NATIONAL SEX
EDUCATION
STANDARDS
CORE CONTENT AND SKILLS, K-12
SECOND EDITION
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
2
National Sex
Education Standards
CORE CONTENT AND SKILLS, K-12
SECOND EDITION
Table of Contents
Acknowledgements
Contributors and Reviewers
Endorsements
Testimonials
Background and Vision
Purpose of the National Sex Education Standards
What’s New in this Edition of the National Sex Education Standards
Guiding Principles and Values for the National Sex Education Standards
High Expectations
Functional Knowledge and Skills
Trauma-Informed
Social, Racial, and Reproductive Justice and Equity
Intersectionality
Language Inclusivity
Theoretical Framework
Characteristics of Effective Comprehensive Sex Education
Alignment with Existing Education Standards
Organization and Design of the Revised NSES
References
Standards by Grade Level Strand
K–2
3–5
6–8
9–10
11–12
Standards by Topic Strand
Consent and Healthy Relationships (CHR)
Anatomy and Physiology (AP)
Puberty and Adolescent Sexual Development (PD)
Gender Identity and Expression (GI)
Sexual Orientation and Identity (SO)
Sexual Health (SH)
Interpersonal Violence (IV)
2
3
4
5
6
7
8
10
10
10
10
11
11
11
12
12
13
15
17
18
18
20
23
28
31
34
34
35
37
39
41
47
51
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
2
Acknowledgements
The
National Sex Education Standards: Core Content and Skills, K–12
(Second Edition)
were developed by the
Future of Sex Education (FoSE) Initiative, a partnership between Advocates for Youth, Answer, and SIECUS: Sex
Ed for Social Change that seeks to create a national dialogue about the future of sex education and to promote the
institutionalization of quality sex education in public schools. To learn more, please visit www.futureofsexed.org.
Advocates for Youth partners with youth leaders, adult allies, and youth-serving organizations to advocate for policies
and champion programs that recognize young people’s rights to honest sexual health information; accessible,
condential, and affordable sexual health services; and the resources and opportunities necessary to create sexual
health equity for all youth. Advocates for Youth envisions a society that views sexuality as normal and healthy and
treats young people with respect. Advocates’ vision is informed by its core values of Rights. Respect. Responsibility.
Answer provides and promotes unfettered access to comprehensive sexuality education for young people and the
adults who teach them. Answer envisions a nation in which sexuality is recognized as a normal, healthy part of
development and every young person’s right to high-quality sex education is fullled. For nearly 40 years, they have
helped adults be the best sexuality educators they can be by providing the latest resources, most current information
and best practices for reaching and teaching the young people in their lives. Answer is also dedicated to ensuring
young people have access to the information they need to be happy, healthy, and safe well into the future.
SIECUS: Sex Ed for Social Change has served as one of the national voices for sex education for 55 years, asserting
that sexuality is a fundamental part of being human, one worthy of dignity and respect. SIECUS works to create a
world that ensures social justice is inclusive of sexual and reproductive rights. Through policy, advocacy, education,
and strategic communications efforts, SIECUS advances sex education as a vehicle for social change—working toward
a world where all people can access and enjoy their own sexual and reproductive freedom.
This publication was generously supported by a grant from the Grove Foundation.
The FoSE partners wish to thank Jennifer Heitel, consultant to the FoSE Initiative, for her hard work and dedication.
©2020 Future of Sex Education Initiative
Suggested citation: Future of Sex Education Initiative. (2020). National Sex Education Standards: Core Content and
Skills, K-12 (Second Edition).
Contributors and Reviewers
3
Contributors and Reviewers
A diverse group of professionals with expertise in sexuality, public education, public health, child and adolescent
medicine, social justice, and psychology provided valuable contributions to and feedback on drafts of the revised
National Sex Education Standards. FoSE is grateful to these individuals:
Brittany Batell, MPH, MSW, Program and Engagement Manager,
Michigan Organization on Adolescent Sexual Health
Laurie Bechhofer, MPH, HIV/STD Education Consultant,
Michigan Department of Education
Jacqueline Bible, MA, Consultant, Future of Sex Education
Initiative
Diana K. Bruce, MPA, Director of Health and Wellness, District
of Columbia Public Schools
Nicole Cushman, MPH, Executive Director, Answer
Jennifer Driver, Vice President of Policy & Strategic
Partnerships, SIECUS
Bonnie J. Edmondson, EdD, Associate Professor, School
Health Education Graduate Program Coordinator, Southern
Connecticut State University
Jey Ehrenhalt, MEd, School Programs Coordinator, Teaching
Tolerance (A Project of the Southern Poverty Law Center)
Mariotta Gary-Smith, MPH, CSE, Founding Member, Women of
Color Sexual Health Network
Andrea Gleaves, Strategic Partnerships Manager, DC Coalition
Against Domestic Violence
Nora Gelperin, MEd, Director of Sexuality Education and
Training, Advocates for Youth
Eva S. Goldfarb, PhD, LHD (hon), Professor, Public Health/
Human Sexuality, Montclair State University
Christine Soyong Harley, MPP, President and Chief Executive
Ofcer, SIECUS
Debra Hauser, MPH, President, Advocates for Youth
Jennifer Heitel, MPH, Consultant, Future of Sex Education
Initiative
Elis Herman, Health Education Specialist–Sonoma County,
Planned Parenthood Northern California
Lisa James, Director of Health, Futures Without Violence
Tonya Katcher, MPH, MD, Program Director for Clinical
Services and Contraceptive Access, Advocates for Youth
Niki Khanna, MA, AMFT, Consultant
Joseph Kosciw, PhD, Director, GLSEN Research Institute
Maureen Kenny Winick, PhD, Professor, School of Education
and Human Development, Florida International University
Lisa D. Lieberman, PhD, CHES, Professor, Public Health,
Montclair State University
Stephanie Morris, MBA, Chief Executive Ofcer, SHAPE
America
Linda Morse, RN, NJ-CSN, MA, RCHES, Retired, NJ Department
of Education
Sonya M. Norsworthy, MAOM, National Director of Education,
Planned Parenthood Federation of America
Chitra Panjabi, MA, President and Chief Executive Ofcer,
SIECUS
Daniel Rice, MEd, Interim Executive Director, Answer
Deborah Roffman, MS, CSE, Sexuality Educator and Consultant
Emily Rothman, ScD, Professor, Boston University School of
Public Health
Elizabeth Schroeder, EdD, MSW, Principal, Elizabeth Schroeder
Consulting
Wendy L. Sellers, RN, MA, President and Sexuality Educator,
Health 4 Hire
Al Vernacchio, MSEd, Sexuality Educator, Friends’ Central
School, Wynnewood, PA
Caitlin Viccora, Program Coordinator, Supportive & Healthy
Schools, Advocates for Youth
Kim Westheimer, MA, Director of Strategic Initiatives, Gender
Spectrum
Sandy Wurtele, PhD, Professor of Psychology, University of
Colorado at Colorado Springs
Fred Wyand, Director of Communications, American Sexual
Health Association
Organizational aliations are included for identication purposes only.
Individuals represented the organization listed above during
creation of the NSES but have since moved on.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
4
Endorsing Organizations
Testimonials
5
Testimonials
“It is critical for young people to embrace the normal changes of puberty and to ultimately engage in positive and
healthy sexual decision-making. The importance of clear, evidence-based guidance for sexuality education cannot be
underestimated. These updated standards provide high-quality, evidence-based information with proven strategies
to teach young people about sexual and reproductive development in a thoughtful and nonjudgmental manner.”
- Maria Trent, MD, MPH, FAAP, FASHM
Professor of Pediatrics, Public Health, and Nursing, Johns Hopkins University
President, Society for Adolescent Health and Medicine
“The National Sex Education Standards provide much needed content and skills to help children and adolescents
grow up to be healthy adults with responsible approaches to sexuality, consent, and sexual behavior. The second
edition of the Standards incorporate emerging evidence about how to address unconscious biases, trauma informed
care, and gender identity, among others. They provide a clear approach, recognizing that comprehensive school
health programs should provide both age-appropriate information about human development and support for the
critical role of families in setting values.”
- Jonathan D. Klein, MD, MPH
North American Vice President, International Association for Adolescent Health
Samuel and Savithri Raj, Endowed Professor and Executive Vice Head,
Department of Pediatrics, University of Illinois at Chicago
“Today, about one in ve young women and gender non-conrming people report experiencing some kind of sexual
assault while in college. It is essential that students learn about consent, bodily autonomy and mutual respect from
an early age. The National Sex Education Standards provide guidance to schools on what to teach in each grade level
to help reduce sexual harrassment and assault and instead raise a generation of young people committed to a culture
of consent.”
- Sage Carson, Manager, Know Your IX
“When followed, these updated standards will help to ensure that youth of all orientations, gender identities and
expressions have access to information needed to make informed decisions to support happy and healthy futures for
themselves and their peers.”
- Dr. Eli R. Green, Founder & CEO, The Transgender Training Institute, Inc
“SHAPE America envisions a nation where all children are prepared to lead healthy, physically active lives. Providing
access to sexual health information is an important part of ensuring young people have the knowledge and skills
needed to make informed decisions about their health. These standards are a road map for K-12 administrators and
educators who are committed to providing their students with the imperative content they deserve to grow into
healthy adults.”
- Stephanie Morris, Executive Director, SHAPE America
“Over the past decade we have seen a reawakening on a number of sexual health issues, including a new
dialogue about sexual consent, the emergence of digital technologies shaping sexual health, greater awareness of
intersectionality, and fundamental connections among sexual orientation and gender identity and the long-term
consequences of stigma and discrimination. We have also seen the emergence of new language about social, racial,
and reproductive justice and equity that reect this reawakening. All of these are reected in the 2020 National Sex
Education Standards.”
- John Santelli, MD, MPH
Professor, Population and Family Health and Pediatrics, Columbia University
Past-President, Society for Adolescent Health and Medicine
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
6
Background and Vision
The
National Sexuality Education Standards: Core Content and Skills, K–12
(NSES) were rst published in 2012. The
development of these standards, and this update, have been the result of an ongoing initiative, the Future of Sex
Education (FoSE). For the rst edition of these standards, forty individuals from the elds of health education, sex
education, public health, public policy, philanthropy, and advocacy convened for a two-day meeting in December 2008
to create a strategic plan for sex education policy and implementation. A key strategic priority that emerged from this
work was the creation of national sex education standards to advance the implementation of sex education in United
States (US) public schools. In this updated edition, the FoSE partners rst conducted an internal review of the NSES,
taking into account feedback received through seven years of implementation. In addition, a number of experts in
different topic areas conducted external reviews, and FoSE held a daylong in-person expert consultation meeting in
January 2018.
Research shows that quality sex education programs can help young people delay the onset of sexual activity, reduce
the frequency of sexual activity, reduce their number of sexual partners, and increase condom and contraceptive
use.
1
And, by helping young people avoid unintended pregnancy and sexually transmitted diseases/infections (STDs/
STIs), these programs can yield additional benets. During the younger years, education that includes identifying
body parts and safe versus unsafe touching, and discusses reporting child sexual abuse increases self-protective
knowledge and skills, awareness that child sexual abuse is not the fault of the child, and makes it more likely for
a child to say they would tell someone about the abuse.
2
And for older youth, students who receive sex education,
including sexual negotiations skills, before college matriculation are at lower risk of experiencing sexual assault
during college.
3
These programs have also been found to help young people succeed academically by helping them to stay in school
and achieve higher grades.
4
They also increase acceptance of students who identify as lesbian, gay, bisexual,
transgender, queer or questioning (LGBTQ), many of whom are at disproportionate risk for school absenteeism,
dropping out, bullying, and detrimental sexual health outcomes such as the human immunodeciency virus
(HIV), other STDs/STIs, and unintended pregnancy.
5-6
Academic achievement and the health status of students are
interrelated and should be recognized as such. Physical and emotional health-related problems may inhibit young
people from learning by reducing their motivation to learn; diminishing their feelings of connectedness to school;
and contributing to absenteeism and drop out.
7-8
The goal of sex education is to help young people navigate sexual development and grow into sexually healthy
adults. To be effective, sex education must include medically accurate information about a broad range of topics
such as consent and healthy relationships; puberty and adolescent development; sexual and reproductive anatomy
and physiology; gender identity and expression; sexual identity and orientation; interpersonal and sexual violence;
contraception, pregnancy, and reproduction; and HIV and other STDs/STIs. Quality sex education goes beyond
delivering information. It provides young people with opportunities to explore their own identities and values
along with the values and beliefs of their families and communities. It also allows young people to practice the
communication, negotiation, decision-making, and assertiveness skills they need to create healthy relationships—
both sexual and nonsexual—throughout their lives.
Purpose of the National Sex Education Standards
7
Purpose of the National Sex
Education Standards
The goal of the
National Sex Education Standards: Core Content and Skills, K–12
(Second Edition) is:
To provide clear, consistent, and straightforward guidance on the essential, minimum, core content and skills
needed for sex education that is age-appropriate for students in grades K–12 to be effective.
The NSES were originally developed to address the inconsistent implementation of sex education nationwide and the
limited time allocated to teaching the topic—and this mission still stands. According to the Centers for Disease Control
and Prevention’s (CDC’s) School Health Policies and Practices Study (SHPPS), 41.3% of districts in the US have adopted
the NSES.) with: According to the Centers for Disease Control and Prevention’s (CDC’s) School Health Policies and
Practices Study (SHPPS), 41.3% of districts in the US follow standards based on the NSES. According to SHPPS, teachers
provided an average of 6.2 hours of instruction on human sexuality in high school courses, with an average of less than
four hours on HIV, other STDs, and pregnancy prevention. In middle school courses, teachers provided an average of 5.4
total hours of instruction on human sexuality, with just over two hours on HIV, other STDs, and pregnancy prevention.
And in elementary schools, teachers provided only 1.9 hours on human sexuality.
10
In addition, a median of only 17.6% of
schools taught all 20 specic sexual health topics included in the SHPPS questionnaire in grades 6, 7, or 8, and a median
of only 42.8% taught all of these topics in grades 9, 10, 11, or 12. Notably, the median percentages were higher across large
urban school districts (41% and 75%, respectively). Of note, HIV prevention topics are losing ground in school health
education. Since 2008, the percentage of schools across states that taught HIV prevention topics fell from 93% to 87% in
2018.
11
Given these realities, the
National Sex Education Standards
aim to:
• Outline, based on research and extensive professional expertise, the minimum, essential, core
content and skills for sex education K–12 given student needs.
• Provide guidance for schools when designing and delivering sex education K–12 that is planned,
sequential, and part of a comprehensive school health education approach.
• Provide a clear rationale for teaching sex education content and skills at different grade levels that is
evidence-informed, age-appropriate, and theory-driven.
• Support schools in improving academic performance by addressing a content area that is both highly
relevant to students and directly related to academic success and high school graduation rates.
• Present sexual development as a normal, natural, healthy part of human development that every
school district should address.
• Offer clear, concise recommendations for school personnel on what is age-appropriate to teach
students at different grade levels.
• Translate an emerging body of research related to school-based sex education so that it can be put
into practice in the classroom.
• Address the ever-evolving learning needs of students, including as it related to emerging topics of
sex and sexuality.
• Ground the educational experience in social justice and equity, honoring the diversity of students
(racial, ethnic, gender, orientation, ability, socio-economic, as well as academic) and promote
awareness, understanding, and appreciation of diversity and inclusion.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
8
The NSES outline what all students are expected to know and be able to do at a specic stage of their education, not
how teachers should teach or the curricula they should use. The NSES describe education indicators, focusing on
what is most essential for students to learn by the end of a grade level or grade span, rather than describe all that can
or should be taught. The NSES are written to identify the key concepts and skills that students broadly need to be
sexually healthy during their school-age years and throughout the lifespan. The NSES can be used to create lessons
and/or curricula with learning objectives that will achieve the standards. The NSES are voluntary guidance and do
not ascribe or mandate any particular teaching practice, curriculum, or assessment method by an authorizing body.
A great deal is left to the discretion of educators, administrators, and curriculum developers.
What’s New in this Edition of the
National Sex Education Standards
It has been nearly 10 years since the rst edition of the NSES was created and released. This new edition takes into
account lessons learned from implementation by states and school districts around the U.S. and reects recent
developments, research advancements, and current thinking on a number of topics.
As detailed below, the updated NSES have been written with a trauma-informed lens; have been infused with
principles of reproductive justice, racial justice, social justice, and equity; address social determinants of health and
how these can lead to inequitable health outcomes; and take an intersectional approach. This edition uses less cis-
and heteronormative language that reects a broader range of relationships and identities. It also prioritizes both
content and skill-based learning to acknowledge that it is essential to couple functional knowledge with skills to help
support healthy decision-making. Increased attention also has been paid to strategically scaffold concepts and skills
in order to introduce topics at age-appropriate grade levels, reecting recent research that supports introducing some
topics earlier while preparing students for more complex content and skills as they age.
12-15
Educators and administrators who have adopted or used the NSES as guidelines for their own standards, curricula,
and teaching, asked for more specicity regarding which topics should be taught at which grade level, particularly at
the youngest and oldest ages. This updated version now presents core content and skills in more specic grade level
bands to better reect what is age-appropriate. The updated NSES use the following grade bandwidths: grades K–2,
grades 3–5, grades 6–8, grades 9–10, and grades 11–12.
The updated NSES also include new topics to provide increased guidance to educators on a number of issues
previously unaddressed and new indicators and topic strands to better address what is age-appropriate for students.
Additions and updates to indicators and topics reect:
• advancements in medical technologies;
• developments in communications platforms, including social media, and the increasing use and
impact of technology within relationships;
• increased focus on bodily autonomy, consent, and sexual agency;
• updated laws and policies on such topics as bullying, sexting, and access to and availability of
sexual and reproductive healthcare;
• continual evolution in language related to gender, gender identity, gender expression, sexual
orientation, and sexual identity;
• inclusion of power and privilege, conscious and unconscious bias, intersectionality, and covert and
overt discrimination, and the principles of reproductive justice, racial justice, social justice,
andequity;
What’s New in this Edition of the National Sex Education Standards
9
• emphasis on prevention, recognition, and intervention related to sex trafcking and sexual
exploitation; and
• impact of youth having increased availability and access to sexually explicit media.
In addition, the new NSES is updated with new topic strands as follows.
Original NSES
Revised NSES
What is reflected in this change?
