scholarly journals Abstinence-Only Education and Teen Pregnancy Rates: Why We Need Comprehensive Sex Education in the U.S

PLoS ONE ◽  
2011 ◽  
Vol 6 (10) ◽  
pp. e24658 ◽  
Author(s):  
Kathrin F. Stanger-Hall ◽  
David W. Hall
Sex Education ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 75-90
Author(s):  
Phyu Phyu Thin Zaw ◽  
Edward McNeil ◽  
Kyaw Oo ◽  
Tippawan Liabsuetrakul ◽  
Thien Thien Htay

2016 ◽  
Vol 3 (4) ◽  
pp. 221-227 ◽  
Author(s):  
Courtney M. Gonzalez ◽  
Diana F. Karczmarczyk ◽  
Brittney L. Douress ◽  
Mackenzie M. Scott

In comparison with other Western industrialized nations, the rates of pregnancy and sexually transmitted infections (STIs) among youth aged 15 to 19 in the United States is higher. Since the 1980s, the U.S. Federal Government has intervened to aid in lowering the rates of pregnancy and STIs among youth aged 15 to 19 by funding a variety of abstinence-only sex education programs. Despite almost $1.5 billion federal dollars spent on efforts to reduce pregnancy and STIs among this subpopulation, there have been overall unsustainable declines in pregnancy and STIs among youth aged 15 to 19. Significant concerns have been raised by health policy advocates, such as former Rep. Waxman (D-Calif.), and sexual health advocates about the lack of a definition for medically accurate curricula. Mixed interpretations of policies for sex education content have resulted in abstinence-only sex education programs targeting youth to reflect conservative ideology with information that is not medically accurate. To better understand the topic, a review of the historical time line and legislative actions of U.S. federal and state policies is presented. As an example, Mississippi’s state policy for sex education programs is analyzed and reviewed. Furthermore, the authors put forward the need for a standard definition of medically accurate information, offer a proposed definition, and discuss the limitations of a standard definition for sex education programs. Public health professionals and public health education specialists play a key role in ensuring that sex education programs be taught using medically accurate information to reduce the rate of STIs and prevent teen pregnancy consistently among youth aged 15 to 19.


2020 ◽  
Vol 3 ◽  
Author(s):  
Lauren Estes ◽  
Carolyn Meagher ◽  
Monique Hensley ◽  
Abby Hunt ◽  
Cory Wuerch ◽  
...  

Background and Objective: Rural teen pregnancy is a significant public health problem, yet there are no evidence-based prevention programs (EBPs) developed for rural communities. Little is known about the process of implementing and adapting EBPs for rural communities. An implementation science framework is a useful way to methodologically examine EBPs replicated in new contexts. Specifically, the Evaluation, Preparation, Implementation, Sustainment (EPIS) framework was utilized for this project. The purpose of this study is to describe the challenges and sucesses in the implementation of EBPs in a rural community.  Project Methods: Youth RISE! is a federally funded, evidence based, community-wide sex education program implemented in Clinton County, Indiana. Qualitative interviews were conducted with key stakeholders involved in implementing the program (n=22). Participants fulfilled diverse roles such as school administrators, teachers, local program partners, and the grantor. These interviews, conducted in-person or via telephone in 2018 and via Zoom in 2020, were subsequently transcribed, coded and analyzed using thematic analysis.  Codes were developed from the EPIS implementation framework and an initial review of transcripts and field notes.  Results: Participants described the Youth RISE! Program as overwhelmingly successful. Qualitative analysis revealed three central themes of Community Readiness, Transparency, and Buy-In. Community readiness included timing, involvement of trusted community partners, and framing teen pregnancy as a public health issue rather than a values issue. Transparency included frequent communication between all parties, positive messaging, and a strong presence in the community. Buy-in included parent, teacher, and school administration support as well as maintaining equal partnerships between the community, school, and partner agencies.  Conclusion and Potential Impact: Contrary to popular beliefs, this rural community was willing to implement comprehensive sex education programs in its schools. This data may be used to inform future implementation of EBPs in rural communities.  


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