Introduction
In this era of record-breaking teenage pregnancies, sexual education is still frequently disregarded or deemed provocative. In her article “Censoring Sex Information: The Story of Sassy,” Elizabeth Larsen investigates the practice of the revolutionary teenage publication and its reaction to it in society. As in the case of Sassy magazine, support for young and vulnerable females can be impeded by a single petition, despite the critical need for such aid among confused adolescents.
In a similar vein, Anna Quindlen, in her article “Sex Ed,” stresses the importance of sex education and is “a proponent of such programs” both at schools and at home (Quindlen, 1987, para. 3). It is essential to start talking about the genitals even with primary school children. From the age of 10, there should be a full-fledged sexual education. This should include information about conceiving a child and methods of contraception.
Importance of Sex Education
Starting at age 13, when they are old enough to understand the material and capable of taking the risk of sexually transmitted diseases seriously, adolescents need to take a sex education course. The severe consequences of sexually transmitted diseases are known when people lack the necessary information. “It is the nature of adolescence that there is no past and no future, only the present,” writes Anna Quindlen (1987, para. 5).
When teenagers begin dating, usually from the age of 12, they may make poor decisions due to a lack of sex education. Adolescents who have reached the age of 13, when they can understand physiological processes, need to be taught that sex often comes with consequences, such as pregnancy or possible sexual illnesses. The busy minds of teenagers are not sufficiently warned about the recognized dangers of AIDS and HIV, such as the deterioration of the immune system and the development of deadly diseases. Sexually active adolescents can become more mature and responsible if they are given honest information about the odds of contracting a disease and the effective use of condoms.
Premature births can be prevented if more young people access comprehensive sex education programs. According to Quindlen (1987), “Teenage pregnancy has a lot more to do with what it means to be a teenager than how someone gets pregnant” (para. 4). Teenagers who are influenced by their peers are more likely to try risky behaviors like unprotected sexual activity. However, spreading knowledge about contraception through sex education can help reduce the likelihood of unintended pregnancy.
The main message of sex education for teenagers should be that “whatever choices they made about their sexuality weren’t shameful as long as they were responsible about safe sex, birth control; and emotional self-care” (Larsen, 1990, para. 6). The problem of teenage pregnancies is exacerbated by the lack of knowledge about contraception among young people. Therefore, a natural approach to solving the problem would be establishing communication with adolescents while encouraging the use of protective equipment. This can be achieved through educational lessons, videos on contraception’s importance, and sharing such material on social media.
Conclusion
Adolescents’ personal and social development is greatly aided by sex education designed and presented according to their needs. The fact that young people have sex at a school age, regardless of whether the information is in the public space, makes censorship of sex education useless. However, they will better understand their bodies and the fundamentals of sexual behavior if they can have honest and enlightening conversations about sex. It is the obvious and practical solution to the epidemic of teen pregnancies and sexually transmitted diseases.
References
Larsen, E. (1990). Censoring sex information: The story of Sassy. Utne Reader, 40, 96-97.
Quindlen, A. (1987). Sex Ed. The McGraw-Hill Reader: Issues across the Disciplines, 275-277.