MCH Student:
Michaela McDonald
Date of Defense:
February 28, 2014
Abstract:
Background: Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQQ) youth have unique needs in relation to sexuality education curricula. LGBTQQ youth experience adverse physical, sexual , and mental health outcomes at higher rates than their heterosexual peers, and school-based sexuality education curricula has the potential to play a significant role in reducing those disparities. This literature review is an attempt to illuminate the current evidence of the effect of sexuality education curricula on LGBTQQ youth and explore new potential avenues for research and innovative intervention.
Methods: The inclusion criteria were that the papers had to be written in English, published in 1995 or later, measure the effect of sexuality education on LGBTQQ youth (or a subset thereof), and measure at least one of the youth-centered outcomes. The youth-centered outcomes found in the literature are lower STI rates, lower pregnancy rates, improved mental health, and improved feelings of inclusion.
Literature Review: The literature chosen for this review paints an incomplete picture of the effect of various sexuality education curricula on lesbian, gay, bisexual, transgender, queer, and questioning youth. However, the evidence presented in the nine studies included suggests that LGBTQQ youth are missing crucial information that would help them make healthy decisions and feel less isolated. School-based sexuality education has a significant role to play in helping to normalize the existence of LGBTQQ youth for the broader population, while also giving students who are LGBTQQ the information and tools needed to navigate sexual encounters and relationships . When sexuality education curricula do not include information for sexual minority youth, those youth feel marginalized and isolated, and lack basic know ledge that would be beneficial in social, romantic, and sexual settings.
Discussion: A school’s sexuality education curriculum can have a significant impact on LGBTQQ youth. It can be a tool of acceptance and inclusion, or can contribute to students feeling isolated and unsure about how to make safe choices about their sexual encounters and romantic relationships. There is evidence in the literature that there are many youth who are not getting the information they need about safer sex (as it relates to the sexual activity they want to have now or in the future), and the experience of LGBTQQ youth shows that being in a sex education class that focuses exclusively on heterosexual relationships is damaging and hurtful. However, there is a lack of evidence about many key aspects of this topic, which suggests that further research is needed to clarify the experience of LGBTQQ youth.