Healthy Relationships (HR) Topic strand title changed to:
Consent and Healthy Relationships (CHR)
Includes all indicators related to
relationships, both specic and
general. Adds emphasis on the topic
of consent and starts to focus on
consent and bodily autonomy in
early elementary in order to help
keep young students safe from child
predators and lay the groundwork
for an understanding of sexual
relationships much later on, as
well as ensuring a safer classroom
environment in the present.
Anatomy and Physiology (AP) Topic strand title unchanged:
Anatomy and Physiology (AP)
Puberty and Adolescent
Development (PD)
Topic strand title changed to:
Puberty and Adolescent Sexual
Development (PD)
Better reects the focus on sexual
development in adolescence, rather
than all adolescent development.
Identity (ID) Broken into two topic strands:
1) Gender Identity and Expression (GI)
2) Sexual Orientation and Identity (SI)
Better reects that these are
separate areas of identity that
should not be conated.
Pregnancy and Reproduction
(PR) and Sexually Transmitted
Diseases and HIV (SH)
Merged into one topic strand:
Sexual Health (SH)
Takes a more holistic approach
to what it means to be sexually
healthy. Better reects the overlap in
knowledge and skills necessary for
prevention, care, and treatment of
pregnancy and STDs, including HIV.
Personal Safety (PS) Topic strand title changed to:
Interpersonal Violence (IV)
Better reects all types of violence
(e.g., bullying, sexual harassment,
sexual abuse, sexual assault,
dating violence, domestic violence)
that may occur in a variety of
relationships (e.g., peer-to-peer,
family, romantic, sexual).
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
10
Guiding Principles and Values
for the
National Sex Education
Standards
High Expectations
The
National Sex Education Standards
ascribe to the educational principle of high expectations, which is premised
on the philosophical and pedagogical belief that holding all students to high expectations provides access to a
high-quality education, since the educational achievement of students tends to rise or fall in direct relation to
the expectations placed upon them. Although recommendations made here are based on grade level, children of
the same age often develop at different rates and some content may need to be adapted based on the needs of the
students. The NSES do not provide specic guidance on how a topic area should be taught. They also generally do not
address varying needs of students with intellectual and/or physical disabilities or who are neuroatypical or students
with any other unique attributes who may require adjustments to instruction. All students, regardless of physical
or intellectual ability, deserve the opportunity to achieve personal health and wellness, including sexual health.
Educators and other school professionals, including administrators, should create and/or provide the additional
support materials necessary to ensure that teaching is developmentally appropriate and culturally relevant for those
with unique learning needs, including English learners and students with differing abilities.
Each district, school, administrator, and educator knows best the context in which they are teaching and are in
the position to best identify the needs of their students and the strategies, materials, time, and resources needed to
support students in achieving the NSES. Curriculum planners should implement existing or develop new curricula
based on local health needs. It is up to curriculum developers, administrators, and educators to ensure all students
have the opportunity to learn and meet the same high standards. Students need multiple opportunities and a
variety of assessment strategies to determine whether educators have achieved effective implementation of the sex
education standards.
Functional Knowledge and Skills
In revising the NSES, the authors took into account the current evolution of understanding regarding the importance
of functional knowledge and skill. Sexuality education experts maintain that skills, such as those outlined in the
National Health Education Standards, are essential to the development and maintenance of sexual health throughout
the lifespan. These same experts agree there is unique and nuanced content in sexual health that is critical for
students to learn in order to lay a strong foundation for the effective application of skills. As such, the NSES include
indicators related both to functional knowledge and skills.
Trauma-Informed
The NSES have been written with a trauma-informed lens and the understanding that the experiences of both
students and teachers impact what happens in a classroom. Many people have experienced interpersonal or sexual
violence or other trauma related to sexual harassment and assault, sexual orientation, gender identity or expression,
race, socio-economic status, ability, immigration status, religion, and/or culture. Consequently, some teachers may
need additional support when addressing these issues to ensure they approach these topics sensitively and do not
inadvertently re-traumatize students. As a guiding principle, educators should always utilize trauma-informed
strategies when implementing sex education. This includes, for example, giving trigger warnings before beginning
to teach content on sexual violence and allowing students the right to pass as appropriate. Indicated throughout the
NSES with an asterisk (*) are places where educators may want to include a trigger warning before introducing and
discussing sensitive material related to interpersonal or sexual violence or other trauma.
Guiding Principles and Values for the National Sex Education Standards
11
Social, Racial, and Reproductive Justice and Equity
Sex education should avoid cisnormative, heteronormative approaches, aim to strengthen young people’s capacity to
challenge harmful stereotypes, and be inclusive of a wide range of viewpoints and populations without stigmatizing
any group. It should acknowledge the role that structural and contextual factors—personal, interpersonal, social,
economic, and cultural—play in shaping adolescents’ sexual motivations and behaviors, with the fundamental goal
of removing economic-, racial-, ethnic-, gender-, sexual orientation-, and ability-related disparities in adolescent
sexual health. Health outcomes are largely inuenced by biology and genetics, individual behavior, social
environment, physical environment, and availability of health services.
16-17
These factors interact and inuence
health outcomes for individuals.
18
Given this, the updated NSES calls attention to overt and covert discrimination,
which may be based on biases, including institutional, structural, interpersonal, and internalized racism. The
Standards also reect a focus on conscious and unconscious bias to avoid possibly perpetuating stereotypes. Social
determinants of health are also addressed with a focus on how characteristics such as to race, ethnicity, socio-
economic status, sexual orientation, and gender identity and expression are related to inequitable health outcomes.
All adolescents have a right to comprehensive, developmentally and culturally appropriate, condential support
and sexual health services. And, if pregnant, young people have the right to comprehensive pregnancy options
counseling and all related services. The updated NSES have thoughtfully taken into consideration that young
people—including young people who are pregnant or parenting—should have decision-making power in their
reproductive health and their decision to determine if, when, and under what circumstances they do or do not want
to parent. Within this, the updated NSES seek to educate users on the institutional and structural barriers that
hinder or complicate sexual and reproductive health decisions.
Intersectionality
In addition, the NSES takes an intersectional approach, reecting the theory conceptualized by Kimberlé Crenshaw,
JD, LLM. Intersectionality describes the way overlapping or intersecting social identities—and particularly minority
identities—relate to systems and structures of discrimination. Intersectionality looks at the relationships between
these marginalized identities and the way that multiple systems of oppression interact in the lives of those with
multiple marginalized identities and how this mixture impacts both our self-perception and how we are viewed
and treated by other individuals, groups, institutions, and by society.
19-20
Educators, administrators, and curriculum
developers are encouraged to take an intersectional approach as a guiding principle throughout sex education
lessons and curricula that align with the NSES, regardless of whether identity or intersectionality is specically
addressed in an indicator.
Language Inclusivity
Language is constantly evolving; new terms are introduced, while others fade from use or change their meaning
over time. This remains true for the terms and denitions included in the NSES. Similarly, gender identity,
gender expression, sexual orientation, and sexual identity are often evolving and changing during adolescence.
The developmental process for young people often involves experimenting with many different identities,
forms of expression, and behaviors, and sexual identity is not exempt from this type of exploration. As sexual
development continues to progress, most youth will eventually identify themselves with a gender identity and a
sexual orientation, though some may not. No one else is qualied to label or judge another person’s sexual identity,
including their sexual orientation or gender identity, and it is important that the language and terms young people
use to identify themselves is respected by the adults in their lives. Adults, including educators and administrators,
should respect and use the pronouns each student uses for themselves. (For additional information and denitions
of terms used in the NSES, see
Appendix: Glossary: Sex Education Terms.
)
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
12
Theoretical Framework
The NSES seek to address both the functional knowledge related to sexuality and the specic skills necessary to adopt
healthy behaviors, as well as students’ beliefs and attitudes related to sexuality. As such, the NSES reect the tenets
of social learning theory, social cognitive theory, and the social ecological model of prevention. From
social learning
theory
, which recognizes that “learning occurs not merely within the learner but also in a particular social context,”
21
there are several key concepts addressed within the NSES, including:
• Personalization. The ability of students to perceive the core content and skills as relevant to
their lives increases the likelihood that they will learn and retain them. Ensuring students
see themselves represented in the materials and learning activities can further assist in
personalization.
• Susceptibility. It is widely understood that many young people do not perceive they are susceptible
to the risks of certain behaviors, including sexual activity. Learning activities should encourage
students to assess the relative risks of various behaviors, without exaggeration, to highlight their
susceptibility to the potential negative outcomes of those behaviors.
• Self-Efcacy. Even if students believe they are susceptible, they may not believe they can do
anything to reduce their level of risk. Helping students overcome misinformation and develop
condence by practicing skills necessary to manage risk are key to a successful sex education
curriculum.
• Social Norms. Given that middle and high school students are highly inuenced by their peers,
the perception of what other students are, or are not, doing inuences their behavior. Debunking
perceptions and highlighting positive behaviors among teens (i.e., the majority of teens are
abstinent in middle school and early high school and many use condoms when they rst engage in
sexual intercourse) can further the adoption of health-enhancing behaviors.
• Skills. Mastery of functional knowledge is necessary but not sufcient to inuence behaviors. Skill
development is critical to a student’s ability to apply core content to their lives.
21
In addition to social learning theory,
social cognitive theory (SCT)
is reected throughout the NSES. Like social
learning theory, SCT emphasizes self-efcacy, but adds in the motivation of the learners and emphasizes the affective
or emotional learning domain, an invaluable component of learning about human sexuality.
22
Finally, the
social ecological model of prevention
also informed the development of these standards. This model
focuses on individual, interpersonal, community, and society inuences and the role of these inuences on people
over time. For example, developmentally, the core content and skills for kindergarten and early elementary focus on
the individual student and their immediate surroundings (e.g., family), while at the middle and high school levels, core
content and skills also focus on the expanding world of students (e.g., peers, media, society, culture, and a person’s
intersecting identities).
23
Characteristics of Effective
Comprehensive Sex Education
A growing body of research emphasizes that curricula should teach functional essential knowledge, shape personal
values and beliefs that support healthy behaviors, shape group norms that support a healthy lifestyle, and develop
the skills necessary to adopt, practice, and maintain health-enhancing behaviors. According to reviews of effective
Guiding Principles and Values for the National Sex Education Standards
13
programs and curricula and experts in the elds of health and sex education, effective comprehensive sex education
has the following characteristics, which have been taken into account in the creation of the NSES.
23-25
• Is research-based and theory-driven;
• Focuses on clear health goals and specic behavioral outcomes;
• Provides functional knowledge that is basic, accurate, and directly contributes to health-promoting
decisions and behaviors;
• Provides opportunities to reinforce essential skills that are necessary to adopt, practice, and
maintain positive health behaviors;
• Addresses individual values, attitudes, and beliefs and group norms that support health-enhancing
behaviors;
• Focuses on increasing personal perceptions of risk and harmfulness of engaging in specic
unhealthy practices and behaviors, as well as reinforcing protective factors;
• Addresses social pressures and inuences;
• Builds personal competence, social competence, and self-efcacy by addressing skills;
• Uses strategies designed to personalize information and engage students;
• Provides age- and developmentally appropriate information, learning strategies, teaching methods,
and materials;
• Engages in cooperative and active learning strategies;
• Incorporates learning strategies, teaching methods, and materials that are trauma-informed,
culturally inclusive, sex positive, and grounded in social justice and equity;
• Provides adequate time for instruction and learning and for students to practice skills relating to
sex education;
• Provides opportunities to make connections with other inuential persons;
• Encourages the use of technology to access multiple valid sources of information, recognizing the
signicant role that technology plays in young people’s lives; and
• Includes teacher information and a plan for professional development and training to enhance
effectiveness of instruction and student learning.
Alignment with Existing Education
Standards
The purpose of standards, in general, is to provide clear expectations about what students should know and be able to
do by the conclusion of certain grade levels. Other equally important components of the quality of the student learning
experience include: pre-service teacher training; professional development and ongoing support and mentoring
for teachers; clear school policies that support sex education implementation and the teachers who implement the
lessons; and a sequential, age-appropriate curriculum that allows students to practice key skills and assessment tools
for all of these elements. Teacher training is the most signicant indicator in determining the quality of sex education
instruction and condence and comfort with teaching sex education.
26-29
Professional preparation—such as that which
is outlined in the
National Teacher Preparation Standards for Sex Education and the Professional Learning Standards
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
14
for Sex Education
—has a direct impact on sex education and is essential for student achievement. Like any other
academic subject, trained and qualied educators should implement sex education.
The
National Health Education Standards
(NHES) heavily inuenced the development and update of the NSES. First
created in 1995 and updated in 2007, the NHES were developed by the Joint Committee on National Health Education
Standards of the American Cancer Society and widely adopted by states and local school districts. The NHES focus on
a student’s ability to understand key concepts and learn particular skills for using that content. These standards were
developed to serve as the underpinning for health education knowledge and skills students should attain by grades 2,
5, 8, and 12. The NHES do not, however, address any specic health content areas, including sex education.
30
The NSES were further informed by the work of the CDC’s
Health Education Curriculum Analysis Tool (HECAT),
31
existing state and international education standards that include sexual health content, the
Social Justice
Standards,
32
the
National Standards for Family Consumer Science Standards
,
33
the American Nurses Association
Standards for Excellence,
34
the
Guidelines for Comprehensive Sexuality Education: Kindergarten
—12th Grade,
35
and the
Common Core State Standards for English Language Arts and Mathematics,
36
which have been adopted by most states.
The NSES also align with the
National Teacher Preparation Standards for Sex Education (NTPSSE)
, which were
also developed and released by the FoSE Initiative. The NTPSSE are designed to provide guidance to institutions of
higher education tasked with preparing undergraduate students to deliver sex education in K—12 classrooms. These
standards focus on seven basic areas within which teacher-candidates must show competence to effectively teach
sex education after graduation. The areas are professional disposition, diversity and equity, content knowledge, legal
and professional ethics, planning, implementation, and assessment. The NTPSSE can be used to improve the content
of courses related to sex education, and to guide curriculum, instruction, and assessment decisions for undergraduate
students on their way to becoming educators who cover sex education.
37
The
National Sex Education Standards
are also closely aligned with the
Professional Learning Standards for Sex
Education (PLSSE)
, which were developed and released by the Sex Education Collaborative, a 19-member collaborative
whose mission is to ensure that all young people receive quality sex education that is evidence-informed and rights-
based, and that schools and communities are fully supported and equipped to deliver quality sex education in grades
K–12. The goal of the PLSSE is to provide guidance to school administrators and classroom educators around the
ongoing professional development necessary to developing and maintaining the content, skills, and professional
disposition needed to implement sex education effectively. The PLSSE are divided into four domains: 1) context for sex
education; 2) professional disposition; 3) best practices; and 4) key content areas. Together, the domains help educators
to: recognize the positive impact quality sex education can have on young people; examine their personal values and
biases, and the impact these may have on their ability to teach the subject effectively; identify strategies to foster a
safe and engaging learning environment for all students; and demonstrate procient knowledge and skills related to
the subject matter.
38
These additional resources are meant to provide guidance for administrators and educators as they design and
implement curriculum, instruction, assessment, and professional development plans that align with the NSES. These
resources are meant to reect best practices as they are known now, but are not meant to dene a curriculum or
dictate instructional practices.
Organization and Design of the
Revised NSES
Seven topics were chosen as the minimum, essential content and skills for K–12 sex education.
•
Consent and Healthy Relationships (CHR).
Outlines the functional knowledge and essential skills
students need to successfully navigate changing relationships among family, peers, and partners.
15
Organization and Design of the Revised NSES
Special emphasis is given to personal boundaries, bodily autonomy, sexual agency and consent, and
the increasing use and impact of technology within relationships.
•
Anatomy and Physiology (AP).
Outlines the functional knowledge students need to understand
basic human functioning.
•
Puberty and Adolescent Sexual Development (PD).
Outlines the functional knowledge and
essentials skills students need to understand pivotal milestones for every person that impact
physical, social, and emotional development, and that sexual development is normal and healthy.
•
Gender Identity and Expression (GI).
Outlines the functional knowledge and essentials skills
students need to address fundamental aspects of people’s understanding of who they are as it
relates to gender, gender identity, gender roles, and gender expression as well as how peers, media,
family, society, culture, and a person’s intersecting identities can inuence attitudes, beliefs, and
expectations, and the importance of advocating for safety and equity.
•
Sexual Orientation and Identity (SO).
Outlines the functional knowledge and essentials skills
students need to address fundamental aspects of people’s understanding of who they are as it
relates to sexual orientation and identity as well as how peers, media, family, society, culture,
and a person’s intersecting identities can inuence attitudes, beliefs, and expectations and the
importance of advocating for safety and equity.
•
Sexual Health (SH).
Outlines the functional knowledge and essentials skills students need to
understand STDs and HIV, including how they are prevented and transmitted, their signs and
symptoms, and testing and treatment; how pregnancy happens, decision-making to avoid a
pregnancy, and pregnancy prevention and options; and the personal and societal factors that
inuence sexual health decision-making and outcomes.
•
Interpersonal Violence (IV).
Outlines the functional knowledge and essentials skills students need
to understand interpersonal and sexual violence, including prevention, intervention, resources, and
local services; emphasizes the need for a growing awareness, creation, and maintenance of safe
school and community environments for all students.
These seven strands are organized following the eight
National Health Education Standards
. There are notations
within each indicator in the NSES showing the indicator’s alignment with the NHES.
•
Core Concept (CC).
Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
•
Analyzing Inuences (INF).
Students will analyze the inuence of family, peers, culture, media,
technology, and other factors on health behaviors.
•
Accessing Information (AI).
Students will demonstrate the ability to access valid information,
products, and services to enhance health.
•
Interpersonal Communication (IC).
Students will demonstrate the ability to use interpersonal
communication skills to enhance health and avoid or reduce health risks.
•
Decision-Making (DM).
Students will demonstrate the ability to use decision-making skills to
enhance health.
•
Goal-Setting (GS).
Students will demonstrate the ability to use goal-setting skills to enhance health.
•
Self-Management (SM).
Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health risks.
•
Advocacy (ADV).
Students will demonstrate the ability to advocate for personal, family, and
community health.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
16
The standards are rst presented by grade span as follows: grades K–2, grades 3–5, grades 6–8, grades 9¬–10, and
grades 11–12. The standards should be considered learning goals that can and should be achieved by the end of each
grade span. Within each grade span, the standards are grouped rst by topic and then by NHES type.
