Sex education has been present in the schools for more than...

Sex education has been present in the schools for more than thirty-five years. Early efforts were mechanistic, much like a class in anatomy. In the early sixties soaring teenage venereal disease, illegitimate pregnancies, and our increased knowledge of psychosexual development stimulated a searching reappraisal. A plethora of educational efforts filtered downward toward elementary school. Immediately, local communities reacted with petitions and political pressure. Sex education was undermining parental authority and corrupting the youth.

Right-wing organizations and fundamentalist groups rose in anger. They were well organized, vociferous, and effective. The result was that the parent, who has little say about the "new math," now has the absolute right to deny the child sex education. Sexuality is now recognized as another competence just as the ability to lead is a competence. Such competences develop throughout childhood, and to a great extent depend upon the child's opportunity to learn. Education in the school is important, but by itself totally inadequate.

Basic concepts and attitudes are learned before the child ever reaches kindergarten. By then he may have acquired such a poor sexual self-image that the most expert guidance cannot heal the injury. By age five the child may be ashamed of his body, stating emphatically that the penis is dirty and should not be touched. The little girl may know that she is nicer and cleaner than boys-as long as she keeps her skirt pulled down.

Yet if any remediation is to be accomplished, the school is the place to do it, as sex is rarely discussed in most homes. Unfortunately, the teacher's upbringing is no different from the pupils'. Additional training for sex education varies from a weekend workshop to a full year at the master's-degree level. Many teachers remain anxious and uncomfortable with their own sexuality and are certain to transmit discomfort to their pupils. They may tenaciously cling to lists and diagrams, or overemphasize the dangers of venereal disease. Teachers are human also.

How can we make the most of a difficult and complicated situation when our tools are inadequate and we begin too late? First, not all teachers are emotionally ready to teach sex education.They need permission to refuse.Those who are truly comfortable need encouragement and special training. The number of pupils in the class needs to be limited so that the teacher can reassure and give specialized attention to the child who is anxious or reticent. Some pupils can explore only when given much time and patience. The child's misapperceptions and level of awareness need to be repeatedly assessed so that an individualized program can supplant the rigid format.

Emphasis on feelings in discussion groups needs to replace the mechanistic presentation of facts, some times repeated ad nauseam each year. Who cares if the child can't name the structure which leads from ovary to uterus? Rethinking of teaching programs and methods leads to more effective programs. At present, children are segregated according to sex so that they will feel free to ask questions This may be true, but wouldn't it be more therapeutic for children to learn to speak about sex with members of the opposite sex? We may find that we were treating the teacher's discomfort, and communicating our own uneasiness to the children.

For their effectiveness to be maximized, programs must begin as early as possible, in kindergarten or nursery school Special techniques and materials are necessary. The child of two to five learns best through play; the child of five to eight learns well through a combination of play and discussion A boy doll with an expandable penis, and a girl doll with a soft, sized-to-fit vagina and a clitoris would aid the process. These could be available for free, unstructured play as well as demonstrations. The teacher's presentation would focus not just on how sex works, but on how good it feels. Group discussions can revolve about the children's real sexual experiences. The teacher would provide acceptance, offer encouragement, and clarify misconceptions. The most we can expect from our schools is a diligent attempt at remediation. Prevention of sexual problems rightfully remains at home.