieve that youn& people need to $e e3posed to this education* +ather than outri&ht

opposin& all curricula they %ill often introduce an /alternative curriculum for administrators and

school $oard to consider* At first &lance these /alternative curriculums may $e appealin&

especially since they advocate for adolescents $ein& a$stinent a stance most adults can support*o%ever these curricula may seriously constrict the su$Fect material andor reduce se3uality

education to limited sessions on anatomy and physiolo&y chastity and mono&amy* Addendum 5

provides the Maine statute that defines %hat 6omprehensive 4amily 5ife Education %ill cover*

This definition passed $y the Maine 5e&islature in 2002 stresses se3ual a$stinence $ut also covers

responsi$le decision ma.in& contraception and healthy relationships s.ills*

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The authors of -innin& the Battle: Developin& Support for Se3uality and !"A!DS Education11

su&&est that /alternative curricula usually have the follo%in& features in common:

A complete emphasis on a$stinence from all se3ual activity and on helpin& youth develop

/sayin& no techniues %ith little or Nno actual s.ill development to increase responsi$le

decision8ma.in& in se3ual situations*

#remarital se3 is presented as destructive $ehavior %ith tra&ic physical and emotional

conseuences*

uman se3uality is referred to in a$solutes of /ri&ht and /%ron& or /%holesome topics*

An emphasis on contraceptive failures %ith little or no information on contraceptive

methods*

Avoidance of any discussion a$out Nse3ual orientation*

Se3ual $ehavior is portrayed as accepta$le only %ithin marria&e*

A strict definition of family as a $lood or le&al relationship %ith a ne&ation of other forms

of family and a denial of the chan&in& structure of the American family*

C$Fection to values clarification e3ercises %hich strive to teach students to clarify their

o%n values concernin& se3uality and ma.e healthy responsi$le decisions*

NEvaluation results are cited %hen there has $een no peer revie%ed pu$lication of results as

reuired for evidence8$ased curricula*

Nrevised additions 200, Maine Dept* of Education

>ntil recently evidence has not supported the effective use of a$stinence8only se3

education*12 There is still no evidence to support a$stinence8only se3 education $ased on

morality misinformation and the standard of marria&e*

!n 4e$ruary 2010 a noted researcher Dr* 'ohn 'emmott released the results of an

a$stinence8only intervention that delayed se3ual initiation for si3th and seventh &raders*

Sarah Bro%n of the Iational 6ampai&n to #revent Teen and >nplanned #re&nancy %hile

heraldin& the results also noted that the a$stinence8only classes in the 'emmott study

centered on people %ith an avera&e a&e of 12 and did not advocate a$stinence until marria&e*

The classes also did not portray se3 ne&atively or su&&est that condoms are ineffective andcontained only medically accurate information*1

4or more information on evidence8$ased pro&rams read Dou& ir$y7s /Emer&in& Ans%ers 200@

+esearch 4indin&s on #ro&rams to +educe Teen #re&nancy and Se3ually Transmitted

Diseases*1;

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29/42

C. ,e1uests for Co$ies of #ducation %aterials and Lesson Plans

All parents can &ain a $etter perspective on %hat is $ein& tau&ht $y revie%in& teachin& materials*

!n fact some schools send home curriculum outlines or ma.e the materials availa$le at open

houses and parent information ni&hts* See sample letter (Addendum M)*

#u$lications $y or&ani9ations opposin& !"se3uality education encoura&e parents to revie% and

evaluate curriculum* Cne such article su&&ests that the first step in determinin& the nature of

your children7s se3 education pro&ram is to e3amine the contents* /!f you don7t feel competent to

Fud&e the uality or $ias of the materials then as. for help from someone %hose opinion you value*

4or e3ample you mi&ht enlist your pastor since cler&y usually have the trainin& and the critical

Fud&ment to assess the meanin& of the %ritten %ord* !f you .no% other parents %ho share your

concern as. one or more of them to Foin in the evaluation*1;

-hen evaluatin& curriculum parents are encoura&ed to apply the follo%in& uestions:

a. Does the pro&ram encoura&e youn& people to en&a&e in se3ual intercourse or does it send a

clear messa&e of a$stinence and self8restraintL

b. Does the pro&ram violate community standards of taste and decencyL

c. Does the pro&ram present traditional vie%points to%ard se3uality as %ell as those of more

permissive individuals and or&ani9ationsL !f so does it present them in compara$le detail

and %ith the same de&ree of o$Fectivity or sympathyL1=

!n some cases opponents have not $een satisfied %ith opportunities to previe% the materials at

the school $ut instead reuest $y mail copies of all materials includin& teachers7 lesson plans and

audiovisual materials* See 4i&ure 1 $elo%* !t can $e over%helmin& for staff mem$ers that have

many responsi$ilities to spend their time photocopyin& and mailin& materials* The school district7s