Key to Indicators
From early elementary grades through high school, the standards build over time so that students have the
foundations necessary for successful engagement with standards in later grades. As such, indicators are not
repeated across grade spans. This progression has been attended to across grade spans for each topic. It is important
to note that curriculum and instruction is not limited to the standard as written; e.g., lists included in indicators
should be treated as such and not be seen as exhaustive; and curriculum developers and educators should know that
within each grade, the order in which the standards are presented build upon one another. The standards are the
content and skills students should be able to demonstrate as a result of that instruction.
The standards are also presented by topic strand as follows:
• Consent and Healthy Relationships (CHR);
• Anatomy and Physiology (AP);
• Puberty and Adolescent Sexual Development (PD);
• Gender Identity and Expression (GI);
• Sexual Orientation and Identity (SO);
• Sexual Health (SH); and
• Interpersonal Violence (IV).
In this format, the standards should be considered learning goals that can and should be achieved within each topic
strand by the end of each grade span. Within each topic strand, the standards are grouped rst by grade and then by
NHES type. Each standard has a unique identifying code. Each code indicates the topic, grade span, NHES type, and
standard number, as indicated in the examples shown below.
GRADES K–2
Consent and Healthy Relationships
CHR.2.CC.1 Describe characteristics of a friend
Standards by Grade Level Strand
K–2
3–5
6–8
9–10
11-12
Standards by Topic Strand
Consent and Healthy Relationships (CHR)
Anatomy and Physiology (AP)
Puberty and Adolescent Sexual Development (PD)
Gender Identity and Expression (GI)
Sexual Orientation and Identity (SO)
Sexual Health (SH)
Interpersonal Violence (IV)
CHR.2.CC.1
Item Number
Topic Abbreviation
Grade level (i.e. by the
end of 2nd grade)
NHES Standard
Abbreviation
The following pages detail the Standards by grade level strand and by topic strand.
17
1 Advocates for Youth. (2009). Comprehensive Sex Education: Research and
Results. Washington, DC: Advocates for Youth. https://www.advocatesforyouth.
org/wp-content/uploads/storage/advfy/documents/fscse.pdf
2 Currier, L. L., & Wurtele, S. K. (1996). A Pilot Study of Previously Abused and Non-
Sexually Abused Children’s Responses to a Personal Safety Program. Journal of
Child Sexual Abuse, 5(1), 71–87. doi: 10.1300/j070v05n01_04
3 Santelli, J. S., Grilo, S. A., Choo, T.-H., Diaz, G., Walsh, K., Wall, M., … Mellins, C. A.
(2018). Does sex education before college protect students from sexual assault in
college? Plos One, 13(11). doi: 10.1371/journal.pone.0205951
4 Bridges, E. & Alford, S. (2010). Comprehensive Sex Education and Academic Success:
Eective Programs Foster Student Achievement. Washington, DC: Advocates for
Youth. https://www.advocatesforyouth.org/wp-content/uploads/storage/advfy/
documents/comprehensive_sex_education_and_academic_success.pdf
5 Kosciw, J. G., Greytak, E. A., Zongrone, A. D., Clark, C. M., & Truong, N. L. (2018). The
2017 National School Climate Survey: The experiences of lesbian, gay, bisexual,
transgender, and queer youth in our nation’s schools. New York: GLSEN. https://
www.glsen.org/sites/default/files/2019-10/GLSEN-2017-National-School-Climate-
Survey-NSCS-Full-Report.pdf
6 Lindley, L. L., & Walsemann, K. M. (2015). Sexual Orientation and Risk of Pregnancy
Among New York City High-School Students. American Journal of Public Health,
105(7), 1379–1386. doi: 10.2105/ajph.2015.302553
7 Basch, C. E. (2011). Healthier Students Are Better Learners: A Missing Link in
School Reforms to Close the Achievement Gap. Journal of School Health, 81(10),
593–598. doi: 10.1111/j.1746-1561.2011.00632.x
8 Townsend, L., Flisher, A. J., & King, G. (2007). A systematic review of the relationship
between high school dropout and substance abuse. Clinical Child and Family
Psychology, 10(4), 295–317. doi: 10.1007/s10567-007-0023-7
9 U.S. Department of Health and Human Services, Centers for Disease Control
and Prevention, National Center for HIV/AIDS, Hepatitis, STD, and TB Prevention,
Division of Adolescent and School Health. (2017). Results from the School Health
Policies and Practices Study, 2016. https://www.cdc.gov/healthyyouth/data/
shpps/pdf/shpps-results_2016.pdf
10 U.S. Department of Health and Human Services, Centers for Disease Control
and Prevention, National Center for HIV/AIDS, Hepatitis, STD, and TB Prevention,
Division of Adolescent and School Health (2015). School Health Policies and
Practices Study: Health Education. http://www.cdc.gov/healthyyouth/data/
shpps/pdf/2014factsheets/health_education_shpps2014.pdf
11 Department of Health and Human Services, Centers for Disease Control and
Prevention, National Center for HIV/AIDS, Hepatitis, STD, and TB Prevention,
Division of Adolescent and School Health. (2019). School Health Proles 2018:
Characteristics of Health Programs Among Secondary Schools. https://www.cdc.
gov/healthyyouth/data/proles/pdf/2018/CDC-Proles-2018.pdf
12 Goldman, J. D. G. (2011). An exploration in Health Education of an integrated
theoretical basis for Sexuality Education pedagogies for young people. Health
Education Research, 26(3), 526–541. doi: 10.1093/her/cyq084
13 Dinaj-Koci V, et al. Adolescent Age at Time of Receipt of One or More Sexual
Risk Reduction Interventions. Journal of Adolescent Health, 55 (2014) 228-234. doi:
10.1016/j.jadohealth.2014.01.016
14 Ryan, C. L., Patraw, J. M., & Bednar, M. (2013).Discussing Princess Boys and
Pregnant Men: Teaching About Gender Diversity and Transgender Experiences
Within an Elementary School Curriculum. Journal of LGBT Youth, 10(1-2), 83–105.
doi: 10.1080/19361653.2012.718540
15 Buote, D. & Berglund, P. Promoting social justice through building
healthy relationships: Evaluation of SWOVA’s ‘Respectful Relationships’
program. Education, Citizenship and Social Justice, 5(3), 207–220. doi:
10.1177/1746197910382255
16 Preamble to the Constitution of the World Health Organization as adopted
by the International Health Conference, N.Y., 19-22 June, 1946; signed on 22 July
1946 by the representatives of 61 States (Ocial Records of the World Health
Organization, no. 2, p. 100) and entered into force on 7 April 1948.
17 U.S. Department of Health and Human Services. (2009). Healthy People 2020
Draft. Washington, D.C: U.S. Government Printing Oce.
18 Commission on Social Determinants of Health. (2008). Closing the gap in a
generation: health equity through action on the social determinants of health.
Final report of the Commission on Social Determinants of Health. Geneva: World
Health Organization.
19 Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics,
and Violence against Women of Color. Stanford Law Review, 43(6), 1241. doi:
10.2307/1229039
20 Collins, P., & Bilge, S. (2016). What is intersectionality? In Intersectionality (pp.
1–30). Cambridge, MA: Polity Press.
21 Hedgepeth, E., & Helmick, J. S. (1997). Teaching about sexuality and HIV: principles
and methods for eective education. New York: New York University Press.
22 Bandura, A. (1989). Human agency in social cognitive theory. American
Psychologist, 44(9), 1175–1184. doi: 10.1037/0003-066x.44.9.1175
23 U.S. Department of Health and Human Services, Centers for Disease Control and
Prevention, National Center for Injury Prevention and Control, Division of Violence
Prevention. (2019). The Social Ecological Model: A Framework for Prevention.
http://www.cdc.gov/violenceprevention/overview/social-ecologicalmodel.html.
24 U.S. Department of Health and Human Services, Centers for Disease Control and
Prevention. (2019). Characteristics of an Eective Health Education Curriculum.
https://www.cdc.gov/healthyschools/sher/characteristics/index.htm
25 Kirby, D., Rolleri, L. & Wilson, M.M. (2007). Tool to Assess the Characteristics of
Eective Sex and STD/HIV Education Programs. Washington, DC: Healthy Teen
Network. https://www.healthyteennetwork.org/wp-content/uploads/2014/10/
TAC.pdf
26 Rhodes, D. L., Kirchofer, G., Hammig, B. J., & Ogletree, R. J. (2013). Inuence of
Professional Preparation and Class Structure on Sexuality Topics Taught in Middle
and High Schools. Journal of School Health, 83(5), 343–349. doi: 10.1111/josh.12037
27 Price, J. H., Dake, J. A., Kirchofer, G., & Telljohann, S. K. (2003). Elementary School
Teachers Techniques of Responding to Student Questions Regarding Sexuality
Issues. Journal of School Health, 73(1), 9–14. doi: 10.1111/j.1746-1561.2003.tb06552.x
28 Hammig, B., Ogletree, R., & Wyco-Horn, M. R. (2011). The Relationship Between
Professional Preparation and Class Structure on Health Instruction in the
Secondary Classroom. Journal of School Health, 81(9), 513–519. doi: 10.1111/j.1746-
1561.2011.00621.x
29 Lindau, S. T., Tetteh, A. S., Kasza, K., & Gilliam, M. (2008). What Schools Teach Our
Patients About Sex. Obstetrics & Gynecology, 111(2, Part 1), 256–266. doi: 10.1097/01.
aog.0000296660.67293.bf
30 U.S. Department of Health and Human Services, Division of Population Health,
National Center for Chronic Disease Prevention and Health Promotion. (2019).
National Health Education Standards. https://www.cdc.gov/healthyschools/sher/
standards/index.htm
31 U.S. Department of Health and Human Services, Division of Adolescent
and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB
Prevention. (2019). Health Education Curriculum Analysis Tool (HECAT). https://
www.cdc.gov/healthyyouth/hecat/
32 Teaching Tolerance. (2016). Social Justice Standards: The Teaching Tolerance
Anti-Bias Framework. https://www.tolerance.org/sites/default/les/2017-06/TT_
Social_Justice_Standards_0.pdf
33 National Association of State Administrators of Family and Consumer
Sciences. (2018). National Standards for Family and Consumer Sciences
Education: Area of Study 14.0, Nutrition and Wellness. http://www.nasafacs.org/
uploads/1/8/3/9/18396981/fcs-area_14-nutwell_nal_draft_4-4.pdf
34 American Nurses Association. ANA Standards for Excellence. https://www.
nursingworld.org/ana/about-ana/standards/
35 Sexuality Information and Education Council of the United States, National
Guidelines Task Force. (2014). Guidelines for Comprehensive Sexuality Education:
Kindergarten–12th Grade, Third Edition. https://siecus.org/wp-content/
uploads/2018/07/Guidelines-CSE.pdf
36 Common Core State Standards Initiative. (2010). Common Core State Standards
for English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects. http://www.corestandards.org/wp-content/uploads/ELA_
Standards1.pdf
37 Future of Sex Education Initiative. (2014). National Teacher Preparation
Standards for Sexuality Education. http://answer.rutgers.edu/le/national-
teacher-preparation-standards.pdf
38 Sex Education Collaborative. (2019). Professional Learning Standards for Sex
Education. https://siecus.org/wp-content/uploads/2019/04/PLSSE-FINAL.pdf
REFERENCES
References
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
18
GRADES K2
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
CONSENT & HEALTHY RELATIONSHIPS
By the end of
the 2nd grade,
students should
be able to:
Describe
characteriscs
of a friend
CHR.2.CC.
Demonstrate how
to communicate
personal boundaries
and show respect
for someone else’s
personal boundaries
CHR.2.IC.
Idenfy healthy
ways for friends to
express feelings,
both physically and
verbally
CHR.2.SM.
Dene bodily
autonomy
and personal
boundaries
CHR.2.CC.2
Explain why it is
important to show
respect for dierent
kinds of families
(e.g., nuclear, single
parent, blended,
intergeneraonal,
cohabitang,
adopve, foster,
same-gender,
interracial)
CHR.2.IC.
Dene consent
CHR.2.CC.3
Idenfy dierent
kinds of families
(e.g., nuclear,
single parent,
blended,
intergeneraonal,
cohabitang,
adopve, foster,
same-gender,
interracial)
CHR.2.CC.4
ANATOMY & PHYSIOLOGY
By the end of
the 2nd grade,
students should
be able to:
List medically
accurate names
for body parts,
including
the genitals
AP.2.CC.
PUBERTY & ADOLESCENT SEXUAL DEVELOPMENT
No items
Standards by Grade Level
Standards by Grade Level
19
GRADES K2 CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
GENDER IDENTITY & EXPRESSION
By the end of
the 2nd grade,
students should
be able to:
Dene gender,
gender identy,
and gender-role
stereotypes
GI.2.CC.
Discuss the
range of ways
people express
their gender and
how gender-role
stereotypes may
limit behavior
GI.2.CC.
SEXUAL ORIENTATION & IDENTITY
No items
SEXUAL HEALTH
By the end of
the 2nd grade,
students should
be able to:
Dene
reproducon and
explain that all
living things may
have the capacity
to reproduce
SH.2.CC.
INTERPERSONAL VIOLENCE
By the end of
the 2nd grade,
students should
be able to:
Dene child
sexual abuse and
idenfy behaviors
that would be
considered child
sexual abuse*
IV.2.CC.1
Idenfy situaons
that may be
uncomfortable or
dangerous (e.g.,
bullying, teasing,
child sexual
abuse)*
IV.2.AI.
Demonstrate ways
to treat all people
with dignity and
respect (e.g., race,
ethnicity, socio-
economic status,
diering abilies,
immigraon status,
family conguraon)
IV.2.IC.
Demonstrate
ways to start a
conversaon when
seeking help from a
trusted adult about
an uncomfortable or
dangerous situaon
(e.g., bullying,
teasing, child sexual
abuse)*
IV.2.DM.
Idenfy trusted
adults, including
parents and
caregivers, that
you can talk to
about situaons
which may be
uncomfortable or
dangerous (e.g.,
bullying, teasing,
child sexual
abuse)*
IV.2.AI.
*Please see best practices on trigger warnings on page 10 of the NSES.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
20
GRADES 35
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
CONSENT & HEALTHY RELATIONSHIPS
By the end of
the 5th grade,
students should
be able to:
Describe the
characteriscs of
healthy versus
unhealthy
relaonships among
friends and with
family
CHR.5.CC.1
Idenfy trusted
adults, including
parents and
caregivers, that
students can talk to
about relaonships
CHR.5.AI.1
Communicate
personal boundaries
and demonstrate
ways to respect other
people’s personal
boundaries
CHR.5.IC.1
Explain the
relaonship between
consent, personal
boundaries, and
bodily autonomy
CHR.5.CC.2
ANATOMY & PHYSIOLOGY
By the end of
the 5th grade,
students should
be able to:
Recall the human
reproducve
systems, including
the external and
internal body parts
and their funcons,
and that there
are natural variaons
in human bodies
AP.5.CC.1
PUBERTY & ADOLESCENT SEXUAL DEVELOPMENT
By the end of
the 5th grade,
students should
be able to:
Explain the physical,
social, and emoonal
changes that occur
during puberty
and adolescence
and how the onset
and progression of
puberty can vary
PD.5.CC.1
Idenfy credible
sources of
informaon about
puberty and
personal hygiene
PD.5.AI.1
Make a plan
for maintaining
personal hygiene
during puberty
PD.5.GS.1
Describe how
puberty prepares
human bodies for
the potenal to
reproduce and that
some healthy people
have condions that
impact the ability to
reproduce
PD.5.CC.2
Idenfy trusted
adults, including
parents, caregivers,
and health care
professionals,
whom students
can ask quesons
about puberty and
adolescent health
PD.5.AI.2
Explain common
human sexual
development and
the role of hormones
(e.g., romanc and
sexual feelings,
masturbaon, mood
swings, ming of
pubertal onset)
PD.5.CC.3
Standards by Grade Level
21
GRADES 35
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy ADVADV
CONSENT & HEALTHY RELATIONSHIPS
By the end of
the 5th grade,
students should
be able to:
Describe the
characteriscs of
healthy versus
unhealthy
relaonships among
friends and with
family
CHR.5.CC.1
Idenfy trusted
adults, including
parents and
caregivers, that
students can talk to
about relaonships
CHR.5.AI.1
Communicate
personal boundaries
and demonstrate
ways to respect other
people’s personal
boundaries
CHR.5.IC.1
Explain the
relaonship between
consent, personal
boundaries, and
bodily autonomy
CHR.5.CC.2
ANATOMY & PHYSIOLOGY
By the end of
the 5th grade,
students should
be able to:
Recall the human
reproducve
systems, including
the external and
internal body parts
and their funcons,
and that there
are natural variaons
in human bodies
AP.5.CC.1
PUBERTY & ADOLESCENT SEXUAL DEVELOPMENT
By the end of
the 5th grade,
students should
be able to:
Explain the physical,
social, and emoonal
changes that occur
during puberty
and adolescence
and how the onset
and progression of
puberty can vary
PD.5.CC.1
Idenfy credible
sources of
informaon about
puberty and
personal hygiene
PD.5.AI.1
Make a plan
for maintaining
personal hygiene
during puberty
PD.5.GS.1
Describe how
puberty prepares
human bodies for
the potenal to
reproduce and that
some healthy people
have condions that
impact the ability to
reproduce
PD.5.CC.2
Idenfy trusted
adults, including
parents, caregivers,
and health care
professionals,
whom students
can ask quesons
about puberty and
adolescent health
PD.5.AI.2
Explain common
human sexual
development and
the role of hormones
(e.g., romanc and
sexual feelings,
masturbaon, mood
swings, ming of
pubertal onset)
PD.5.CC.3
GRADES 35 CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
PUBERTY & ADOLESCENT SEXUAL DEVELOPMENT CONTINUED
By the end of
the 5th grade,
students should
be able to:
Describe the role
hormones play in
the physical, social,
cognive, and
emoonal changes
during adolescence
and the potenal
role of hormone
blockers on young
people who idenfy
as transgender
PD.5.CC.4
GENDER IDENTITY & EXPRESSION
By the end of
the 5th grade,
students should
be able to:
Disnguish between
sex assigned at birth
and gender identy
and explain how
they may or may not
dier
GI.5.CC.1
Idenfy trusted
adults, including
parents and
caregivers, whom
students can ask
quesons about
gender, gender-
role stereotypes,
gender identy,
and gender
expression
GI.5.AI.1
Demonstrate
ways to promote
dignity and respect
for people of all
genders, gender
expressions, and
gender idenes,
including other
students, their
family members,
and members
of the school
community
GI.5.ADV.1
Dene and explain
dierences
between cisgender,
transgender, gender
nonbinary, gender
expansive, and
gender identy
GI.5.CC.2
Explain that gender
expression and
gender identy exist
along a spectrum
GI.5.CC.3
Describe gender-
role stereotypes
and their potenal
impact on self and
others
GI.5.CC.4
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
22
GRADES 35 CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
SEXUAL ORIENTATION & IDENTITY
By the end of
the 5th grade,
students should
be able to:
Dene sexual
orientaon
SO.5.CC.1
Idenfy trusted
adults, including
parents and
caregivers, whom
students can ask
quesons about
sexual orientaon
SO.5.AI.1
Demonstrate ways
to promote dignity
and respect for
people of all sexual
orientaons,
including other
students, their
family members,
and members
of the school
community
SO.5.ADV.1
Dierenate
between sexual
orientaon and
gender identy
SO.5.CC.2
SEXUAL HEALTH
By the end of
the 5th grade,
students should
be able to:
Explain the
relaonship between
sexual intercourse
and human
reproducon
SH.5.CC.1
Explain the range
of ways pregnancy
can occur (e.g., IVF,
surrogacy)
SH.5.CC.2
Dene STDs,
including HIV, and
clarify common
myths about
transmission
SH.5.CC.3
INTERPERSONAL VIOLENCE
By the end of
the 5th grade,
students should
be able to:
Dene child sexual
abuse, sexual
harassment, and
domesc violence
and explain why they
are harmful and their
potenal impacts*
IV.5.CC.1
Idenfy strategies
a person could use
to call aenon
to or leave an
uncomfortable or
dangerous situaon,
including sexual
harassment
IV.5.IC.1
Describe steps a
person can take
when they are being
or have been sexually
abused
IV.5.SM.1
Demonstrate ways
to promote dignity
and respect for all
people (e.g., race,
ethnicity, socio-
economic status,
diering abilies,
immigraon
status, family
conguraon)
IV.5.ADV.1
Standards by Grade Level
23
*Please see best practices on trigger warnings on page 10 of the NSES.
