Saying Gay: Young Adolescents’ Reported Benefits of LGBTQ+ Inclusive Sexual Health Education

Abstract

Sexual health education in the United States is seeing increased attention and is often viewed as a controversial topic. To better understand young adolescents’ experiences within an LGBTQ+ inclusive sexual health education program (Get Real), we utilized Situated Expectancy-Value Theory to investigate 53 responses from 30 students about what they deemed most beneficial after program completion, specifically that pertaining to LGBTQ+ topics. Four themes were identified: allyship/civility, safety, learning, and ongoing need for increased inclusion. Results suggest inclusive sexual health education is valued by middle school students and that there is a need for increased (and improved) inclusive LGBTQ+ sexual health education. Designing and implementing sexual health education curricula which fosters inclusion and LGBTQ+- friendly topics may lead to increased allyship, civility, and respect toward others. Additionally, inclusive sexual health education may promote an increased sense of safety in learning environments for all students. Policymakers and educators may wish to better understand students’ experiences within sexual health education programs as they aim to improve sexual health education efforts.

Keywords:

• LGBTQ+
• sexual health education
• situated expectancy-value theory
• inclusion
• middle grades

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

Funding for this study was supported by the U.S. Department of Health and Human Services, Office of Population Affairs under grant number 1 [TP1AH000212-01-00].