4reedom of !nformation +euest policy %ill outline the timeline for respondin& to such reuests

plus the photocopyin& costs and if $urdensome the staff time costs* Cften %hen presented %ith

the costs of the reuested materials the demands for materials decrease*

!n respondin& it is important to assure that the curriculum is availa$le at the school durin& normal

operatin& hours for previe% $y the pu$lic* !t is important that a staff person familiar %ith the

materials $e present to ans%er uestions and concerns* Since curricula are considered pu$lic

information mem$ers of the pu$lic have the ri&ht to access these materials* o%ever the la%

does not reuire that staff spend time or money photocopyin& and mailin& %ritten materials* !n

fact the reproduction of audiovisual materials is prohi$ited $y copyri&ht la%s*

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30/42

2igure 3Date: Anytime

Anyone

Any School

Any place

Dear Ms* Anyone:

Than. you for your letter of Ccto$er ; and your response to my /4reedom of !nformation

+euest*

!7m very interested in learnin& more a$out the comprehensive se3uality education curriculum for

&rades four throu&h t%elve* !t7s my understandin& that this curriculum is accessi$le to citi9ens

under Maine7s freedom of access la%*

#lease advise me ho% many pa&es of material ma.e up the model curriculum for each &rade four

throu&h t%elve* Dependin& on the volume of material involved ! %ould li.e to either pay

reasona$le copyin& costs to have the record mailed to me or ma.e an appointment to inspect thematerial at your office*

!f there is a curriculum synopsis or outline availa$le please provide me %ith a copy*

! am also interested in the se3uality topics covered $y your &uest spea.ers* #lease provide me

%ith summaries of your presentations on se38role stereotypes teen pre&nancy se3ually

transmitted diseases !"A!DS se3ual orientation $irth control and pre&nancy options*

4inally please provide me %ith a descriptive list of resources availa$le from your school li$rary

on these topics*

! %ish to than. you in advance for your assistance*

Sincerely

'ohn Doe

". Contact With Individual School &oard %e!bers With Inaccurate Infor!ation

School Board mem$ers $oth individually and as a committee are more li.ely to hear opponents of

se3uality and !" education than proponents* This can leave the $oard %ith the impression that

opponents outnum$er proponents*

Cpponents %ill $e persistent in their efforts to influence the school $oard7s decisions a$out

pro&rams policies and curriculum* They %ill initiate contact %ith individuals and the $oard as a

%hole throu&h telephone calls letters and pu$lic forums* 4i&ure 2is a copy of a letter sent to the

chairperson of a School 6ommittee considerin& implementation of a pilot pro&ram in !"

#revention prior to the committee7s vote*

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31/42

2igure 4Date: Anytime

Mr* 'ohn Doe

Superintendent of Schools

Anyto%n #u$lic Schools

Dear Mr* Doe and mem$ers of the School Board:

As you are all %ell a%are the need for se3 education is o$vious* The uestion is not %hether it

should $e tau&ht $ut %hat should $e tau&ht* This proposed ne% unit on se3 is neither innovative

nor uniue in spite of the /hype surroundin& it* A /hands on approach %ith open fran.

discussions and practical application has already $een instituted in various portions of the

country* The net result has $een +EATE+ not lesser promiscuity and a correlative rise in teen

pre&nancies and a$ortions* Since it is %idely understood that condoms have a hi&h failure rate

the only Safe Se3 pro&ram %ill $e one that teaches se3ual a$stinence as the only option*