GRADES 35 CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
INTERPERSONAL VIOLENCE CONTINUED
By the end of
the 5th grade,
students should
be able to:
Explain that some
survivors are not
believed when they
disclose sexual abuse
or harassment and
that it is important to
keep telling trusted
adults unl one of the
adults takes acon
IV.5.IC.2
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
24
GRADES 68
Core
Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
CONSENT & HEALTHY RELATIONSHIPS
By the end of
the 8th grade,
students should
be able to:
Compare and
contrast the
characteriscs
of healthy
and unhealthy
relaonships*
CHR.8.CC.1
Analyze how peers,
family, media,
society, culture,
and a person’s
intersecng
idenes can
inuence atudes,
beliefs, and
expectaons about
relaonships
CHR.8.INF.1
Demonstrate
communicaon skills
that will support
healthy relaonships
CHR.8.IC.1
Describe strategies
a student might use
to end an unhealthy
relaonship,
including involving
a trusted adult who
can help*
CHR.8.SM.1
Describe
how power
dierences,
such as age,
gender, socio-
economic status,
immigraon
status, race,
or unequal
posion (e.g.
student/teacher,
supervisor/
employee)
may impact
relaonships
CHR.8.CC.2
Evaluate the
impact of
technology (e.g.,
use of smart
phones, GPS
tracking) and
social media on
relaonships
(e.g., consent,
communicaon)
CHR.8.INF.2
Demonstrate
strategies to
communicate personal
boundaries and how
to show respect for
the boundaries of
others
CHR.8.IC.2
Demonstrate
strategies to use
social media
safely, legally, and
respecully
CHR.8.SM.2
Analyze the
similaries and
dierences
between
friendships,
romanc
relaonships
and sexual
relaonships
CHR.8.CC.3
Idenfy factors
(e.g., body image,
self-esteem,
alcohol and other
substances) that
can aect the
ability to give or
perceive consent
to sexual acvity*
CHR.8.INF.3
Dene sexual
consent and
sexual agency
CHR.8.CC.4
Standards by Grade Level
25
GRADES 68 CONTINUED
Core
Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
ANATOMY & PHYSIOLOGY
By the end of
the 8th grade,
students should
be able to:
Describe human
reproducve
systems,
including the
external and
internal body
parts and their
funcons, and
that there
are naturally
occuring
variaons
in human
bodies (e.g.,
intersex, vulvas,
circumcised and
intact penises)
AP.8.CC.1
PUBERTY & ADOLESCENT SEXUAL DEVELOPMENT
By the end of
the 8th grade,
students should
be able to:
Dene medical
accuracy and
analyze medically
accurate sources
of informaon
about puberty,
adolescent
development, and
sexual health
PD.8.AI.1
GENDER IDENTITY & EXPRESSION
By the end of
the 8th grade,
students should
be able to:
Analyze how
peers, family,
and a person’s
intersecng
idenes can
inuence atudes,
beliefs, and
expectaons about
gender, gender
identy, gender
roles, and gender
expression
GI.8.INF.1
Access medically
accurate sources of
informaon about
gender, gender
identy, and
gender expression
GI.8.AI.1
Demonstrate ways
to communicate
respecully with and
about people of all
gender idenes
GI.8.IC.1
Develop a plan
for the school to
promote dignity
and respect for
people of all
genders, gender
idenes, and
gender expressions
in the school
community
GI.8.ADV.1
SEXUAL ORIENTATION & IDENTITY
By the end of
the 8th grade,
students should
be able to:
Recall the
denion
of sexual
orientaon and
explain that
most people
have a sexual
orientaon
SO.8.CC.1
Analyze how peers,
media, family,
society, culture,
and a person’s
intersecng
idenes can
inuence atudes,
beliefs, and
expectaons about
sexual orientaon
SO.8.INF.1
Access credible
sources of
informaon about
sexual orientaon
SO.8.AI.1
Demonstrate ways
to communicate
respecully with and
about people of all
sexual orientaons
SO.8.IC.1
Develop a plan
for the school to
promote dignity
and respect for
people of all sexual
orientaons in the
school community
SO.8.ADV.1
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
26
*Please see best practices on trigger warnings on page 10 of the NSES.
GRADES 68 CONTINUED
Core
Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
SEXUAL ORIENTATION & IDENTITY CONTINUED
By the end of
the 8th grade,
students should
be able to:
Dene sexual
identy and
explain a range
of idenes
related to sexual
orientaon (e.g.,
heterosexual,
bisexual, lesbian,
gay, queer, two-
spirit, asexual,
pansexual)
SO.8.CC.2
SEXUAL HEALTH
By the end of
the 8th grade,
students should
be able to:
Dene vaginal,
oral, and anal sex
SH.8.CC.1
Analyze how
alcohol and other
substances can
inuence sexual
decision-making
SH.8.INF.1
Idenfy medically
accurate sources
of informaon
about STDs,
including HIV,
such as local STD/
HIV prevenon,
tesng, and
treatment
resources
SH.8.AI.1
Demonstrate ways
to communicate
decisions about
whether or when
to engage in sexual
behaviors and how to
reduce or eliminate
risk for pregnancy
and/or STDs (including
HIV)*
SH.8.IC.1
Idenfy factors that
are important in
deciding whether
and when to engage
in sexual behaviors
SH.8.DM.1
Develop a plan
to eliminate
or reduce risk
of unintended
pregnancy and
STDs (including
HIV)
SH.8.GS.1
Describe the steps
to using barrier
methods correctly
(e.g., external and
internal condoms,
dental dams)
SH.8.SM.1
Explain there are
many methods
of short- and
long-term
contracepon
that are safe and
eecve and
describe how
to access them
SH.8.CC.2
Describe the state
and federal laws
related to age of
consent, minors’
ability to consent
to health care,
condenality in a
healthcare seng,
child pornography,
sexng, safe
haven, and
sex tracking
SH.8.INF.2
Dene prenatal
care and idenfy
medically accurate
sources of
informaon about
prenatal care
SH.8.AI.2
List at least four
methods of
contracepon
that are available
without a
prescripon
(e.g., absnence,
condoms,
emergency
contracepon,
withdrawal)
SH.8.CC.3
Standards by Grade Level
27
GRADES 68 CONTINUED
Core
Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
SEXUAL HEALTH CONTINUED
By the end of
the 8th grade,
students should
be able to:
Describe
pregnancy
tesng, the signs
of pregnancy,
and pregnancy
opons,
including
parenng,
aboron,
and adopon
SH.8.CC.4
Explain STDs
(including HIV),
how common
STDs are, and
how they are
and are not
transmied
SH.8.CC.5
Describe the
signs, symptoms,
or lack thereof,
and potenal
impacts of STDs
(including HIV)
SH.8.CC.6
Compare
and contrast
behaviors,
including
absnence, to
determine the
potenal risk of
pregnancy and/
or STD (including
HIV) transmission
SH.8.CC.7
Discuss current
biomedical
approaches to
prevent STDs
(e.g., hepas
B vaccine, HPV
vaccine) and HIV
(e.g., PrEP, PEP)
SH.8.CC.8
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
28
GRADES 68 CONTINUED
Core
Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
SEXUAL HEALTH CONTINUED
By the end of
the 8th grade,
students should
be able to:
Explain medical
breakthroughs in
HIV prevenon
and treatment
and why HIV
can now be
considered a
chronic condion
SH.8.CC.9
Describe the
state and federal
laws related to
minors’ access to
sexual healthcare
services,
including
pregnancy
and STD/HIV
prevenon,
tesng, care,
and treatment
SH.8.CC.10
Dene
racism and
interseconality
and describe
their impacts on
sexual health
SH.8.CC.11
Explain the
impact that
media, including
sexually explicit
media, can
have on one’s
body image
and self-esteem
SH.8.CC.12
INTERPERSONAL VIOLENCE
By the end of
the 8th grade,
students should
be able to:
Dene
interpersonal and
sexual violence
(e.g., sexual
harassment,
sexual assault,
incest, rape,
domesc
violence,
coercion, and
dang violence)
and describe
their impacts on
sexual health*
IV.8.CC.1
Describe strategies
that sex trackers/
exploiters employ
to recruit youth
IV.8.INF.1
Idenfy
community
resources and/
or other sources
of support, such
as trusted adults,
including parents
and caregivers,
that students can
go to if they are
or someone they
know is being
sexually harassed,
abused, assaulted,
exploited, or
tracked
IV.8.AI.1
Describe strategies
a person could use,
when it is safe to do
so, to intervene when
someone is being
sexually harassed
or someone they
know is perpetuang
unhealthy or coercive
behaviors
IV.8.SM.1
Develop a plan
for the school to
promote dignity
and respect for
everyone (e.g.,
race, ethnicity,
socio-economic
status, diering
abilies,
immigraon
status, family
conguraon)
IV.8.ADV.1
*Please see best practices on trigger warnings on page 10 of the NSES.
GRADES 68 CONTINUED
Core
Concepts CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy ADVADV
SEXUAL HEALTH CONTINUED
By the end of
the 8th grade,
students should
be able to:
Explain medical
breakthroughs in
HIV prevenon
and treatment
and why HIV
can now be
considered a
chronic condion
SH.8.CC.9
Describe the
state and federal
laws related to
minors’ access to
sexual healthcare
services,
including
pregnancy
and STD/HIV
prevenon,
tesng, care,
and treatment
SH.8.CC.10
Dene
racism and
interseconality
and describe
their impacts on
sexual health
SH.8.CC.11
Explain the
impact that
media, including
sexually explicit
media, can
have on one’s
body image
and self-esteem
SH.8.CC.12
INTERPERSONAL VIOLENCE
By the end of
the 8th grade,
students should
be able to:
Dene
interpersonal and
sexual violence
(e.g., sexual
harassment,
sexual assault,
incest, rape,
domesc
violence,
coercion, and
dang violence)
and describe
their impacts on
sexual health*
IV.8.CC.1
Describe strategies
that sex trackers/
exploiters employ
to recruit youth
IV.8.INF.1
Idenfy
community
resources and/
or other sources
of support, such
as trusted adults,
including parents
and caregivers,
that students can
go to if they are
or someone they
know is being
sexually harassed,
abused, assaulted,
exploited, or
tracked
IV.8.AI.1
Describe strategies
a person could use,
when it is safe to do
so, to intervene when
someone is being
sexually harassed
or someone they
know is perpetuang
unhealthy or coercive
behaviors
IV.8.SM.1
Develop a plan
for the school to
promote dignity
and respect for
everyone (e.g.,
race, ethnicity,
socio-economic
status, diering
abilies,
immigraon
status, family
conguraon)
IV.8.ADV.1
*Please see best practices on trigger warnings on page 10 of the NSES.
Standards by Grade Level
29
GRADES 68 CONTINUED
Core
Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
INTERPERSONAL VIOLENCE CONTINUED
Explain why a
person who has
been sexually
harassed,
abused, or
assaulted, or
has been a
vicm of incest,
rape, domesc
violence, or
dang violence
is never to blame
for the acons of
the perpetrator*
IV.8.CC.2
Dene sex
tracking, sexual
exploitaon,
and gender-
based violence*
IV.8.CC.3
*Please see best practices on trigger warnings on page 10 of the NSES.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
30
GRADES 910
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
CONSENT & HEALTHY RELATIONSHIPS
By the end of
the 10th grade,
students should
be able to:
Compare
and contrast
characteriscs
of healthy
and unhealthy
romanc and/
or sexual
relaonships*
CHR.10.CC.1
Evaluate
strategies to end
an unhealthy
relaonship,
including when
situaons may
require adult and/
or professional
support
CHR.10.INF.1
Describe eecve
ways to communicate
consent, personal
boundaries, and
desires as they relate to
inmacy, pleasure, and
sexual behavior*
CHR.10.IC.1
Evaluate a variety
of characteriscs
of romanc and/or
sexual relaonships
and determine
which ones are
personally most
important
CHR.10.DM.1
Develop a plan
to get out of
an unsafe or
unhealthy
relaonship*
CHR.10.GS.1
Demonstrate ways to
show respect for the
boundaries of others
as they relate to
inmacy and sexual
behavior
CHR.10.SM.1
Describe what
constutes
sexual consent,
its importance,
and legal
consequences of
sexual behavior
without consent*
CHR.10.CC.2
Analyze the
potenally
posive and
negave roles of
technology and
social media on
one’s sense of
self and within
relaonships
CHR.10.INF.2
Explain the
impact media,
including sexually
explicit media,
can have on one’s
percepons of,
and expectaons
for, a healthy
relaonship
CHR.10.CC.3
Analyze factors
(e.g., body image,
self-esteem,
alcohol and other
substances) that
can aect the
ability to give and
receive sexual
consent*
CHR.10.INF.3
ANATOMY & PHYSIOLOGY
By the end of
the 10th grade,
students should
be able to:
Explain
the human
reproducve and
sexual response
systems,
including
dierenang
between internal
and external
body parts and
their funcons,
and that there
are naturally
occurring
variaons in
human bodies
(e.g., intersex)
AP.10.CC.1
*Please see best practices on trigger warnings on page 10 of the NSES.
Standards by Grade Level
31
GRADES 910 CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
PUBERTY & ADOLESCENT SEXUAL DEVELOPMENT
By the end of
the 10th grade,
students should
be able to:
Describe the
cognive, social,
and emoonal
changes of
adolescence and
early adulthood
PD.10.CC.1
Analyze how
peers, media,
family, society,
culture, and
a person’s
intersecng
idenes can
inuence self-
concept, body
image, and self-
esteem
PD.10.INF.1
GENDER IDENTITY & EXPRESSION
By the end of
the 10th grade,
students should
be able to:
Dierenate
between sex
assigned at birth,
gender identy,
and gender
expression
GI.10.CC.1
Analyze how
media, society,
culture, and
a person’s
intersecng
idenes
can inuence
atudes, beliefs,
and expectaons
about gender,
gender identy,
gender roles,
and gender
expression
GI.10.INF.1
SEXUAL ORIENTATION & IDENTITY
By the end of
the 10th grade,
students should
be able to:
Dierenate
between sexual
orientaon,
sexual behavior,
and sexual
identy
SO.10.CC.1
Analyze how
peers, media,
family, society,
culture, and
a person’s
intersecng
idenes
can inuence
atudes, beliefs,
and expectaons
about sexual
orientaon and
sexual identy
SO.10.INF.1
Access credible
sources of
informaon about
sexual orientaon
SO.10.AI.1
SEXUAL HEALTH
By the end of
the 10th grade,
students should
be able to:
Compare and
contrast the
advantages and
disadvantages
of contracepve
and disease
prevenon
methods (e.g.,
absnence,
condoms,
emergency
contracepon)
SH.10.CC.1
Describe the
impact of racism
and inequality on
sexual health
SH.10.INF.1
Demonstrate
the ability to
determine whether
a resource or
service is medically
accurate or
credible
SH.10.AI.1
Demonstrate the
ability to eecvely
communicate with
a partner about
abstaining from
sexual behavior,
using condoms and/
or contracepon, and
prevenng, geng
tesng, and seeking
treatment for STDs
(including HIV)*
SH.10.IC.1
Apply a decision-
making model
to choices about
contracepve use,
including absnence
and condoms
SH.10.DM.1
Develop a plan
to eliminate
or reduce risk
for unintended
pregnancy and/
or STDs (including
HIV) and idenfy
ways to overcome
potenal barriers
to prevenon
SH.10.GS.1
Demonstrate the
steps to using barrier
methods correctly
(e.g., external and
internal condoms,
dental dams)
SH.10.SM.1
*Please see best practices on trigger warnings on page 10 of the NSES.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
32
GRADES 910 CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
SEXUAL HEALTH
By the end of
the 10th grade,
students should
be able to:
Idenfy factors
that impact the
risk of unintended
pregnancy
and potenal
transmission of
STDs, including
HIV, from a
variety of sexual
behaviors,
including vaginal,
oral, and anal sex
SH.10.CC.2
Analyze state and
federal laws and
guidelines (e.g.,
CDC) that address
sexual healthcare
services for
minors (e.g.,
contracepon,
emergency
contracepon,
prenatal care,
adopon,
aboron, STD,
including HIV,
prevenon,
tesng, and
treatment)*
SH.10.INF.2
Idenfy medically
accurate sources of
informaon about
and local services
that provide
contracepve
methods (including
emergency
contracepon
and condoms)
and pregnancy
opons (including
parenng,
aboron, adopon,
and prenatal care)
SH.10.AI.2
Describe the
steps for how a
person living with
HIV can remain
healthy
SH.10.GS.2
Describe common
symptoms, or
lack thereof, and
treatments for
STDs, including
HIV
SH.10.CC.3
Explain the federal
and states laws
that prohibit the
creaon, sharing,
and viewing of
sexually explicit
media by minors
(e.g., sexng)
SH.10.INF.3
Idenfy medically
accurate sources of
informaon about
and local services
that provide
prevenon,
tesng, care, and
treatment of STDs,
including HIV,
including the steps
to obtain PrEP and
PEP
SH.10.AI.3
List the major
milestones of
each trimester of
fetal development
ulizing medically
accurate
informaon*
SH.10.CC.4
Explain the state
and federal laws
related to safe
haven, parenng,
and sterilizaon,
including their
impacts on
oppressed
communies
SH.10.CC.5
Dene
reproducve
jusce and explain
its history and how
it relates to sexual
health
SH.10.CC.6
*Please see best practices on trigger warnings on page 10 of the NSES.
