In recent years there has been a lot of talk, both nationally and locally, about science-based approaches to pregnancy-prevention and sex education. For something to be science-based it has to be proven to work. This involves building on scientifically accepted theory for the development and implementation of a curriculum; performing an evaluation published in a peer-reviewed journal; and finally, making sure that you use it in with the group(s), or settings for which it was developed.

Douglas Kirby, PhD (ETR), and associates have, during the last 20 years, reviewed evaluations of many sex education curricula to determine which programs work and which do not. The latest results can be found in Emerging Answers 2007 (Full report), (Summary) which provides information on a large number of programs with details on what specific behavior/knowledge the program aim to affect, if they work, for what group/setting they were developed, etc. Programs That Work are becoming increasingly popular since they are well documented and proven - science-based. These programs are often well suited for after-school programs or other interventional activities for specific groups. They are also short-term programs – the lessons/interventions span one month to two years. There are few of these programs that are school based and evaluated for a heterogeneous group of students, like a regular school class.

The Centers for Disease Control and Prevention’s Adolescent Reproductive Health section has a brief and clear summary of science-based education which also includes this important caveat: If a science-based program cannot be implemented with fidelity, or cannot be adapted to fit a community’s population, then implementing a promising program would be the next best option.

There are currently few comprehensive sex education curricula that provide a continuing education for school children from grades 4/5 through 12, and none of these have been evaluated in a way required to be science-based. Such an evaluation would be cumbersome, since it would involve following the students over almost a decade, rather than for 6 months to 2 years which is the usual follow-up period for short term programs. However, Doug Kirby has also looked at some of these promising curricula in the full report, one of which is the F.L.A.S.H. program.

The recently published draft of the UNESCO International Guidelines on Sexuality Education (June, 2009, United Nations Educational, Scientific and Cultural Organization) find effective sexuality education programs to be those that increase knowledge, clarify values and attitudes, increase skills and impact behavior. Here is a brief summary of the characteristics of such programs according to UNESCO.

International Guidelines on Sexuality Education – UNESCO 2009 Our summary of characteristics of effective sexuality education programs according to UNESCO Implemented in schools and other youth-oriented organization that reach large numbers of young peopleImplement programs that include at least twelve or more sessionsInclude sequential sessions over several yearsCover topics in logical sequenceEmploy educationally sound methods that actively involve participants and assist them to (...)