The uestion then $ecomes is there such a pro&ram and has it $een demonstrated to $esuccessful at 6AI!I BEA"!C+L The ans%er is a resoundin& ES*

ou have $een &ivin& information re&ardin& a couple of these proven alternative pro&ramsO !n

one of the schools %here one of these pro&rams %as implemented the teen pre&nancy rate

dropped from 1;0 to Fust 20 in the very first yearO Iot $ecause they %ere tutored in the

techniues of proper condom use $ut $ecause they %ere tau&ht that a$stinence %as the CI5

option (not one of several options) that &uaranteed safety*

The pro&rams do not present se3uality as some sort of ta$oo $ut rather stress the $eauty of

se3uality in its proper conte3tO !t is ICT a /let7s scare them to death approach $ut one that

reco&ni9es their personality and emotions treatin& the person as a %hole $ein&*The reason o$Fections have not arisen earlier a$out the ne% se3 unit ! suspect is that fe%

really .ne% %hat the pro&ram %as all a$out and still do notO After readin& over the four pa&e

handout re&ardin& the se3 ed unit distri$uted at the last Board meetin& there %as very little

that %ould raise a red fla& to a concerned parent and school $oard* !t all sounds very &ood on

the surface $ut some harder uestions need to $e as.ed*

Cn pa&e five of the handout under o$Fective three someone needs to pin the advisory

committee do%n as to %hat e3actly it means /* * * to &ain s.ills in ne&otiatin& safer se3*

! %ould also hope the school Board %ould %ant to pro$e a $it deeper re&ardin& the o$Fectives

for the course handed out a fe% meetin&s $ac. (if in fact you even received it)* The scantpro&ress report &iven to the $oard %as thorou&hly $eni&n and uninformative* ! $elieve the

parents of Anyto%n desire our school $oard to $e a $it more inuisitive as to %hat is $ein&

proposed not merely %here se3 ed is concerned*

My intention is not to $e a pain in the nec. to you all $ut to truly $e a help* But %here there is

an o$vious %all that is clearly not in the $est interest of our .ids ! %ill do %hat ! can to ma.e

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32/42

sure they &et the truth a$out ho% condoms fail and that a$stinence until marria&e is the only

true choice for our teens*

! am a $it perple3ed as to the reports ! have heard some of you ma.e concernin& the num$ers

of calls or lac. thereof and the supportive nature of them* ! myself have had over 1= calls and

every one has a&reed %ith me* The letters to the editor of the Any #aper also seem to reflect

the same*

The issue of teen se3uality is not an easy one and a /Fust say no approach in and of itself isadmittedly simplistic* But the a$stinence only pro&rams you have $een informed of do not simply

/preach don7t do itO They deal %ith the %hole person self esteem responsi$ility and scientific

facts to ma.e a pro&ram that chan&es $ehavior %hich is %hat %e all desire*

Than. you for your efforts and concern for our children* ! have enclosed some informational

sheets ! hope you %ill ta.e time to peruse*

'ohn Doe #arent

cc: #rincipal

Board Mem$ers

Strate&ies for respondin&:

1* 4ollo% the procedures outlined in the policies to address pu$lic concerns* !f this challen&e

is clearly from one person or a minority and procedures have $een follo%ed continue %ith

planned ne% unit* This is after the recommendations of staff administration and advisory

committee have $een made and the school $oard then ma.es the decision* Student and

parent input should $e part of the earlier process so once the $oard decides on

implementation then parents can $e notified*

2* Encoura&e the $oard mem$ers to listen carefully to individuals $ut avoid committin& to aspecific outcome prior to hearin& all sides of an issue* !t may $e construed as a&reein&

%ith the challen&es if people are not encoura&ed to follo% the policy and procedures for

addressin& pu$lic concerns* Cften the challen&es come from people %ho do not have

children in the school*

* To ensure that $oard mem$ers hear from proponents as. the advisory committee

mem$ers includin& student mem$ers to contact $oard mem$ers and voice their support*

;* +emain in close contact %ith $oard mem$ers monitorin& their responses to opponents7 input*

#rovide them %ith additional information as needed to counter any false claims ormisrepresentations of the curriculum*

=* ave students present %ho are %illin& to articulate for the $oard the reasons %hy youn&

people need se3uality and !" prevention education*

,* Advisory committee mem$ers can %rite editorials to educate the community a$out the ne%

unit and the rationale for implementin& it*

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33/42

@* +outine parent communication methods can $e used to update parents a$out the ne% unit*