National Sex Education Standards
33
GRADES 910 CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
INTERPERSONAL VIOLENCE
By the end of
the 10th grade,
students should
be able to:
Idenfy the
state and federal
laws related
to inmate
partner and
sexual violence
(e.g., sexual
harassment,
sexual abuse,
sexual assault,
domesc
violence)
IV.10.CC.1
Demonstrate
how to access
credible sources
of informaon
and resources
for survivors of
interpersonal
violence, including
sexual violence
IV.10.AI.1
Demonstrate ways
to support a fellow
student who is being
sexually harassed
or abused, or is
perpetuang unhealthy
or coercive behaviors
IV.10.IC.1
Describe the
types of abuse
(e.g., physical,
emoonal,
psychological,
nancial, and
sexual) and
the cycle of
violence as it
relates to sexual
abuse, domesc
violence, dang
violence, and
gender-based
violence*
IV.10.CC.2
Idenfy credible
resources related
to sex tracking
and sexual violence
prevenon and
intervenon
IV.10.AI.2
Idenfy ways to reduce
risk in physical and
digital sengs related
to sex tracking and
other potenally
harmful situaons
IV.10.IC.2
Explain why a
vicm/survivor
of interpersonal
violence,
including sexual
violence, is never
to blame for the
acons of the
perpetrator
IV.10.CC.3
Explain sex
tracking,
including
recruitment
taccs that
sex trackers/
exploiters
use to exploit
vulnerabilies and
recruit youth
IV.10.CC.4
*Please see best practices on trigger warnings on page 10 of the NSES.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
34
GRADES 1112
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-
Management SMSM
Advocacy
ADVADV
CONSENT & HEALTHY RELATIONSHIPS
By the end of
the 12th grade,
students should
be able to:
Describe the
characteriscs
of unhealthy
relaonships that
media, including
sexually explicit
media, may
perpetuate (e.g.,
inequality between
partners, lack of
communicaon
and consent, strict
gender stereotypes)
CHR.12.CC.1
Analyze how
media portrayals
of healthy
and unhealthy
relaonships
impact societal
norms about
romanc and/
or sexual
relaonships and
pleasure*
CHR.12.INF.1
Apply a decision-
making model
to maintaining a
healthy relaonship
and/or ending
an unhealthy
r e l a o n s h i p
CHR.12.DM.1
Evaluate strategies
to use social media
safely, legally, and
respecully
CHR.12.SM.1
Analyze cultural
and social factors
(e.g., sexism,
homophobia,
transphobia,
racism, ableism,
classism) that
can inuence
decisions
regarding sexual
behaviors
CHR.12.INF.2
Describe the
potenal impacts
of power and
privilege within
romanc or sexual
relaonships
(e.g., age, race,
ethnicity, sexual
orientaon,
gender, gender
identy, socio-
economic status,
immigraon
status, ability)*
CHR.12.INF.3
Analyze the
personal and
societal factors
that could
keep someone
from leaving
an unhealthy
relaonship*
CHR.12.INF.4
*Please see best practices on trigger warnings on page 10 of the NSES.
Standards by Grade Level
35
GRADES 1112 CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-
Management SMSM
Advocacy
ADVADV
ANATOMY & PHYSIOLOGY
By the end of
the 12th grade,
students should
be able to:
Describe the
human sexual
response cycle,
including the role
of hormones and
pleasure
AP.12.CC.1
PUBERTY & ADOLESCENT SEXUAL DEVELOPMENT
No items
GENDER IDENTITY & EXPRESSION
By the end of
the 12th grade,
students should
be able to:
Explain how
support from
peers, families,
schools, and
communies
can improve a
person’s health
and wellbeing
as it relates to
gender identy
and gender
expression*
GI.12.INF.1
Advocate for
school and
community
policies and
programs that
promote dignity
and respect for
people of all
genders, gender
expressions,
and gender
idenes*
GI.12.ADV.1
SEXUAL ORIENTATION & IDENTITY
By the end of
the 12th grade,
students should
be able to:
Explain how
support from
peers, families,
schools, and
communies
can improve a
person’s health
and wellbeing as
it relates to sexual
orientaon and
sexual identy*
SO.12.INF.1
Advocate for
school and
community
policies and
programs that
promote dignity
and respect
for people
of all sexual
orientaons*
SO.12.ADV.1
SEXUAL HEALTH
By the end of
the 12th grade,
students should
be able to:
Evaluate the
benets of
biomedical
approaches to
prevent STDs (e.g.,
hepas B vaccine,
HPV vaccine) and
HIV (e.g., PrEP,
PEP)
SH.12.CC.1
Analyze personal
and societal
factors that
can inuence
decisions about
pregnancy
opons, including
parenng,
aboron, and
adopon*
SH.12.INF.1
Access medically
accurate
and credible
informaon
about pregnancy
opons,
including
parenng,
aboron, and
adopon*
SH.12.AI.1
Analyze societal
factors that might
inhibit honest
discussion between
sexual and/or
romanc partners
about their sexual
histories, including
STDs and HIV
status, and idenfy
ways to begin such
conversaons
SH.12.IC.1
Assess the skills
needed to be an
eecve parent
SH.12.DM.1
Develop a plan
to access local
resources and
services related to
reducing the risk
of pregnancy and/
or STDs (including
HIV) transmission,
including ways
to overcome
potenal barriers
to access
SH.12.GS.1
Assess individuals’
responsibility to
test for and inform
partners about
STDs (including HIV)
status*
SH.12.SM.1
*Please see best practices on trigger warnings on page 10 of the NSES.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
36
GRADES 1112 CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-
Management SMSM
Advocacy
ADVADV
SEXUAL HEALTH CONTINUED
By the end of
the 12th grade,
students should
be able to:
Explain the
importance of
lowering the viral
load of a person
living with HIV to
undetectable and
maintaining viral
suppression
SH.12.CC.2
Analyze factors
that can inuence
condom use
and other safer
sex decisions
(e.g., availability,
aordability,
percepon of risk,
pleasure)
SH.12.INF.2
Analyze the
impact of sgma
and conscious
and unconscious
biases on
pregnancy and
STD, including
HIV, prevenon,
tesng, and
treatment
SH.12.INF.3
Analyze the state
and federal laws
related to minors’
ability to give and
receive sexual
consent and their
associaon with
sexually explicit
media
SH.12.INF.4
Analyze ways
systemic
oppression and
interseconality
impact the
sexual agency of
communies of
color and other
marginalized
communies
SH.12.INF.5
*Please see best practices on trigger warnings on page 10 of the NSES.
Standards by Grade Level
37
GRADES 1112 CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-
Management SMSM
Advocacy
ADVADV
INTERPERSONAL VIOLENCE
By the end of
the 12th grade,
students should
be able to:
Analyze how
peers, family,
media, society,
culture, and
a person’s
intersecng
idenes can
inuence atudes
and beliefs about
interpersonal and
sexual violence*
IV.12.INF.1
Advocate for
school and
community
policies that
promote safety,
respect, and
equity for all
people (e.g.,
race, ethnicity,
socio-economic
status, diering
abilies,
immigraon
status, family
conguraon)
IV.12.ADV.1
*Please see best practices on trigger warnings on page 10 of the NSES.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
38
Standards by Topic Area
38
CONSENT & HEALTHY RELATIONSHIPS
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 2ND GRADE, STUDENTS SHOULD BE ABLE TO
Describe
characteriscs of
a friend
CHR.2.CC.1
Demonstrate how to
communicate personal
boundaries and show
respect for someone
else’s personal
boundaries
CHR.2.IC.1
Idenfy healthy
ways for friends to
express feelings,
both physically and
verbally
CHR.2.SM.1
Dene bodily
autonomy
and personal
boundaries
CHR.2.CC.2
Explain why it is
important to show
respect for dierent
kinds of families
(e.g., nuclear, single
parent, blended,
intergeneraonal,
cohabitang, adopve,
foster, same-gender,
interracial)
CHR.2.IC.2
Dene consent
CHR.2.CC.3
Idenfy dierent
kinds of families
(e.g., nuclear,
single parent,
blended,
intergeneraonal,
cohabitang,
adopve, foster,
same-gender,
interracial)
CHR.2.CC.4
BY THE END OF THE 5TH GRADE, STUDENTS SHOULD BE ABLE TO
Describe the
characteriscs of
healthy versus
unhealthy
relaonships
among friends
and with family
members
CHR.5.CC.1
Idenfy trusted
adults, including
parents and
caregivers, that
students can talk to
about relaonships
CHR.5.AI.1
Communicate personal
boundaries and
demonstrate ways to
respect other people’s
personal boundaries
CHR.5.IC.1
Explain the
relaonship
between
consent, personal
boundaries, and
bodily autonomy
CHR.5.CC.2
Standards by Topic Area
National Sex Education Standards
39
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
39
CONSENT & HEALTHY RELATIONSHIPS CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 8TH GRADE, STUDENTS SHOULD BE ABLE TO
Compare and
contrast the
characteriscs
of healthy
and unhealthy
relaonships*
CHR.8.CC.1
Analyze how
peers, family,
media, society,
culture, and
a person’s
intersecng
idenes
can inuence
atudes, beliefs,
and expectaons
about
relaonships
CHR.8.INF.1
Demonstrate
communicaon skills
that will support
healthy relaonships
CHR.8.IC.1
Describe strategies
a student might use
to end an unhealthy
relaonship,
including involving
a trusted adult who
can help*
CHR.8.SM.1
Describe
how power
dierences,
such as age,
gender, socio-
economic status,
immigraon
status, race,
or unequal
posion (e.g.
student/teacher,
supervisor/
employee)
may impact
relaonships
CHR.8.CC.2
Evaluate the
impact of
technology (e.g.,
use of smart
phones, GPS
tracking) and
social media on
relaonships
(e.g., consent,
communicaon)
CHR.8.INF.2
Demonstrate strategies
to communicate
personal boundaries
and how to show
respect for the
boundaries of others
CHR.8.IC.2
Demonstrate
strategies to use
social media
safely, legally, and
respecully
CHR.8.SM.2
Analyze the
similaries and
dierences
between
friendships,
romanc
relaonships
and sexual
relaonships
CHR.8.CC.3
Idenfy factors
(e.g., body image,
self-esteem,
alcohol and other
substances) that
can aect the
ability to give or
perceive consent
to sexual acvity*
CHR.8.INF.3
Dene sexual
consent and
sexual agency
CHR.8.CC.4
BY THE END OF THE 10TH GRADE, STUDENTS SHOULD BE ABLE TO
Compare
and contrast
characteriscs
of healthy
and unhealthy
romanc and/
or sexual
relaonships*
CHR.10.CC.1
Evaluate
strategies to end
an unhealthy
relaonship,
including when
situaons may
require adult and/
or professional
support
CHR.10.INF.1
Describe eecve
ways to communicate
consent, personal
boundaries, and
desires as they relate
to inmacy, pleasure,
and sexual behavior*
CHR.10.IC.1
Develop a plan
to get out of an
unsafe or unhealthy
relaonship*
CHR.10.DM.1
Develop a plan
to get out of
an unsafe or
unhealthy
relaonship*
CHR.10.GS.1
Demonstrate ways to
show respect for the
boundaries of others
as they relate to
inmacy and sexual
behavior
CHR.10.SM.1
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
40
*Please see best practices on trigger warnings on page 10 of the NSES.
Standards by Topic Area
40
CONSENT & HEALTHY RELATIONSHIPS CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 10TH GRADE, STUDENTS SHOULD BE ABLE TO CONTINUED
Describe what
constutes
sexual consent,
its importance,
and legal
consequences of
sexual behavior
without consent*
CHR.10.CC.2
Analyze the
potenally
posive and
negave roles of
technology and
social media on
one’s sense of
self and within
relaonships
CHR.10.INF.2
Explain the
impact media,
including sexually
explicit media,
can have on one’s
percepons of,
and expectaons
for, a healthy
relaonship
CHR.10.CC.3
Analyze factors
(e.g., body image,
self-esteem,
alcohol and other
substances) that
can aect the
ability to give and
receive sexual
consent*
CHR.10.INF.3
BY THE END OF THE 12TH GRADE, STUDENTS SHOULD BE ABLE TO
Describe the
characteriscs
of unhealthy
relaonships
that media,
including sexually
explicit media,
may perpetuate
(e.g., inequality
between
partners, lack of
communicaon
and consent,
strict gender
stereotypes)
CHR.12.CC.1
Analyze how
media portrayals
of healthy
and unhealthy
relaonships
impact societal
norms about
romanc and/
or sexual
relaonships and
pleasure*
CHR.12.INF.1
Apply a decision-
making model
to maintaining a
healthy relaonship
and/or ending
an unhealthy
r e l a o n s h i p
CHR.12.DM.1
Evaluate strategies
to use social media
safely, legally, and
respecully
CHR.12.SM.1
Analyze cultural
and social factors
(e.g., sexism,
homophobia,
transphobia,
racism, ableism,
classism) that
can inuence
decisions
regarding sexual
behaviors
CHR.12.INF.2
National Sex Education Standards
41
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
41
CONSENT & HEALTHY RELATIONSHIPS CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 12TH GRADE, STUDENTS SHOULD BE ABLE TO CONTINUED
Describe the
potenal impacts
of power and
privilege within
romanc or sexual
relaonships
(e.g., age, race,
ethnicity, sexual
orientaon,
gender, gender
identy, socio-
economic status,
immigraon
status, ability)*
CHR.12.INF.3
Analyze the
personal and
societal factors
that could
keep someone
from leaving
an unhealthy
relaonship*
CHR.12.INF.4
*Please see best practices on trigger warnings on page 10 of the NSES.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
42
ANATOMY & PHYSIOLOGY
Core Concepts CCCC Analyzing
Influences
INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 2ND GRADE, STUDENTS SHOULD BE ABLE TO
List medically accurate
names for body parts,
including the genitals
AP.2.CC.1
BY THE END OF THE 5TH GRADE, STUDENTS SHOULD BE ABLE TO
Recall the human
reproducve systems,
including the external
and internal body parts
and their funcons,
and that there
are natural variaons
in human bodies
AP.5.CC.1
BY THE END OF THE 8TH GRADE, STUDENTS SHOULD BE ABLE TO
Describe human
reproducve systems,
including the external
and internal body parts
and their funcons,
and that there are
naturally occurring
variaons in human
bodies (e.g., intersex,
vulvas, circumcised and
intact penises)
AP.8.CC.1
BY THE END OF THE 10TH GRADE, STUDENTS SHOULD BE ABLE TO
Explain the human
reproducve and
sexual response
systems, including
dierenang between
internal and external
body parts and their
funcons, and that
there are naturally
occuring variaons in
human bodies (e.g.,
intersex)
AP.10.CC.1
BY THE END OF THE 12TH GRADE, STUDENTS SHOULD BE ABLE TO
Describe the human
sexual response cycle,
including the role of
hormones and pleasure
AP.12.CC.1
Standards by Topic Area
43
PUBERTY & ADOLESCENT SEXUAL DEVELOPMENT
Core Concepts CCCC Analyzing
Influences
INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 2ND GRADE, STUDENTS SHOULD BE ABLE TO
No items
BY THE END OF THE 5TH GRADE, STUDENTS SHOULD BE ABLE TO
Explain the physical,
social, and emoonal
changes that occur
during puberty and
adolescence and
how the onset and
progression of puberty
can vary
PD.5.CC.1
Idenfy credible
sources of
informaon about
puberty and
personal hygiene
PD.5.AI.1
Make a plan
for maintaining
personal hygiene
during puberty
PD.5.GS.1
Describe how
puberty prepares
human bodies for
the potenal to
reproduce and that
some healthy people
have condions that
impact the ability to
reproduce
PD.5.CC.2
Idenfy trusted
adults, including
parents, caregivers,
and health care
professionals,
whom students
can ask quesons
about puberty and
adolescent health
PD.5.AI.2
Explain common
human sexual
development and the
role of hormones (e.g.,
romanc and sexual
feelings, masturbaon,
mood swings, ming
of pubertal onset)
PD.5.CC.3
Describe the role
hormones play in
the physical, social,
cognive, and
emoonal changes
during adolescence
and the potenal role
of hormone blockers
on young people who
idenfy as transgender
PD.5.CC.4
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
44
PUBERTY & ADOLESCENT SEXUAL DEVELOPMENT CONTINUED
Core Concepts CCCC Analyzing
Influences
INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 8TH GRADE, STUDENTS SHOULD BE ABLE TO
Dene medical
accuracy and
analyze medically
accurate sources
of informaon
about puberty,
adolescent
development, and
sexual health
PD.8.AI.1
BY THE END OF THE 10TH GRADE, STUDENTS SHOULD BE ABLE TO
Describe the cognive,
social, and emoonal
changes of adolescence
and early adulthood
PD.10.CC.1
Analyze how
peers, media,
family, society,
culture, and
a person’s
intersecng
idenes can
inuence self-
concept, body
image, and self-
esteem
PD.10.INF.1
BY THE END OF THE 12TH GRADE, STUDENTS SHOULD BE ABLE TO
No items
Standards by Topic Area
45
GENDER IDENTITY & EXPRESSION
Core Concepts CCCC Analyzing
Influences
INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 2ND GRADE, STUDENTS SHOULD BE ABLE TO
Dene gender, gender
identy, and gender-
role stereotypes
GI.2.CC.1
Discuss the range of
ways people express
their gender and
how gender-role
stereotypes may limit
behavior
GI.2.CC.2
Demonstrate ways
to treat people of
all genders, gender
expressions, and
gender idenes with
dignity and respect
GI.2.IC.1
BY THE END OF THE 5TH GRADE, STUDENTS SHOULD BE ABLE TO
Disnguish between
sex assigned at birth
and gender identy and
explain how they may
or may not dier
GI.5.CC.1
Idenfy trusted
adults, including
parents and
caregivers, whom
students can ask
quesons about
gender, gender-
role stereotypes,
gender identy,
and gender
expression
GI.5.AI.1
Demonstrate
ways to promote
dignity and
respect for
people of all
genders, gender
expressions, and
gender idenes,
including other
students, their
family members,
and members
of the school
community
GI.5.ADV.1
Dene and explain
dierences
between cisgender,
transgender, gender
nonbinary, gender
expansive, and gender
identy
GI.5.CC.2
Explain that gender
expression and gender
identy exist along a
spectrum
GI.5.CC.3
Describe gender-role
stereotypes and their
potenal impact on
self and others
GI.5.CC.4
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
46
GENDER IDENTITY & EXPRESSION CONTINUED
Core Concepts CCCC Analyzing
Influences
INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 8TH GRADE, STUDENTS SHOULD BE ABLE TO
Analyze how
peers, family,
and a person’s
intersecng
idenes can
inuence atudes,
beliefs, and
expectaons about
gender, gender
identy, gender
roles, and gender
expression
GI.8.INF.1
Access medically
accurate sources of
informaon about
gender, gender
identy, and
gender expression
GI.8.AI.1
Demonstrate ways
to communicate
respecully with and
about people of all
gender idenes
GI.8.IC.1
Develop a plan
for the school to
promote dignity
and respect
for people of
all genders,
gender idenes,
and gender
expressions
in the school
community
GI.8.ADV.1
BY THE END OF THE 10TH GRADE, STUDENTS SHOULD BE ABLE TO
Dierenate between
sex assigned at birth,
gender identy, and
gender expression
GI.10.CC.1
Analyze how
media, society,
culture, and
a person’s
intersecng
idenes can
inuence atudes,
beliefs, and
expectaons about
gender, gender
identy, gender
roles, and gender
expression
GI.10.INF.1
BY THE END OF THE 12TH GRADE, STUDENTS SHOULD BE ABLE TO
Explain how
support from
peers, families,
schools, and
communies
can improve a
person’s health
and wellbeing as it
relates to gender
identy and gender
expression*
GI.12.INF.1
Advocate for
school and
community
policies and
programs that
promote dignity
and respect for
people of all
genders, gender
expressions,
and gender
idenes*
GI.12.ADV.1
*Please see best practices on trigger warnings on page 10 of the NSES.
