OKEMOS PUBLIC SCHOOLS

Young people are very interested in learning about their bodies, particularly during the years of rapid change called puberty. Given an opportunity, students ask many questions during reproductive health classes. This is an excellent opportunity for teachers to communicate several principles:

• Everyone has gone through, or will go through, puberty
• It is "okay" - acceptable, appropriate, and normal - to talk about sex and to be curious about related topics
• Sexuality is a facet of each individual's identity
• Decisions regarding sexual health are not to be taken lightly
• All sincere questions are welcome
• There are reliable sources of information about sexuality, reproductive health, and related topics
• Many adults who care about young people are willing to talk with them about sexuality and reproductive health
• Young people are not yet ready for the responsibility that comes with being sexually active 

Communication - Verbal and Nonverbal

In order to communicate openness to questions and discussions about sexuality and related issues, it is critical that each teacher be very aware of the messages he/she is sending to the students. These messages are sent verbally and nonverbally. Verbal messages consist of the actual words we say, as well as the way we say them - inflection, volume, and tone. Nonverbal messages include body language, facial expressions, gestures, and eye contact.

When preparing to discuss sexual health, it is particularly helpful for both teachers and parents to check that verbal and nonverbal messages are consistent, and that they are sending the intended messages. Practicing delivery of a lesson and responses to a child's questions will increase personal comfort with the terms and subjects that will be used. If this practice is done in front of a mirror, it is easy to see if the nonverbal messages are communicating discomfort or embarrassment. Practicing with a colleague or friend allows for constructive feedback that will increase confidence.

Steps in Answering Questions

When a child asks a question, no matter what the topic, it is helpful to keep the following steps in mind when formulating a response:

Recognize the value of the question.

• Thank you for asking that.
• That's an interesting question.
• I'm glad you asked that question.
• Many people wonder about that.

Determine what is already known about the topic.

• What have you heard about that?
• What can you tell me about that?
• Do you already know anything about that?

Discover the true meaning of the question. Rephrase the question and repeat it.

• I heard you ask...Is that right?
• Let me see if I understand the question...
• When you asked...did you mean...?

Clarify terms as needed. You asked what a ... is.

• When you say...do you mean...?
• That is another word for...
• The word...has several meanings, but in this case it means...

Give a brief, concise, age-appropriate answer. Too little information is better than too much.

• That word means...
• Some people think...Other people think...
• ...is when...happens

Ask if the answer was suitable and allow for further questions.

• Did that answer your question?
• Was that what you wanted to know?
• Is there anything else you'd like to ask?

Open the door for future questions.

• I'm glad you were able to talk to me about...I'm here if you have more questions.
• If you have more questions later, just let me know.
• That was an interesting question. I hope we can talk again sometime.

Possible Meanings in Questions

When a child asks a question, the best answer depends on what he or she really means or is trying to find out. The same words could have several different meanings, each requesting a different response from the adult. Start by providing basic information and ask the child if you have answered the question, or if additional clarification is needed. The following are some possible meanings for questions:

• Request for information or facts
• Reinforcement of previously acquired information
• Clarification of misunderstood message or rumor
• Reassurance for self or others
• Plea for help or intervention
• Attempt to provoke a response
• Attention seeking

Guidelines for Teachers:  Formulating Responses to Student Questions

In formulating appropriate responses to student questions, teachers must consider the guidelines specified by the district PHASE Advisory Board (See Overview of Sexual Health Education section IV: Instruction). If the question pertains to the approved curriculum, media, and materials, the question may be addressed.

Allowing some preparation time before answering a sensitive question will prevent answering in a way that is regretted later. It is fine to respond by telling the student that some time is needed to think about how the question is best answered. Sometimes it will be necessary to tell students that you don't know the answer, but you will try to find out and answer later. When a response is postponed, be sure to return to the question at a later time.

Teachers use digital question boxes to allow more time to prepare responses before answering. The students each write a question or a comment about the lesson. This encourages reflection on the day's lesson and helps address unanswered questions or confusion.