#. Contacting "ifferent School Personnel When They Are 5ot Successful

E3plain the policy for controversial issues curriculum and material complaints* E3plain that there

is a process %ith a chain of command that they must follo% if they %ish to continue on %ith their

challen&e* 6ommunicate %ith school administrator a$out potential controversy after meetin& %ith

parent or community mem$er so that other staff can $e alerted that the policy is to $e follo%ed

should they $e contacted* The opposition can ta.e up valua$le staff time if people are not

communicatin& and decisions made .no%n to other staff*

2. Ta)ing Curriculu! State!ents 'ut of Contet

!t is important %hen the pu$lic revie% curriculum or curriculum materials that a staff person %ho

is .no%led&ea$le $e present to ans%er uestions and concerns* -hen opponents mislead others

a$out the curriculum intent and ta.e thin&s out of conte3t it depends in %hat forum it is done and

ho% many people are reached %ith this information* Cften the misinformation plays into the

pu$lic7s fears a$out adolescent se3uality and adolescents7 ina$ility to $e responsi$le* !f a %ide

audience is reached it is important to disseminate accurate information so that you are educatin&the people %ho %ant to support the pro&ram $ut are left unsure $y these misleadin& claims*

There is a lar&e &roup in the middle of the issue %ho can $e convinced $y the fear statements to

uestion the validity of the curriculum* our messa&es of calm rationale &oals and o$Fectives plus

%hat is in the $est interest of students %ill &o a lon& %ay to $uild $roader support* This $ecomes

more difficult as the controversy heats up*

6. Voicing Clai!s That Parents Are Intentionally +e$t 'ut 'f The Process

This is %here an advisory committee is most important* They can spea. $est to this issue and

revie% the efforts they and the school staff have made to communicate to parents* !t isimportant to ascertain if these claims are comin& from people %ho are not parents and to contact

supportive parents to offset these claims %hen necessary* This is a claim that is consistently

used to play on the distrust of the community* A clear messa&e a$out %hat is in the $est interest

of students and the results are important*

H. (sing an Individual Teacher or Staff %e!bers as Sca$egoats

6astin& the teacher responsi$le for teachin& this topic or the person responsi$le for the

curriculum process as unfit and of lo% moral character is one method that is very concernin&* The

$est strate&y is that school administrators ta.e a firm stand of visi$le support* They need to $e

.no%led&ea$le on the curriculum content and trust their staff to provide information that they

need to handle the controversy* Staff should $e shielded from open pu$lic forums and the media*

Io matter ho% committed someone is to the effective education of youn& people these attac.s

can undermine someone7s self confidence and it can lead to censorship* Staff deserve support as

they are often fearful that they %ill someho% $ecome diminished in this process*


34/42

I. Wanting to Have 'utside Instructors *ith Abstinence 'nly Progra!s

The offer offree pro&rammin& is invitin& especially if the school does not have a health

educator* Se3uality is a sensitive topic that reuires trained trusted health education &uidance

or nursin& school staff to teach effectively* These schoolpersonnel are certified or licensed and

outside instructors may not $e* !f $oth curricula are offered the issue is %hy %ould a school teach

t%o conflictin& curriculumH one that teaches only se3ual a$stinence and the other stresses

a$stinence %ith s.ills to stay a$stinent $ut includes information on ho% to $e responsi$le ifsomeone is se3ually active* There is so little time in the curriculum to cover the topic of se3uality

as it is* European school pro&rams ta.e the comprehensive approach stressin& se3ual a$stinence

$ut teachin& a$out responsi$le $ehavior* Their youn& people are more responsi$le as they have

fe%er partners and have much lo%er teen pre&nancies $irths and se3ually transmitted disease

rates*

7. I!$lications of Legal Action

Cne school administrator descri$ed ho% each letter he received from an opponent %ho %as

reuestin& copies of all materials ended %ith /cc: le&al counsel* The administrator replied $y

addin& /cc: le&al counsel to all his %ritten correspondence %ith the opponentO

Threats or implications of le&al action are commonly made $y opponents althou&h nationally there

have $een fe% instances %hen le&al action is pursued* The la%s most often cited $y opponents are

the 4reedom of Access la% and the 4amily Education and #rivacy Acts*

Accordin& to -illiam 4earen former chairman of the ISBA 6ouncil of School Attorneys /School

curriculum desi&ned to educate children a$out !" li.ely %ill %ithstand le&al challen&es $y parents

o$Fectin& to course content* !f there are o$Fections that the course content includes discussion

of se3 outside of mono&amous marria&e says 4earen the courts %ill vie% !" as a pu$lic health

concern and not support curriculum attac.s on reli&ious &rounds* e says the !" issue is similarto the courts upholdin& over parents7 reli&ious o$Fections school district policies that reuire for

pu$lic health reason immuni9ation a&ainst communica$le diseases*

An additional reason that !"se3uality instruction pro$a$ly %ill $e protected $y the courts says