Standards by Topic Area
47
SEXUAL ORIENTATION & IDENTITY
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 2ND GRADE, STUDENTS SHOULD BE ABLE TO
No items
BY THE END OF THE 5TH GRADE, STUDENTS SHOULD BE ABLE TO
Dene sexual
orientaon
SO.5.CC.1
Idenfy trusted
adults, including
parents and
caregivers, whom
students can ask
quesons about
sexual orientaon
SO.5.AI.1
Demonstrate
ways to promote
dignity and
respect for people
of all sexual
orientaons,
including other
students, their
family members,
and members
of the school
community
SO.5.ADV.1
Dierenate
between sexual
orientaon and
gender identy
SO.5.CC.2
BY THE END OF THE 8TH GRADE, STUDENTS SHOULD BE ABLE TO
Recall the
denion of
sexual orientaon
and explain that
most people
have a sexual
orientaon
SO.8.CC.1
Analyze how
peers, media,
family, society,
culture, and
a person’s
intersecng
idenes can
inuence
atudes, beliefs,
and expectaons
about sexual
orientaon
SO.8.INF.1
Access credible
sources of
informaon about
sexual orientaon
SO.8.AI.1
Demonstrate ways
to communicate
respecully with and
about people of all
sexual orientaons
SO.8.IC.1
Develop a plan
for the school to
promote dignity
and respect
for people
of all sexual
orientaons in the
school community
SO.8.ADV.1
Dene sexual
identy and
explain a range
of idenes
related to sexual
orientaon (e.g.,
heterosexual,
bisexual, lesbian,
gay, queer, two-
spirit, asexual,
pansexual)
SO.8.CC.2
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
48
SEXUAL ORIENTATION & IDENTITY CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 10TH GRADE, STUDENTS SHOULD BE ABLE TO
Dierenate
between sexual
orientaon,
sexual behavior,
and sexual
identy
SO.10.CC.1
Analyze how
peers, media,
family, society,
culture, and
a person’s
intersecng
idenes
can inuence
atudes, beliefs,
and expectaons
about sexual
orientaon and
sexual identy
SO.10.INF.1
Access credible
sources of
informaon about
sexual orientaon
SO.10.AI.1
BY THE END OF THE 12TH GRADE, STUDENTS SHOULD BE ABLE TO
Explain how
support from
peers, families,
schools, and
communies
can improve a
person’s health
and wellbeing as
it relates to sexual
orientaon and
sexual identy*
SO.12.INF.1
Advocate for
school and
community
policies and
programs that
promote dignity
and respect
for people
of all sexual
orientaons*
SO.12.ADV.1
*Please see best practices on trigger warnings on page 10 of the NSES.
Standards by Topic Area
49
SEXUAL HEALTH
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 2ND GRADE, STUDENTS SHOULD BE ABLE TO
Dene
reproducon and
explain that all
living things may
have the capacity
to reproduce
SH.2.CC.1
BY THE END OF THE 5TH GRADE, STUDENTS SHOULD BE ABLE TO
Explain the
relaonship
between sexual
intercourse
and human
reproducon
SH.5.CC.1
Explain the
range of ways
pregnancy can
occur (e.g., IVF,
surrogacy)
SH.5.CC.2
Dene STDs,
including HIV, and
clarify common
myths about
transmission
SH.5.CC.3
BY THE END OF THE 8TH GRADE, STUDENTS SHOULD BE ABLE TO
Dene vaginal,
oral, and anal sex
SH.8.CC.1
Analyze how
alcohol and other
substances can
inuence sexual
decision-making
SH.8.INF.1
Idenfy medically
accurate sources
of informaon
about STDs,
including HIV, such
as local STD/HIV
prevenon, tesng,
and treatment
resources
SH.8.AI.1
Demonstrate ways to
communicate decisions
about whether or
when to engage in
sexual behaviors
and how to reduce
or eliminate risk for
pregnancy and/or STDs
(including HIV)*
SH.8.IC.1
Idenfy factors that
are important in
deciding whether
and when to engage
in sexual behaviors
SH.8.DM.1
Develop a plan
to eliminate
or reduce risk
of unintended
pregnancy and
STDs (including
HIV)
SH.8.GS.1
Describe the steps
to using barrier
methods correctly
(e.g., external and
internal condoms,
dental dams)
SH.8.SM.1
Explain there are
many methods
of short- and
long-term
contracepon
that are safe and
eecve and
describe how to
access them
SH.8.CC.2
Describe the state
and federal laws
related to age of
consent, minors’
ability to consent
to health care,
condenality in a
healthcare seng,
child pornography,
sexng, safe
haven, and sex
tracking
SH.8.INF.2
Dene prenatal
care and idenfy
medically accurate
sources of
informaon about
prenatal care
SH.8.AI.2
*Please see best practices on trigger warnings on page 10 of the NSES.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
50
SEXUAL HEALTH CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 8TH GRADE, STUDENTS SHOULD BE ABLE TO CONTINUED
List at least four
methods of
contracepon
that are available
without a
prescripon
(e.g., absnence,
condoms,
emergency
contracepon,
withdrawal)
SH.8.CC.3
Describe
pregnancy
tesng, the signs
of pregnancy,
and pregnancy
opons, including
parenng,
aboron, and
adopon
SH.8.CC.4
Explain STDs
(including HIV),
how common
STDs are, and
how they are
and are not
transmied
SH.8.CC.5
Describe the
signs, symptoms,
or lack thereof,
and potenal
impacts of STDs
(including HIV)
SH.8.CC.6
Compare
and contrast
behaviors,
including
absnence, to
determine the
potenal risk of
pregnancy and/
or STD (including
HIV) transmission
SH.8.CC.7
Standards by Topic Area
51
SEXUAL HEALTH CONTINUED
Core Concepts
CCCC
Analyzing
Inuences
INFINF
Accessing
Informaon
AIAI
Interpersonal
Communicaon
ICIC
Decision-Making
DMDM
Goal Seng
GSGS
Self-Management
SMSM
Advocacy ADVADV
BY THE END OF THE 8TH GRADE, STUDENTS SHOULD BE ABLE TO CONTINUED
Discuss current
biomedical
approaches to
prevent STDs
(e.g., hepas
B vaccine, HPV
vaccine) and HIV
(e.g., PrEP, PEP)
SH.8.CC.8
Explain medical
breakthroughs in
HIV prevenon
and treatment
and why HIV
can now be
considered a
chronic condion
SH.8.CC.9
Describe the
state and federal
laws related to
minors’ access to
sexual healthcare
services,
including
pregnancy
and STD/HIV
prevenon,
tesng, care, and
treatment
SH.8.CC.10
Dene racism and
interseconality
and describe
their impacts on
sexual health
SH.8.CC.11
Explain the
impact that
media, including
sexually explicit
media, can have
on one’s body
image and self-
esteem
SH.8.CC.12
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
52
SEXUAL HEALTH CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 10TH GRADE, STUDENTS SHOULD BE ABLE TO
Compare and
contrast the
advantages and
disadvantages
of contracepve
and disease
prevenon
methods (e.g.,
absnence,
condoms,
emergency
contracepon)
SH.10.CC.1
Compare and
contrast the
advantages and
disadvantages of
contracepve and
disease prevenon
methods (e.g.,
absnence,
condoms,
emergency
contracepon)
SH.10.INF.1
Demonstrate
the ability to
determine whether
a resource or
service is medically
accurate or
credible
SH.10.AI.1
Demonstrate the
ability to eecvely
communicate with
a partner about
abstaining from
sexual behavior,
using condoms and/
or contracepon, and
prevenng, geng
tesng, and seeking
treatment for STDs
(including HIV)*
SH.10.IC.1
Apply a decision-
making model
to choices about
contracepve use,
including absnence
and condoms
SH.10.DM.1
Develop a plan
to eliminate
or reduce risk
for unintended
pregnancy and/
or STDs (including
HIV) and idenfy
ways to overcome
potenal barriers
to prevenon
SH.10.GS.1
Demonstrate the
steps to using barrier
methods correctly
(e.g., external and
internal condoms,
dental dams)
SH.10.SM.1
Idenfy factors
that impact
the risk of
unintended
pregnancy
and potenal
transmission of
STDs, including
HIV, from a
variety of sexual
behaviors,
including vaginal,
oral, and anal sex
SH.10.CC.2
Analyze state and
federal laws and
guidelines (e.g.,
CDC) that address
sexual healthcare
services for
minors (e.g.,
contracepon,
emergency
contracepon,
prenatal care,
adopon,
aboron, STD,
including HIV,
prevenon,
tesng, and
treatment)*
SH.10.INF.2
Idenfy medically
accurate sources of
informaon about
and local services
that provide
contracepve
methods (including
emergency
contracepon
and condoms)
and pregnancy
opons (including
parenng,
aboron, adopon,
and prenatal care)
SH.10.AI.2
Describe the steps
for how a person
living with HIV can
remain healthy
SH.10.GS.2
Describe common
symptoms, or
lack thereof, and
treatments for
STDs, including
HIV
SH.10.CC.3
Explain the federal
and states laws
that prohibit the
creaon, sharing,
and viewing of
sexually explicit
media by minors
(e.g., sexng)
SH.10.INF.3
Idenfy medically
accurate sources of
informaon about
and local services
that provide
prevenon,
tesng, care, and
treatment of STDs,
including HIV,
including the steps
to obtain PrEP and
PEP
SH.10.AI.3
List the major
milestones of
each trimester
of fetal
development
ulizing medically
accurate
informaon*
SH.10.CC.4
Standards by Topic Area
53
SEXUAL HEALTH CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 10TH GRADE, STUDENTS SHOULD BE ABLE TO CONTINUED
Explain the state
and federal laws
related to safe
haven, parenng,
and sterilizaon,
including their
impacts on
oppressed
communies
SH.10.CC.5
Dene
reproducve
jusce and
explain its history
and how it relates
to sexual health
SH.10.CC.6
BY THE END OF THE 12TH GRADE, STUDENTS SHOULD BE ABLE TO
Dene
reproducve
jusce and
explain its history
and how it relates
to sexual health
SH.12.CC.1
Analyze personal
and societal
factors that
can inuence
decisions about
pregnancy
opons, including
parenng,
aboron, and
adopon*
SH.12.INF.1
Access medically
accurate
and credible
informaon
about pregnancy
opons, including
parenng,
aboron, and
adopon*
SH.12.AI.1
Analyze societal factors
that might inhibit
honest discussion
between sexual and/
or romanc partners
about their sexual
histories, including
STDs and HIV
status, and idenfy
ways to begin such
conversaons
SH.12.IC.1
Assess the skills
needed to be an
eecve parent
SH.12.DM.1
Develop a plan
to access local
resources and
services related to
reducing the risk
of pregnancy and/
or STDs (including
HIV) transmission,
including ways
to overcome
potenal barriers
to access
SH.12.GS.1
Assess individuals’
responsibility to
test for and inform
partners about
STDs (including HIV)
status*
SH.12.SM.1
Explain the
importance of
lowering the viral
load of a person
living with HIV to
undetectable and
maintaining viral
suppression
SH.12.CC.2
Analyze factors
that can inuence
condom use
and other safer
sex decisions
(e.g., availability,
aordability,
percepon of risk,
pleasure)
SH.12.INF.2
Analyze the
impact of sgma
and conscious
and unconscious
biases on
pregnancy and
STD, including
HIV, prevenon,
tesng, and
treatment
SH.12.INF.3
*Please see best practices on trigger warnings on page 10 of the NSES.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
54
SEXUAL HEALTH CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 12TH GRADE, STUDENTS SHOULD BE ABLE TO CONTINUED
Analyze the state
and federal laws
related to minors’
ability to give and
receive sexual
consent and their
associaon with
sexually explicit
media
SH.12.INF.4
Analyze factors
that can inuence
condom use
and other safer
sex decisions
(e.g., availability,
aordability,
percepon of risk,
pleasure)
SH.12.INF.5
Standards by Topic Area
55
INTERPERSONAL VIOLENCE
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 2ND GRADE, STUDENTS SHOULD BE ABLE TO CONTINUED
Dene child
sexual abuse and
idenfy behaviors
that would be
considered child
sexual abuse*
IV.2.CC.1
Idenfy situaons
that may be
uncomfortable or
dangerous (e.g.,
bullying, teasing,
child sexual
abuse)*
IV.2.AI.1
Demonstrate ways to
treat all people with
dignity and respect
(e.g., race, ethnicity,
socio-economic status,
diering abilies,
immigraon status,
family conguraon)
IV.2.IC.1
Demonstrate
ways to start a
conversaon when
seeking help from a
trusted adult about
an uncomfortable or
dangerous situaon
(e.g., bullying,
teasing, child sexual
abuse)*
IV.2.DM.1
Idenfy trusted
adults, including
parents and
caregivers, that
you can talk to
about situaons
which may be
uncomfortable or
dangerous (e.g.,
bullying, teasing,
child sexual
abuse)*
IV.2.AI.2
BY THE END OF THE 5TH GRADE, STUDENTS SHOULD BE ABLE TO CONTINUED
Dene
child sexual
abuse, sexual
harassment,
and domesc
violence and
explain why they
are harmful and
their potenal
impacts*
IV.5.CC.1
Idenfy strategies a
person could use to call
aenon to or leave
an uncomfortable or
dangerous situaon,
including sexual
harassment
IV.5.IC.1
Describe steps a
person can take
when they are being
or have been sexually
abused
IV.5.SM.1
Demonstrate ways
to promote dignity
and respect for all
people (e.g., race,
ethnicity, socio-
economic status,
diering abilies,
immigraon
status, family
conguraon)
IV.5.ADV.1
Explain that some
survivors are not
believed when they
disclose sexual abuse
or harassment and that
it is important to keep
telling trusted adults
unl one of the adults
takes acon
IV.5.IC.2
*Please see best practices on trigger warnings on page 10 of the NSES.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
56
INTERPERSONAL VIOLENCE CONTINUED
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 8TH GRADE, STUDENTS SHOULD BE ABLE TO
Dene
interpersonal and
sexual violence
(e.g., sexual
harassment,
sexual assault,
incest, rape,
domesc
violence,
coercion, and
dang violence)
and describe
their impacts on
sexual health*
IV.8.CC.1
Describe
strategies that
sex trackers/
exploiters employ
to recruit youth
IV.8.INF.1
Idenfy community
resources and/
or other sources
of support, such
as trusted adults,
including parents
and caregivers,
that students can
go to if they are
or someone they
know is being
sexually harassed,
abused, assaulted,
exploited, or
tracked
IV.8.AI.1
Describe strategies
a person could use,
when it is safe to do
so, to intervene when
someone is being
sexually harassed
or someone they
know is perpetuang
unhealthy or coercive
behaviors
IV.8.SM.1
Develop a plan
for the school to
promote dignity
and respect for
everyone (e.g.,
race, ethnicity,
socio-economic
status, diering
abilies,
immigraon
status, family
conguraon)
IV.8.ADV.1
Explain why a
person who has
been sexually
harassed, abused,
or assaulted,
or has been a
vicm of incest,
rape, domesc
violence, or
dang violence
is never to blame
for the acons of
the perpetrator*
IV.8.CC.2
Dene sex
tracking, sexual
exploitaon, and
gender-based
violence*
IV.8.CC.3
BY THE END OF THE 10TH GRADE, STUDENTS SHOULD BE ABLE TO
Idenfy the
state and federal
laws related
to inmate
partner and
sexual violence
(e.g., sexual
harassment,
sexual abuse,
sexual assault,
domesc
violence)
IV.10.CC.1
Demonstrate
how to access
credible sources
of informaon
and resources
for survivors of
interpersonal
violence, including
sexual violence
IV.10.AI.1
Demonstrate ways
to support a fellow
student who is being
sexually harassed
or abused, or is
perpetuang unhealthy
or coercive behaviors
IV.10.IC.1
*Please see best practices on trigger warnings on page 10 in the NSES
Standards by Topic Area
57
Core Concepts
CCCC
Analyzing
Influences INFINF
Accessing
Information AIAI
Interpersonal
Communication ICIC
Decision-Making
DMDM
Goal Setting
GSGS
Self-Management
SMSM
Advocacy
ADVADV
BY THE END OF THE 10TH GRADE, STUDENTS SHOULD BE ABLE TO CONTINUED
Describe the
types of abuse
(e.g., physical,
emoonal,
psychological,
nancial, and
sexual) and
the cycle of
violence as it
relates to sexual
abuse, domesc
violence, dang
violence, and
gender-based
violence*
IV.10.CC.2
Idenfy credible
resources related
to sex tracking
and sexual violence
prevenon and
intervenon
IV.10.AI.2
Idenfy ways to reduce
risk in physical and
digital sengs related
to sex tracking and
other potenally
harmful situaons
IV.10.IC.2
Explain why a
vicm/survivor
of interpersonal
violence,
including sexual
violence, is never
to blame for the
acons of the
perpetrator
IV.10.CC.3
Explain sex
tracking,
including
recruitment
taccs that
sex trackers/
exploiters
use to exploit
vulnerabilies
and recruit youth
IV.10.CC.4
BY THE END OF THE 12TH GRADE, STUDENTS SHOULD BE ABLE TO
Analyze how
peers, family,
media, society,
culture, and
a person’s
intersecng
idenes can
inuence atudes
and beliefs about
interpersonal and
sexual violence*
IV.12.INF.1
Advocate for
school and
community
policies that
promote safety,
respect, and
equity for all
people (e.g., race,
ethnicity, socio-
economic status,
diering abilies,
immigraon
status, family
conguraon)
IV.12.ADV.1
*Please see best practices on trigger warnings on page 10 in the NSES
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
58 58
Appendix: Glossary: Sex Education
Terms
This Glossary is intended to assist those teaching sex education or those involved in designing sex education
curricula and lesson plans, not necessarily young people or students of sex education in a K–12 classroom setting. All
language is constantly evolving; new terms are introduced, while others fade from use or change their meaning over
time. This remains true for the terms and denitions included in this Glossary.
