Abstract
Purpose. This study identified topics taught to California fifth-grade students, and those topics thought important to teach in relation to the topics of "love," "romantic relationships/dating," and "sexuality and the media" using the National Guidelines for Comprehensive Sexuality Education as a framework. Time spent teaching, perceived level of comfort and support in teaching sexual health education were also assessed. Methodology. A descriptive study using a survey methodology assessing the current state of sexual health education for fifth-grade students. Frequencies for common sexuality education topics taught, comfort levels, support for teaching, additional health topics taught, and amount of time spent teaching were done. Perceived levels of support from administrators and parents were analyzed. The difference in means between importance and inclusion for the topic areas of "love," "romantic relationships/dating," and "sexuality and the media" were measured. Findings. Data showed biological and physiological functions were the most common topics taught in fifth-grade sexuality education. Educators, comfortable teaching sexual health education, taught one to two hours, and perceived support from both administrators and parents. Topic areas of "love," "romantic relationships/dating," and "sexuality and the media" and their related developmental messages were considered important, yet not taught. Some messages in the stated topic areas were considered important to teach earlier than recommended by the National Guidelines. Conclusions. Children in the middle receive the least amount of sexuality education when they are exposed to the highest levels of sexualized media. Topics seen as important are often not taught. Educators are comfortable teaching sexuality education and perceive administrators and parents to be supportive. Teachers identified time, curricular materials, or training as the top three barriers in teaching additional topics. Recommendations. Based on this study, upper elementary sexual health and media literacy education should be researched in order to develop practices, protocols and policy leading towards lifelong sexual health literacy. Future studies should focus on curriculum, teacher preparation and what young adults want to have been taught in their initial elementary sexual health classes.