4earen is that courts are reluctant to second8&uess the local school $oard7s curriculum choices so

lon& as they fall %ithin the &uidelines esta$lished $y the state $oard of education* #arents first

must e3haust esta$lished administrative procedures $efore see.in& relief from the courtsH courts

uniformly have reFected parental complaints that se3 education violates parents7 ri&hts to free

e3ercise of reli&ion or to privacy* To have the $est chance of defendin& a mandatory curriculum

addressin& the sensitive su$Fects of se3 condoms and other related matters he says schooldistricts must ma.e their pro&rams le&ally defensi$le $y involvin& parents and the community $y

includin& a$stinence as a form of !" prevention and $y providin& plenty of proof that the

instruction is needed*1, School $oards have seldom $een overturned $y the courts in their

decisions on curriculum content*

;


35/42


36/42

-or. %ith those school representatives %ho are li.ely to $e contacted $y the media to address the

issue i*e* administrators school $oard mem$ers and advisory committee mem$ers and practice

respondin& to possi$le uestions*

Be sure to let all appropriate staff especially the receptionist or secretary .no% %ho in

the or&ani9ation %ill $e handlin& inuiries a$out the controversy*

Be accessi$le* +espond promptly to media calls*

Be honest* !f you do not have the ans%er to a uestion say so* Cffer to &et $ac. to them

%ith information %hen possi$le* !f you are not at li$erty to provide information e3plain

%hy not*

Iever say /no comment or &o /off the record* This fuels hostility* !nstead if a uestion

is inflammatory redirect the uestion usin& it to illustrate a point you %ish to ma.e* Be

prepared to $e misuoted even if you are prepared* avin& a %ritten statement or facts

to share can help the media to report the facts*

!f a reporter as.s a uestion %hich involves speculation don7t speculate* 4or e3ample if areporter as.s /!f 3 should happen %hat %ill you doL respond $y emphasi9in& that you

have no %ay of .no%in& %hat %ill happen in the future*

!f you %ant to ma.e a crucial point durin& an intervie% repeat it several times and as. the

reporter to repeat to you %hat heshe heard*

!f necessary set8up a meetin& %ith media outlets to provide them information to assist

them in formin& an educated opinion a$out the issue at hand*

Before respondin& to ne&ative pu$licity ta.e time to evaluate the situation: /!s the

pu$licity factualL !s it distortedL !s it an individual comment or part of a concerted

or&ani9ed attac.L -ill a response sufficiently contri$ute to your &oals $y correctin& the

errors in facts and restatin& policies or %ill it %or. more to the advanta&e of the critic

attractin& more attention and unnecessary pu$licity for them and their point of vie%*

!f you do decide to respond to ne&ative pu$licity you can contact the reporter or editor

&ivin& them a chance to correct any factual errors or you can %rite a letter to the editor

correctin& any factual errors and restatin& the school7s position on the issue*

!t is important that staff responsi$le for teachin& the curriculum $e shielded from the

media* They can $ecome the tar&et of a campai&n to discredit their teachin& credentialsand also $e personally attac.ed in the media*

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Wor)ing With The School &oard "uring Controversy

The school $oard needs to have policies in place to deal %ith controversial issues and parent and

pu$lic concerns re&ardin& curriculum and teachin& materials* !n the event of a controversy they %ill

$e in a position to ta.e the necessary steps outlined in the policies* They need to $e .ept informed of

a potential challen&e that may ma.e its %ay throu&h the chain of command to the school $oard

a&enda* !t is important that controversy not $e allo%ed to tear the $oard apart $ut rather that the

$oard ta.es control and that they provide the necessary leadership to move for%ard in ma.in&decisions that %ill $e in the $est interest of the students*

Strategies:

1. Maintain open communication $et%een administrative staff and $oard mem$ers* !f

controversy is in the %ind let them .no% immediately*

2. !nsist that $oard mem$ers .eep open communication %ith administrative staff and other $oard

mem$ers* !nsist that $oard mem$ers or administrators not $e surprised $y individual $oard

mem$ers actions such as %ritin& letters to the ne%spaper to air a concern a$out policy orcurriculum*