Ableism
The intentional or unintentional individual, cultural, and/or institutional beliefs or practices that systematically devalue,
discriminate against, and/or exclude people with physical, intellectual, emotional, and/or psychiatric disabilities.
Abstinence
Choosing to refrain from a behavior. Sexual abstinence refers to refraining from certain sexual behaviors for a period
of time. Some people dene sexual abstinence as not having penile-vaginal intercourse, while others dene it as not
engaging in any sexual behaviors.
Abstinence-Only-Until-Marriage Programs
Programs that present abstinence from all sexual behaviors outside of marriage as the only acceptable and morally
correct standard for human behavior. They present abstinence as the only completely safe option outside the context
of heterosexual marriage and, if contraception or disease-prevention methods are discussed, these programs typically
emphasize the methods’ failure rates.
Adolescence
A transitional phase of growth and development between childhood and adulthood that generally occurs during the
period from puberty to legal adulthood (age of majority). The World Health Organization (WHO) denes an adolescent as
any person ages 10 and 19. This age range falls within WHO’s denition of young people, which refers to individuals ages
10 and 24.
Adoption
The process by which a legal and permanent parent-child relationship is created through a court process.
Age Appropriate
The age level at which it is suitable to teach concepts, information, and skills based on the social, cognitive, emotional,
and experience level of most students in that age range.
Age of Consent
The age a person is legally able to consent to sexual behaviors. It varies from state to state, but ranges from 14 to 18 years
of age in the United States.
Agender
A person who does not identify with any gender. (See also Gender.)
Appendix: Glossary
5959
AIDS (Acquired Immune Deciency Syndrome)
A collection of symptoms that results from a person’s immune system being severely weakened, making them
susceptible to other infections and illnesses. AIDS is caused by the human immunodeciency virus (HIV) and may occur
if HIV is untreated. People do not die from AIDS but from an infection their body acquires as a result of their weakened
immune system. (See also HIV.)
All Students
Every student regardless of race/ethnicity, ability, socio-economic status, gender, gender identity, gender expression,
sexual orientation, age, size, or religion.
Anal Sex
Sexual behavior involving penetration of the anus by a penis or sex toy.
Androgynous
A person who identies and/or presents as neither distinguishably masculine nor feminine.
Asexual
A person who does not experience sexual attraction but may experience other forms of attraction (e.g., intellectual and/
or emotional).
Biological Sex
The sex of an individual as determined by chromosomes (such as XX or XY), hormones, internal anatomy (such as
gonads) hormone levels, hormone receptors, and genes, and external anatomy (such as genitalia). Typically, individuals
are assigned the sex of male or female at birth. Biological sex is also known as natal sex or the preferred terminology
“sex assigned at birth.” Those who present with ambiguous genitalia at birth and who are generally later conrmed with
genetic testing to have chromosomes different from XX or XY at birth are often referred to as intersex. (See also Intersex
and Sex Assigned at Birth.)
Biomedical Approach
A manner of addressing illness that focuses on purely biological factors and excludes psychological, environmental,
and/or social inuences.
Bisexual
A person who is emotionally, romantically, and/or sexually attracted to more than one gender, though not necessarily
simultaneously, in the same way, or to the same degree. A bisexual sexual orientation speaks to the potential for, but
not requirement of, involvement with more than one gender. This is different from being attracted to only men or only
women.
Bodily Autonomy
An individual’s right to make decisions regarding one’s own body, including deciding at any point who may or may not
touch their body in any way, also referred to as bodily sovereignty.
Body Image
How people physically experience or feel in their own body, including beliefs about their appearance, which is
inuenced by life experiences, media representations, stereotypes, assumptions, and generalizations. This may or may
not match a person’s actual appearance.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
60 60
Bullying
Physically, mentally, and/or emotionally intimidating and/or harming an individual or members of a group. These
actions are done repeatedly in-person, through technology, and/or through social exclusion with the intent of being
hurtful or threatening.
Child Sexual Abuse
A form of child abuse that includes sexual behaviors with a minor; however, child sexual abuse does not need to include
physical contact between a perpetrator and a child. Some forms of child sexual abuse include: exhibitionism or exposing
oneself to a minor; fondling; intercourse; masturbation in the presence of a minor or forcing the minor to masturbate;
obscene phone calls, text messages, or digital interaction; producing, owning, or sharing pornographic images or movies
of children; sex of any kind with a minor, including vaginal, oral, or anal; and sex trafcking.
Cisgender
A person whose gender identity is aligned with their biological sex or sex assigned at birth. (See also Biological Sex,
Gender Identity, and Sex Assigned at Birth.)
Classism
The intentional or unintentional institutional, cultural, and/or individual set of beliefs and discrimination that assigns
differential value of worth and ability to people according to their real or perceived socio-economic class. Classism is
the systematic oppression of subordinated class groups to advantage and strengthen dominant class groups.
Climate Setting
The practice of intentionally creating a space that ensures students are physically and emotionally safe and ready for
learning.
Community Violence
Exposure to intentional acts of interpersonal violence committed in public areas by individuals who are not intimately
related to the victim. Common types of community violence that affect youth include individual and group conicts (e.g.,
bullying, ghts among gangs and other groups, shootings in public areas such as schools and communities). Although
some types of trauma are accidental, community violence can happen suddenly and without warning, and is an
intentional attempt to hurt one or more people and includes homicides, sexual assaults, robberies, and weapons attacks
(e.g., bats, knives, guns).
Comprehensive Sex Education/Comprehensive Sexuality Education
Programs that build a foundation of knowledge and skills relating to human development, relationships, decision-
making, abstinence, contraception, and disease prevention. Ideally, school-based comprehensive sex education should
at least start in kindergarten and continue through 12th grade. At each developmental stage, these programs teach age-
appropriate, medically accurate, and culturally responsive information that builds on the knowledge and skills that were
taught in the previous stage. (See also Age Appropriate, Culturally Responsive, and Medically Accurate.)
Conscious Bias
The attitudes and beliefs we have about a person or group on a conscious level. This includes being aware of personal
prejudice in favor of or against one thing, person, or group compared with another, usually in a way that is considered to
be unfair. An individual, group, or institution may hold conscious biases, which are also known as explicit biases.
*Please see best practices on trigger warnings on page 8.
Appendix: Glossary
6161
Consent
Informed, voluntary, and mutual agreement between people to engage in an activity. Consent cannot be given when an
individual does not have the capacity or legal ability to consent (e.g., legally considered a minor, intoxicated by alcohol
or other substances, other conditions that affect one’s ability to understand and/or agree to engage in a behavior). An
example of sexual consent is an agreement that occurs between sexual partners about the behaviors they both give
permission to engage in during a sexual encounter. Consent can be given by words or actions, as long as those words or
actions create clear permission regarding willingness to engage in the sexual behavior. This may also be referred to as
afrmative consent.
Contraception
Any means used to reduce the risk of pregnancy, including, but not limited to, abstinence, barrier methods (e.g.,
external condoms and internal condoms), hormonal methods (e.g., pill, patch, injection, implant, IUD, and ring), and
other nonhormonal methods (e.g., sterilization and nonhormonal IUDs). Contraceptive methods may also be known as
birth control methods, though the former is the preferred term.
Cultural Competence
Teaching that relates to, recognizes, and includes aspects of students’ ethnic culture, race, socio-economic status,
gender, gender identity, gender expression, sexual orientation, sexual identity, sexual experience, ability, faith,
educational status, physical appearance and/or youth popular culture.
Culturally Responsive
Teaching that embraces and actively engages and adjusts to students and their various cultural identities.
Cycle of Violence
A model developed to explain the complexity and coexistence of abusive behaviors with loving behaviors within
relationships. There are three phases in the cycle of violence: (1) tension-building phase, (2) acute or crisis phase, and
(3) calm or honeymoon phase. Children who witness or experience violence often incorrectly learn that violence is
appropriate for conict resolution in intimate interpersonal settings. These children may replicate the cycle in their
own relationships.
Dating Violence
Controlling, abusive, and/or aggressive behavior within the context of a romantic and/or sexual relationship. It can
include verbal, physical, sexual, emotional, economic, and/or psychological abuse, be perpetrated against someone of
any gender, and happen in any relationship regardless of sexual orientation.
Disclosure
Actively or passively sharing information, generally of a personal nature, that may not have been known previously.
Disproportionate Risk
The phenomena of a person being at higher risk than generally predicted because of the systemic inequities and
oppression they face as a result of certain characteristics, especially race, ethnicity, socio-economic status, gender,
gender identity, gender expression, sexual orientation, sexual identity, sexual experience, ability, faith, and/or
educational status.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
62 62
Domestic Violence
A pattern of abusive behavior in a relationship by one individual to gain or maintain control over another individual,
if those individuals live in the same domestic setting. This may include verbal, physical, sexual, emotional, economic,
and/or psychological abuse as well as control, intimidation, threats and/or stalking. It can happen to individuals who
are married, living together, dating, or sexual or intimate partners, as well as to children and other family members,
regardless of socio-economic background, race, age, sexual orientation, religion, gender, or gender identity.
Emergency Contraception
A safe, legal, and effective way to reduce the risk of pregnancy up to ve days (120 hours) after unprotected sex and/or
failed contraception. Commonly referred to as “the morning-after pill,” some brands of emergency contraception can be
sold over the counter in pharmacies. Emergency contraception may be less effective for individuals with a higher body
mass index.
Experiential Learning Cycle
An approach to teaching developed by David A. Kolb that encourages student learning by doing, reecting, interpreting,
and exploring questions of how experiences could be different in the future.
External Condoms
A sheath of latex or polyurethane that is worn on the penis to reduce the risk of pregnancy, and/or sexually transmitted
diseases (STDs) when one is engaging in sexual behavior. External condoms are also called male condoms.
Fact
A provable, accurate statement based on scientic, medical, legal, sociological, or psychological research or the opinion
of most experts in a eld. Hypotheses and theories can count if they are identied as such. The following is an example
of a fact relevant to sex education: Youth who receive comprehensive sex education are not more likely to become
sexually active or experience negative sexual health outcomes.
Family Structure
The manner in which members of a family are interrelated and linked through blood, afnity, or co-residence. Family
structures are diverse and can include but are not limited to: biological parents, single parents, same-gender parents,
adoptive parents, grandparent-headed households, stepparents, and foster parents. Families can be created in a number
of ways, which include but are not limited to: adoption, birth (including those resulting from assisted reproductive
technology), and marriage.
Gay
An umbrella term used for people who are romantically, emotionally, and/or sexually attracted to people of the same
gender, although most commonly associated with a person who identies as a man who is romantically, emotionally,
and/or sexually attracted to other men.
Gender
A set of cultural identities, expressions and roles—typically attached to a person’s sex assigned at birth and codied as
feminine or masculine—that are assigned to people based upon the interpretation of their bodies and, more specically,
their sexual and reproductive anatomy. Gender is socially constructed, and it is, therefore, possible to reject or modify
the assignment made and develop something that feels truer to oneself. (See also Gender Identity, Gender Expression,
and Gender Role.) Examples of gender include but are not limited to: male, female, transgender woman, transgender
man, agender, gender expansive, genderqueer and nonbinary.” (See also Transgender, Agender, Gender Expansive,
Genderqueer and Gender Nonbinary.)
Appendix: Glossary
6363
Gender Binary
A socially constructed system of viewing gender as consisting solely of two categories¬¬¬—male and female—in
which no other possibilities for gender are believed to exist. The gender binary does not take into account the
diversity of gender identities and gender expressions among all people.
Gender Expansive
Refers to a person who broadens their own culture’s commonly held denitions of gender, including expectations
for its expression, identities, roles, and/or other perceived gender norms. Gender-expansive individuals include
those with transgender and nonbinary identities, as well as those whose gender expression is in some way seen to
be stretching society’s notions of gender. (See also Gender, Gender Nonbinary, and Transgender.)
Gender Expression
The manner in which people outwardly express their gender through, for example, clothing, appearance, or
mannerisms.
Gender Identity
How an individual identies based on their internal understanding of their gender. Gender identities may include
male, female, agender, androgynous, genderqueer, nonbinary, transgender, and many others, or a combination
thereof. (See also Androgynous, Agender, Genderqueer, Gender Nonbinary, and Transgender.)
Gender Nonbinary
A person who embraces a gender identity along a continuum or spectrum of gender identities and expressions,
often based on the rejection of the gender binary’s assumption that gender is strictly an either/or option based on
sex assigned at birth. (See also Gender Binary and Sex Assigned at Birth.)
Gender Nonconforming
A person whose gender identity and/or gender expression does not conform to the sex they were assigned at birth
nor to prevailing cultural and social expectations about what is appropriate for their gender. People who identify
as gender nonconforming may or may not also identify as transgender. (See also Sex Assigned at Birth and
Transgender.)
Gender Pronouns
The pronoun or set of pronouns a person uses to refer to themselves when they are not being addressed by name
(e.g., she/her/hers; he/him/his; and they/them/theirs).
Gender Roles
The cultural or social expectations of how people should act, think, and/or feel based on the gender they are
perceived to be.
Genderqueer
A person whose gender identity is neither male nor female, is between or beyond genders, or is some combination
of genders.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
64 64
Gender-Based Violence
Any act that is perpetrated against a person’s will and is directed at an individual based on their sex assigned at birth
and/or gender identity and is based on gender norms and/or unequal power relationships. It encompasses threats
of violence and coercion and can include verbal, physical, sexual, emotional, economic, and/or psychological abuse,
threats, coercion, whether occurring in public or private life, and can take the form of a denial of resources or access to
services. (See also Gender Identity and Sex Assigned at Birth.)
Harassment
Unwelcome or offensive behavior by one person to another that can be sexual or nonsexual in nature. Examples
include making unwanted sexual comments or jokes to another person, sending unwanted sexual texts, sexual
gestures, bullying, or intimidation.
Healthy Relationships
A relationship between individuals that consists of mutual respect, trust, honesty, support, fairness/equity, separate
identities, physical and emotional safety, and good communication.
Heterosexual
A person who is romantically, emotionally, and/or sexually attracted to people of a gender different from their own.
HIV (Human Immunodeciency Virus)
A virus that, if left untreated, can weaken a person’s immune system so that the person cannot ght off many everyday
infections. HIV can be transmitted through exposure to the blood, semen, vaginal uid, or breast milk of a person
living with HIV. HIV medicine (called antiretroviral therapy or ART) can make the viral load of the person living with
HIV so low that a test cannot detect it (called an undetectable viral load). When “undetectable status” is achieved and
sustained, HIV becomes untransmittable. HIV, if left untreated, may lead to AIDS. (See also AIDS and Undetectable
Viral Load.)
Homophobia
Prejudice against individuals who are or are perceived to be gay, lesbian, bisexual, pansexual, or queer.
Incest
Sexual contact between persons who are so closely related that marriage between those two people would be
considered illegal (e.g., a parent/stepparent and a child or siblings).
Inclusive
Activities, curricula, language, and other practices in the educational environment that ensure every student’s
entitlement to, access to, and participation in learning is anticipated, acknowledged, and taken into account. This
includes all students, regardless of race/ethnicity, ability, socio-economic status, gender, gender identity, gender
expression, sexual orientation, age, size, or religion.
Induced Abortion
A medicinal or surgical procedure that ends a pregnancy. Medicinal abortion, also called medication abortion, most
often involves the use of a prescription medication called Mifepristone, which is also known as RU-486, and is used in
combination with misoprostol. These medications are often called “the abortion pill.” Abortion medication should not
be confused with Emergency Contraception, a medication that reduces the risk of pregnancy when taken shortly after
unprotected sex. Surgical and medication abortion are legal, but subject to various federal and state laws in the United
States. (See also Emergency Contraception.)
Appendix: Glossary
6565
Institutional Value
A value that is agreed upon and often represented in the policies of a school or organization. The following is an
example of an institutional value that is relevant to sex education: All students deserve to learn in a safe and inclusive
environment.
Internal Condoms
A polyurethane pouch that is inserted into the vagina when one is engaging in sexual behaviors to reduce the risk of
pregnancy and/or sexually transmitted diseases (STDs). Some people also use internal condoms in the anus to protect
against STDs during anal sex. Internal condoms are also called female condoms.
Interpersonal Violence
Violence between individuals that is subdivided into domestic and intimate partner violence and community violence.