Answering Questions that are Outside the Curriculum

There will probably be times when a question has been asked that is outside the scope of the curriculum. Questions regarding subject matter outside of the approved grade level curriculum asked of an instructor who is qualified to teach Sexual Health Education classes may be answered at the discretion of that instructor. The instructor should use his or her discretion to decide to give a brief and factual answer and to refer the student to his or her parents/guardians and/or a qualified school counselor. The district may approve providing the students or their families with resource directories, hotline numbers, or counseling services.

Situations that Require Action

Some questions or topics of discussion could indicate a situation exists that could endanger the health or welfare of a student. If a teacher becomes aware of such a situation, the proper authorities must be notified.

Student statements or questions that cause the teacher to suspect emotional, physical, and/or sexual abuse or neglect of a minor must be reported to Child Protective Services. Contact your building principal for guidance. It is the law that school employees are mandatory reporters. They must respond and notify the authorities.

How do I handle questions from students regarding subject matter outside of the approved course of instruction?

Generally, a very brief, factual answer is all the student desires. Maturity levels of the students, comfort in answering the questions and knowledge of the subject are all factors to consider in whether or not to answer the question. If you don't feel comfortable answering the questions, or have no knowledge of that topic, refer the student to their parents and/or a qualified school counselor.

What if a student uses inappropriate language or slang, or asks questions jut for shock value or to be gross?

Questions using slang terms should be replaced using proper terms. It is very important for a teacher to stress the importance of knowing and using the correct terms. This will help the student in the future to communicate with parents and physicians when they have questions and concerns about sexual health issues. It is also important for teachers to explain that using correct terms shows respect for the body and person as a whole. Gross, inappropriate questions should not be answered. The teacher should stress that inappropriate questions have no place in the classroom.

What if I am embarrassed or uncomfortable when I discuss parts of the curriculum with the students?

It is very important for you to tell students when you are uncomfortable discussing part of the unit. Your discomfort and embarrassment may be misinterpreted by students as disapproval. It greatly reduces their ability to interact and discuss the topic.

What if personal/inappropriate questions are asked of the teacher?

Explain to students that people do not have to answer questions about their private lives - even their parents. This rule should be discussed as you begin teaching the curriculum as you setup classroom guidelines for discussion.

What about handouts?

Classroom materials distributed to students are to be kept to a minimum to maintain controlled use outside the classroom and must be approved by the PHASE Advisory Board. This includes material from outside agencies and speakers. Handouts will be provided digitally when possible.

The Okemos Personal Health and Sexuality Education (PHASE) Advisory Board must approve all materials that are handed out to students.

Instruction 

Similar to instruction for other content, students receiving personal health and sexuality education are taught in mixed gender classes.  

Procedure for previewing sexual health education materials.

The reproductive health and sexual education curriculum overview may be viewed anytime by visiting the Okemos Public Schools website. Due to copyright law, the curriculum cannot be posted on the website. If parents have questions or would like to see the materials in person, please contact the building principal for a private viewing.

What should I do with a student who does not have permission to participate in the sex education unit?

According to Michigan state law, parents have the right to opt a child out of sexual health education instruction. Students not participating will not be penalized. Teachers will make arrangements for students whose parents have opted them out of instruction to be in an alternative location with other work to do. Teachers are asked to ease the students' discomfort by making arrangements for them to go to their alternative location as unobtrusively as possible.

If a parent wants their child exempted on a permanent and continuing basis from sex education classes, they may file a written notice to that effect with the school. The student will then not be enrolled in such a class unless the parent/guardian submits a written authorization for that enrollment.

Suggestions for Student Assignments if Opted Out of Sexual Health Education Classes:

• Assertive vs. passive vs. aggressive communication
• Healthy vs. abusive relationships
• Decision-making skills and refusal skills
• Steps in short and long-term goal-setting
• Costs and implications of a teen pregnancy
• How to access valid and reliable information resources for health-related topics
• Impact of alcohol and drugs on behavior
• How the media influences our perceptions of risk behaviors
• Cyber bullying and cyber safety