3. #rovide $oard mem$ers %ith sufficient $ac.&round information a$out controversial issues

ena$lin& them to ma.e %ell8informed decisions*

4. +emind the $oard of policies they have implemented and encoura&e them to follo% these in

ma.in& their decisions*

5. !f controversy erupts the $oard should listen carefully to all opinions* Support of the $oard8

approved curriculum needs to $e communicated* Cnly %hen the challen&es are clearly

reflective of the lar&er schoolcommunity should compromises %hich do not sacrifice theinte&rity of policies or curriculum $e e3plored* The advisory committee in concert %ith the

curriculum coordinator and teachin& staff %ould $e the appropriate &roup to ma.e these

recommendations*

6. Encoura&e the $oard not to delay decisions if a decision is necessary* Delay allo%s time for

the controversy to continue and $uild* Cn the other hand do not feel pressure to ma.e a

decision $ased on demands as the opposition may try to force an unnecessary decision that

does not follo% adopted policies and procedures* They %ill ma.e false claims to &et more time

on the a&enda or try to undermine the procedures to their $enefit*

7. !f the opposition supplies a $oard mem$er(s) %ith false %ritten claims a$out the se3uality and

!" education provide them %ith accurate information to refute the claims*

8. !f ne&ative stories or editorials are aired or printed in the ne%s contact individual $oard

mem$ers to as. ho% this pu$licity is affectin& their vie% and ta.e action if their opinions are

$ein& ne&atively affected*

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* Appoint one person %ho %ill spea. to media a$out $oard decisions* This person should restrict

their information to that %hich is factual*

10* !f the $oard reuests that school staff present on a curriculum or curriculum topics $ein&

challen&ed it is essential that a school administrator attend and provide ver$al support for

the curriculum or topics* Cther%ise the staff person $ecomes the tar&et of the challen&e*

+ee$ing Staff Infor!ed "uring the Controversy

All staff need to $e .ept updated a$out the school7s efforts in se3uality and !" education* These

updates %ill $e even more important if controversy erupts* Teachers should not have to rely on the

media to find out %hat7s happenin& at their school* #rovide information on the controversy the

school7s position and encoura&e staff mem$ers to provide support for their peers %ho may $e

involved*

As administrator you need to provide visi$le and on&oin& support for staff that are in the midst of

controversy* They need to .no% that you $ac. their %or. and that they %ill not $e left to face the

controversy alone for follo%in& the school7s curriculum &uidelines*

The ,ole of the School Advisory Co!!ittee "uring Controversy

The tas. of the advisory committee is to pu$licly and vocally support the curriculum* !f a controversy

erupts they should meet to determine %ith the school administration ho% they can $e involved in a

plan of action* This plan should outline %ays %hich they can demonstrate their support and encoura&e

others to pu$licly demonstrate support* Some potential strate&ies include:

1. 6ontinually and pu$licly refutin& any false claims made a$out the curriculum in theirinteractions %ith individuals* The &roup can draft support statements and informational

sheets on the curriculumPits &oals o$Fectives and student outcomes*

2. +espond to ne%spaper articles or letters to the editors declarin& their support for the

curriculum*

3. old one8to8one meetin&s %ith community leaders to e3plain their pro&ram and solicit their

support and as. them to attend pu$lic meetin&s andor contact school $oard mem$ers to voice

support*

4. 6ontact individual school $oard mem$ers to restate their support for the curriculum*

5. 6irculate petitions if the controversy escalates and it appears there may $e modifications or

limits on the curriculum* As. supportive parents for their si&natures to $e su$mitted to the

school $oard*

6. -rite letters of support and appreciation to school staff involved in the controversy*7.

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#ersonally contact supportive parents and community mem$ers to encoura&e them to attend school

$oard meetin&s and %rite letters to principals superintendents and school $oard mem$ers*

Public %eetings "uring Ti!es of Controversy

#u$lic meetin&s or forums present $oth opportunities and challen&es* !t is an opportunity to pu$licly

address any char&es e3pose errors and misrepresentation put out $y the opposition and to clearlypresent the &oals o$Fectives su$Fect material and teachin& methods of the pro&ram* !nformation

a$out past pro&ram evaluations are helpful in relayin& the value of a pro&ram* The challen&e is that

pu$lic meetin&s %ill $rin& the opponents out in force* >nli.e supporters of se3uality and !"

education they are vi&ilant a$out their attendance at pu$lic meetin&s %hich mi&ht $e of relevance to

their concerns* !t is essential that the school administrator ta.e the lead in articulatin& the support

for the proposed or e3istin& curriculum and the $elief that its implementation is in the $est interest

of students*

!t %ill $e a challen&e to assure that all sides are heard and that for%ard movement occurs* Tips for

productive meetin&s include:

1* #rior to the meetin& decide on the o$Fectives of the meetin& strate&i9e the meetin&

structure and e3plore %hat the $est outcome for students %ill $e*

2* +ecruit supportersPparents teachers students and community leadersPto attend the

meetin& and voice their support* An advisory committee can ta.e on the tas. of recruitin&

individuals*

* 6ontact the meetin& chairperson prior to the meetin& to decide on &uidelines %hich %ill ensure

a fair and orderly process* State these &uidelines at the start of the meetin& and insist that

those in attendance o$serve them* Some su&&ested &uidelines include:

a. have spea.ers pre8re&ister*

b. allo% only one spea.er per or&ani9ation*

c. have spea.ers identify their place of residence their role (i*e* parent teacher student)

and the name of any &roup they are representin&* !f the spea.er is a parent have them

state %hich school their child attends*

d. 5imit each person7s spea.in& time*

e. 5imit audience applause or reactions*

f. Set a limit on time for pu$lic comment and announce that at the $e&innin& of meetin&*

;* #rior to hearin& from spea.ers you can voice for the $oard and the audience the potential

char&es and claims a$out the se3uality!" education that they %ill $e li.ely to hear a$out

and address any inaccuracies or misrepresentation of the curriculum* This diffuses the effect

of the opposition7s statements and scare tactics*


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=* ive the clear o$Fectives of the meetin& and do not include decisions to $e made as this is a

&eneral information8&atherin& meetin& or an opportunity to hear from the pu$lic*

,* Do not allo% personal criticism of staff mem$ers in a pu$lic forum* !f it happens let the

person(s) .no% a$out the policy %hich they can use to voice concerns a$out staff*

@* 6all for a short recess if thin&s &et out of hand*

?* ave a plan in case someone $ecomes disruptive at the meetin&*

* At the conclusion than. everyone for their attendance* 5et them .no% %hat the ne3t step in

the process is if appropriate*

Conclusion

As educators the $etter %e $ecome at anticipatin& and mana&in& controversy the more li.ely %e are

to move our a&enda for%ard* Cpponents $and to&ether support each other and are very persistent* !

%ould su&&est that %e can $e successful in minimi9in& the oppositions7 effects on se3uality!"education $y usin& the same strate&ies: $andin& to&ether supportin& each other and $ein& persistent*

-ith clear concise rationale and &oals for the curriculumH shared outcomes of positive health for our

youn& peopleH and $road $ased support it is much easier to lead the %ay on controversy* Many people

need to $e a$le to communicate %hat is in the $est interest of youn& people %hen it comes to their

se3ual health* -e need to advocate on $ehalf of youn& people and this often means ta.in& a ris.* A

stron& commitment to the &oals of se3ual health education provides leadership for others %ho %ant

to support this effort* our leadership is .ey on this issue* eepin& the needs of our youth in the

forefront helps to .eep their education effective and continually improvin&* opefully the

information in 5eadin& the -ay on 6ontroversial !ssues %ill assist you in your leadership*

/Mana&ers solve pro$lems* 5eaders confront dilemmas* 5eaders reframe impossi$le dilemmas into

novel opportunities* (This) cannot $e done $y clin&in& to old %ays * * * it ta.es a collective loo.

$ac.%ard in%ard and ahead ($y) administrators teachers parents students and other mem$ers of

the school community*1?

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A""#5"A

Item

A SIECUS Fact sheet 2007: On Our Side: Public Support for CSE

Parent !e"sletter

C Facts About Se#ual Abstinence in $aine

% &' (eachin) About Contro*ersial+Sensiti*e Issue, $S$A

2' Sample - Contro*ersial Issues Polic.

E Procedures for Addressin) Concerns Under the Contro*ersial Issues Polic. and Parent/s Obection toCurriculum (opic or $aterial

F Public Concerns and Complaints, $S$A

1 &' Instructional and ibrar.3$edia $aterials Selection, $S$A

2' Challen)e of Instructional $aterials Form, $S$A

4 E#emption From 5e6uired Instruction, $S$A

I &7 Characteristics of Effecti*e Pro)rams

$aine Adolescent 2020 4ealth 1oals

8 School 4ealth Profiles, Se#ualit. (opics (au)ht

Comprehensi*e FE 9ors in $aine, %OE

$ Parent Permission etter - Sample

controversial issues (1)

Documents