The former category includes child maltreatment; dating violence, intimate partner violence; and elder abuse, while
the latter is broken down into acquaintance and stranger violence and includes youth violence; assault by strangers;
violence related to property crimes; and violence in workplaces and other institutions. Interpersonal violence includes
sexual violence. (See also Dating Violence, Domestic Violence, Intimate Partner Violence, and Sexual Violence.)
Intersectionality
A term coined by law professor Kimberlé Crenshaw, JD, LLM to describe the way that social categorizations, such as
race, class, and gender, do not act independently of one another, but create overlapping and interdependent systems
of discrimination or disadvantage; a theoretical approach based on such a premise. Intersectionality looks at the
relationships between multiple marginalized identities and the way that multiple systems of oppression interact in the
lives of those with multiple marginalized identities.
Intersex
General term used for a variety of conditions in which a person is born with a reproductive and/or sexual anatomy that
does not seem to t the typical, binary denitions of female or male. Intersex conditions are not always discernable at
birth or the awareness of internal anatomy present at birth may not be known to the person until puberty, if it is known
at all. A derogatory term previously used for intersex individuals is hermaphrodite.
Intimate Partner Violence
Physical, sexual, and/or emotional abuse, violence, or aggression that occurs in a close relationship. It includes threats
of violence and coercion and can include verbal, physical, sexual, emotional, economic, and/or psychological abuse,
and violation of individual rights. Intimate partner violence is dened by abusive behavior and can occur in all types
of intimate relationships regardless of gender identity or sexual orientation and does not require sexual intimacy. (See
also Intimate Partner Violence and Sexual Violence.)
Lesbian
A person who identies as a woman who is romantically, emotionally, and/or sexually attracted to other women.
Lived Experiences
A collection of events that have been experienced rsthand by an individual.
Long Acting Reversible Contraception (LARC)
Contraceptive methods that can remain in place for several years. They are the most effective forms of reversible
contraception and include, but are not limited to, IUDs and implants.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
66 66
Masturbation
Touching one’s own body for sexual pleasure. This may include stimulation of one’s own genitals and commonly
results in orgasm.
Medically Accurate
Information relevant to informed decision-making based on the weight of scientic evidence; consistent with
generally recognized scientic theory; conducted under accepted scientic methods; published in mainstream peer-
reviewed journals; or recognized as accurate, objective and complete by mainstream professional organizations and
scientic advisory groups.
Miscarriage
The spontaneous or natural loss of a fetus before the 20th week of pregnancy. (Spontaneous or naturally occurring
pregnancy loss after the 20th week is often called a stillbirth). Miscarriage, which may also be called a spontaneous
abortion, is a naturally occurring event, unlike an induced abortion, which is also known as a medicinal or surgical
abortion. (See also Induced Abortion and Spontaneous Abortion.)
Oral Sex
Sexual behavior that involves a person using their mouth to sexually stimulate the genitals of another person.
Pansexual
A person who has the potential to be romantically, emotionally, and/or sexually attracted to people, regardless of their
gender or gender identity though not necessarily simultaneously, in the same way, or to the same degree.
PEP (Post-Exposure Prophylaxis)
Medication prescribed to a person who has been potentially exposed to HIV that may prevent them from acquiring the
virus. Treatment must be taken within 72 hours.
Power
Access to resources (social power) that enhance one’s chances of living a relatively more comfortable, productive, and
safe life. Wealth, whiteness, citizenship, patriarchy, heterosexism, and education are a few key social mechanisms
through which power operates.
Pregnancy Options
The alternatives a person who is pregnant may select: parenting (giving birth and raising a child), abortion (taking
medication or having a medical procedure that ends the pregnancy), or adoption (giving birth and placing your child
with another person or family permanently). (See also Abortion and Adoption.)
PrEP (Pre-Exposure Prophylaxis)
Daily medication that people who are HIV negative and at high risk for HIV may take to prevent acquiring the virus.
Privilege
Unearned access to resources (social power) that are only readily available to some people because of their social
group membership. Privilege is advantage or immunity accorded by the formal and informal institutions of society
(e.g., housing, government, education, media, business, healthcare, criminal justice, religion) to all members of a
dominant group above and beyond the common advantage of all other groups. Privilege is often invisible to those who
have it.
Appendix: Glossary
6767
Professional Boundaries
The limits placed between teaching professionals and students, given that educators are entrusted to care for students,
responsible for ensuring student safety, and in a position to exert a measure of authority and control over students.
Puberty
A stage of human biological development during which adolescents become sexually mature and capable of
reproduction. This occurs when the pituitary gland triggers production of testosterone, estrogen, and/or progesterone
resulting in physical and emotional changes. Physical changes may include hair growth around the genitals,
menstruation, sperm production, breast growth, and much more.
Queer
An umbrella term often used by people who do not conform to dominant societal norms to express uid sexual
orientation, gender identity, or sexual identity. While often used as a neutral or even a positive term among many LGBT
people today, “queer” was historically used as a derogatory slur.
Questioning
Refers to people who are exploring what their sexual orientation and/or gender identity and gender expression might be.
Racial Justice
The systematic fair treatment of people of all races and the proactive reinforcement of policies, practices, attitudes, and
actions that produce equitable power, access, opportunities, treatment, impacts, and outcomes for all.
Racism
The intentional or unintentional individual, cultural, and institutional beliefs or practices that systematically result
in the negative treatment and subordination of members of racial or ethnic groups that have a history of targeted
discrimination and social subordination.
Rape
A type of sexual assault that involves vaginal, anal, or oral sex using a body part or an object without consent. Rape is a
form of sexual assault, but not all sexual assault is rape. (See also Consent and Sexual Assault.)
Reproductive Justice
A term coined by 12 Black women to dene the human right to maintain personal bodily autonomy, have children, not
have children, and parent the children we have in safe and sustainable communities. In addition, reproductive justice
demands sexual autonomy and gender freedom for every human being.
Safe and Afrming Learning Environments
A place where all students feel physically and emotionally safe, welcomed, and cared for. These environments are
intentionally created through group norms, role modeling, and other strategies.
Safety Plan
A personalized and practical plan that can help a person in an unsafe relationship know the best way to respond when
they are in danger including, but not limited to, how to get out of the relationship.
Self-Concept
An individual’s attitudes, beliefs, opinions, and cognitions about who they are as a person.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
68 68
Self-Esteem
A person’s overall opinion of themselves and how they feel about their abilities and limitations. For example, high self-
esteem may result in someone feeling good about themselves whereas someone with low self-esteem may place little
value on their own opinions and ideas.
Sex Assigned at Birth
The sex that the medical community labels a person when they are born, which is typically based on their external
genitalia. Sex Assigned at Birth is also known as natal sex. (See also Biological Sex.)
Sex Positive
Teaching that recognizes that sexuality and sexual development are natural, normal, and healthy parts of our lives and
refrains from using shame and fear to motivate students to be abstinent.
Sex Trafcking
The recruitment, transportation, transfer, harboring, provision, or obtaining of an individual who under threat, force,
coercion, fraud, deception, or abuse of power is sexually exploited for the nancial gain of another. Considered a form of
modern-day slavery, it does not have to have some form of travel, transportation, or movement across borders. For minors,
consent is irrelevant, and the element of means (e.g., force) is not necessary.
Sexism
Discrimination or prejudice against people based on their sex, gender, and/or perceived characteristics thereof.
Sexual Abuse
Any sort of unwanted sexual contact, including but not limited to, force, threats, or taking advantage of an individual, often
over a period of time. A single act of sexual abuse is usually referred to as a “sexual assault.” (See also Sexual Assault.)
Sexual Agency
Agency is the ability to act in a way to accomplish your goals. To have agency in an area of life is to have the capability to
act in a way to produce desired results. Sexual agency includes: the ability to give consent to participate in and/or decline
sexual behaviors; to choose whether or not to engage in sexual behaviors in a specic way, with a specic person, and/or
at a specic time and place; the ability to choose safer sex practices, including contraception; and the right to choose to
dene one’s sexuality, sexual orientation, and gender.
Sexual Assault
Any unwanted sex act committed by a person or people against another person. Examples include, but are not limited to:
nonconsensual kissing, groping or fondling; attempted rape; forcing someone to perform a sexual act; and rape.
Sexual Behavior
Acts that include, but are not limited to: vaginal sex, oral sex, anal sex, mutual masturbation, genital rubbing, or
masturbation. (See also Anal Sex, Masturbation, Oral Sex, and Vaginal Sex.)
Sexual Exploitation
Actual or attempted abuse of a position of vulnerability, power, or trust, for sexual purposes, including, but not limited to,
proting monetarily, socially, or politically from the sexual misuse of another. Sexual exploitation is a type of sexual abuse
and can happen in person or online. (See also Sexual Abuse.)
Appendix: Glossary
6969
Sexual Harassment
Unwelcome sexual advances, requests for sexual favors, and other unwanted verbal or physical conduct of a sexual
nature.
Sexual Identity
A person’s self-identity based on their understanding of and/or ability to outwardly express their sexual orientation
and/or gender identity. Sexual identity evolves through a developmental process that varies depending on the
individual. Issues such a religion, culture, one’s family values, etc. may impact a person’s sexual identity. No one else
can determine what a person’s sexual identity is; only the individual can decide what identity is right for them. (See
also Sexual Orientation.)
Sexual Intercourse
Sexual intercourse may mean different things to different people, but could include behaviors such as vaginal sex, oral
sex, or anal sex. (See also Anal Sex, Oral Sex, and Vaginal Sex)
Sexual Orientation
A person’s romantic, emotional and/or sexual attraction to other people. Sexual orientations include, but are not
limited to, asexual, bisexual, gay, heterosexual, lesbian, pansexual, and queer. (See also Asexual, Bisexual, Gay,
Heterosexual, Lesbian, Pansexual, and Queer.)
Sexual Response Cycle
The sexual response cycle refers to the sequence of physical and emotional changes that occur as a person becomes
sexually aroused and participates in sexually stimulating activities, including intercourse and masturbation. The
Masters and Johnson sexual response cycle has four phases: desire (libido), arousal (excitement), orgasm, and
resolution. (See also Masturbation, Sexual Behavior, and Sexual Intercourse.)
Sexual Risk Avoidance
A rebranding of abstinence-only-until-marriage programs that emphasize abstinence from all sexual behaviors
outside of heterosexual marriage as the only acceptable standard for human behavior. (See also Abstinence-Only-
Until-Marriage Programs.)
Sexual Violence
An all-encompassing, non-legal term that refers to any completed or attempted sexual act that occurs when consent
is not obtained or not freely given. It includes sexual assault, rape, sexual abuse, domestic violence, dating violence,
and intimate partner violence. (See also Dating Violence, Domestic Violence, Intimate Partner Violence, Sexual Abuse,
Sexual Assault, and Rape.)
Sexuality
The components of a person that include their biological sex, sexual orientation, gender identity, sexual practices,
sexual fantasies, attitudes and values related to sex. Sexuality describes how one experiences and expresses one’s self
as a sexual being. It begins to develop at birth and continues over the course of one’s lifetime. (See also Biological Sex,
Gender Identity, and Sexual Orientation.)
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
70 70
Sexually Explicit Material
Any printed, electronic, or computer-generated matter, picture, sculpture, or sound recording which presents sexual
content without deliberate obscuring or censoring and can reasonably be construed as being produced for the purpose
of stimulating sexual excitement, arousal, or gratication. Also sometimes referred to as pornography.
Sexually Transmitted Diseases (STDs)
Common infections caused by bacteria, viruses, or parasites that are transmitted from one person who has the
infection to another during sexual contact that involves exchange of uids or skin-to-skin contact. STDs are often
referred to as sexually transmitted infections or STIs in an effort to clarify that not all sexually transmitted infections
turn into a disease.
Social Justice
The view that everyone deserves to enjoy the same economic, political, and social rights and opportunities, regardless
of race, sex, gender, gender identity, socio-economic status, sexual identity, ability, or other characteristics.
Socio-economic Status
Social group membership based on a combination of factors including income, educational attainment, occupation,
nancial security, and subjective perceptions of social status and social class in the community, such as contacts
within the community, group associations, and the community’s perception of the family or individual. Socio-
economic status can encompass quality of life attributes as well as the opportunities and privileges afforded to people
within society.
Spontaneous Abortion
A naturally occurring termination of pregnancy before the 20th week of pregnancy. (Naturally occurring pregnancy
loss after the 20th week is often called a stillbirth). Spontaneous abortion, which may also be called a miscarriage, is
a naturally occurring event, unlike induced abortion, which is also know as medicinal or surgical abortions. (See also
Induced Abortion and Miscarriage.)
Student Centered
An approach to teaching that prioritizes the needs and learning styles of students.
Teaching Strategies
The intentional use of different modalities that enable students to learn desired content and skills.
Teasing
A social exchange that can be friendly, neutral, or negative. The perpetrator may assert they do not intend for their
actions to be hurtful to the victim. Teasing does not include making fun of someone’s ability, ethnicity, faith, or other
characteristics that are out of the person’s control. Teasing can be meant in good fun, but if repeated over and over
again, continuing after a person asks that it stop, or with harmful intent, teasing can become bullying or harassment.
(See also Bullying and Harassment.)
Transgender
A person whose gender identity and/or expression is not aligned with the sex they were assigned at birth. Transgender
is often used as an umbrella term encompassing a large number of identities related to gender nonconformity. (See
also Gender Nonconforming.)
Appendix: Glossary
7171
Transphobia
Prejudice against individuals who are or are perceived to be transgender.
Trauma (Individual)
Individual trauma results from an event, series of events, or set of circumstances experienced by an individual as
physically or emotionally harmful or life-threatening with lasting adverse effects on the individual’s functioning and
mental, physical, social, emotional, or spiritual wellbeing.
Trauma (Systemic)
The contextual features of environments and institutions that give rise to trauma, maintain trauma, and impact
posttraumatic responses. This conceptualization of trauma considers the inuence of environments such as: schools,
religious institutions, the military, workplace settings, hospitals, jails, and prisons; agencies and systems such as
incarceration, foster care, immigration, federal assistance, and disaster management; conicts involving war, torture,
terrorism, and refugees; and dynamics of racism, sexism, discrimination, bullying, and homophobia.
Trauma Informed
An approach to teaching that recognizes the inuence of individual and systemic trauma on students and assesses
the implications on instruction and cognition to ensure a safe and supportive learning environment.
Trusted Adult
A person to whom a student can turn to in a time of need who can offer support and guidance.
Two-Spirit
A contemporary umbrella term used by Native, Indigenous, and/or First Nations people whose gender identity
encompasses both male and female energies. Often recognized as a third gender since it falls outside of the two-
gender binary, two-spirit people may or may not identify as lesbian, gay, bisexual, transgender, intersex, or gender
nonconforming. Please note that most Indigenous communities have their own unique words for describing people
who defy gender norms and in many Nations, being Two-Spirit carries both great respect and additional commitments
and responsibilities to one’s community. (See also Bisexual, Gay, Intersex, Lesbian, Gender Nonconforming.)
Unconscious Bias
Social stereotypes about certain groups of people that individuals form outside their own conscious awareness.
Everyone holds unconscious beliefs about various social and identity groups, and these biases stem from one’s
tendency to organize social worlds by categorizing, often as the result of historical context. Unconscious bias is also
known as implicit bias.
Undetectable Viral Load
When the amount of HIV in the blood is too low to be detected with a viral load test. A person’s viral load is
considered “durably undetectable” when it remains undetectable for at least six months after a rst undetectable test
result. Antiretroviral drugs may reduce a person’s viral load to an undetectable level; however, that does not mean
the person is cured. Some HIV, in the form of latent HIV reservoirs, remains inside cells and in body tissues. (See also
Viral Suppression.)
Universal Values
Values that are agreed to by the consensus of people in a society. The following are examples of universal values
relevant to sex education: honesty, trustworthiness, responsibility, respect for self and others, and freedom from
coercion/exploitation.
National Sex Education Standards: Core Content and Skills, K–12 (Second Edition)
72 72
Vaginal Sex
Sexual behavior involving penetration of the vagina by a penis or sex toy.
Value
A belief or opinion about the morals or ethics of an issue—right and wrong, good and bad, and/or the relative
importance or what one should or should not do. The following is an example of a value relevant to sex education that
a person might hold: Sexual behaviors between two people should be loving, pleasurable, and equitable.
Viral Suppression
When antiretroviral therapy (ART) reduces a person’s viral load to an undetectable level. Viral suppression does not
mean a person is cured; HIV still remains in the body. If ART is discontinued, the person’s viral load will likely return
to a detectable level.
The FoSE partners would like to thank the
following organizations and individuals
whose materials and writings were
referred to in the creation of this Glossary.
• Advocates for Youth
• Adoption Network Law
Center
• American Academy of
Family Physicians
• American Psychological
Association
• Answer
• Anti-Defamation
League
• Center for Disability
Rights
• Center for Young
Women’s Health, Boston
Children’s Hospital
• Centers for Disease
Control and Prevention
• Class Action
• Cleveland Clinic
• Conference for
Community and Justice
• Crime Victims’ Institute
• DC Coalition Against
Domestic Violence
• Diversity, Equity &
Inclusion, Brandeis
University
• Division of Adolescent
and School Health
• Eli Green, PhD
• Gender Spectrum
• GLSEN
• Hall Health Center,
University of
Washington
• HIV.gov
• Human Rights
Campaign
• Intergroup
Resources
• Intersex Society of
North America
• John Santelli, MD,
MPH
• LGBTQIA Resource
Center
• Mayo Clinic
• National Center
for HIV/AIDS, Viral
Hepatitis, STD, and
TB Prevention
• National Conference
for Community and
Justice
• Mayo Clinic
• National Center for
Child Traumatic
Stress
• Loretta J. Ross
• Luca Maurer, MS
• National Domestic
Violence Hotline
• National Eating
Disorder Foundation
• Ofce of Diversity
and Outreach,
• University of
California, San
Francisco
• PFLAG
• Planned Parenthood
Federation of
America
• Race Forward
• Racial Equity Tools
• RAINN
• Rickie Solinger
• Sexual Violence
Research Initiative
• Shelter for Help in
Emergency
• SIECUS: Sex Ed for
Social Change
• Simply Psychology
• Sister Song
• Society for
Adolescent Health
and Medicine
• Substance Abuse
and Mental
Health Services
Administration
• The Vanier Institute
of the Family
• Trans Student
Educational
Resources
• Tribal Law and
Policy Institute
• United Nations High
Commissioner for
Refugees
• Women for Women
International
• World Health
Organization
73
