Birth Control in Schools Essay

Schools argon the one institution in our society on a regular basis attended by most young people-nearly 95% of all younker aged 5 to 17 years are enrolled in unproblematic or siemensary domesticates (National affection for Education Statistics, 1993). Large percentage of early days attend schools for years before they encounter sexual risk-taking behaviors and a bulk is enrolled at the cadence they initiate intercourse.Just as younker in communities with noble judge of poverty and social unawareness are much possible to become pregnant so youth in schools with high rates of poverty and social inadequacy are likewise much likely to become pregnant. In particular, when female teens attend schools with high percentages of dropout rates and with higher rates of school vandalism they are more likely to become pregnant. The lack of opportunity and greater disorganization in somewhat minority communities in this country, teens in schools with higher percentages of minority st udents are also more likely to allow higher pregnancy rates than teens in schools with lower percentages of minority(Manlove, 1998)..Students in these studies, it is often difficult to distinguish the impact of school character from the impact of the community characteristics in which they reside. Social scientists and educators own suggested a wide variety of explanations for how schools reduce sexual risk-taking behavior. Some of their explanations have dis silver screen research accompaniment them, while others are credible, but lack supporting research. For example, educators concerned with adolescent sexual behavior have suggested that1. Schools structure students time and limit the amount of time that students brook be alone and get in sex. 2. Schools increment interaction with and attachment to adults who discourage risk-taking behavior of every kind (e.g., substance wont, sexual risk-taking, or accident-producing behavior). More generally, they create an environs wh ich discourages risk-taking. 3. Schools affect selection of friends and macroscopicr colleague groups that are important to them. Beca practise coadjutor norms virtually sex and contraception signifi tricktly influence teens behavior, this impact on schools may be substantial.However, just how schools affect selection of friends and peers is not intelligibly understood. 4. Schools can increase belief in the future and help youth plan for higher culture and careers. Such planning may increase the motivation to avoid early childbearing. As noted above, multiple studies march that educational and career aspiration are related to use of contraception, pregnancy, and childbearing. 5. Schools can increase students self-esteem, sense of competence, and communication and refusal skills. These skills may help students avoid insecure sex. despite the growing strength of the abstinence movement across the country, large majorities of adults favor SEX and assist education that includes discussions of condoms and contraceptives. For example, a 1998 poll of American adults found that 87% thought tolerate control should be cover (Rose & Gallup, 41-53), a 1998 poll found that 90% of adults thought condoms should be covered (Haffner & Wagoner, 22-23)and another 1999 poll found that 82% of adults believed all aspects of sex education including birth control and well(p)r sex should be taught . (Hoff, Greene, McIntosh, Rawlings, & DAmico, 2000).Given both(prenominal) the need for sound educational programs and public support for such programs, schools have responded. According to a 1999 guinea pig survey of school teachers in grades 7 to 12, about 93% of their schools offered gender or HIV education (Darroch, Landry, & Singh, 204-211, 265). Of those schools program line any topics in sexuality education, between 85% and 100% include instruction on consequences of teenage parenthood, STD, HIV/AIDS, abstinence, and ways to resist peer pressure to have sex. Between 75 % and 85% of the schools provided instruction about puberty, dating, sexual abuse, and birth control methods. Teachers reported that the most important messages they cute to convey were about abstinence and responsibility.During the same year, survey results from a second survey of teachers and students in grades 7 to 12 were completed (Hoff et al., 2000). Their results were similar to the instruction above. They revealed that at least 75% of the students and similar percentages of the teachers indicated the following topics were covered in their instruction basics of reproduction, STD and HIV/AIDS, abstinence, dealing with pressures to have sex, and birth control.Despite the fact that most adolescents receive at least a tokenish amount of sexuality or HIV education, it is widely believed by professionals in the field that most programs are short, are not comprehensive, fail to cover some important topics, and are less effective than they could be (Britton, deMauro, & Gambrell, 1-8 Darroch, Landry, & Singh, 2000 Gambrell & Haffner, 1993 Hoff, et al., 2000). For example, both surveys of teachers discussed above found that only half to two thirds of the teachers covered how to use condoms or how to get and use birth control. there is very small(a) in signifieration about the extent to which sex- and HIV-education curriculum have been found to be effective and are implemented with fidelity in additional schools. However, extensive unreliable information indicates few schools implemented the lessons. There is a widely held belief that schools have established a foundation for programs, but that effective programs need to be implementing more broadly and with greater dedication throughout the country.I want to take you back to when I was a adolescent and how I personally can relate to the same choices and decisions our teenagers is face with today, in my personal experience My boyfriend and I had our sex talk we finalize I should go to my mother and talk to her about some form of birth control, her response was no. there was no explanation, no reasoning, and no questions ask about why I want to go on it. It was simply no The end result I have 21yrs old. Im not saying that we made the best choice because I still had an option to use a condom and contraceptives.Todays teenagers resources are plentiful, they can go to cook county hospital, they have Planned blood and there local clinic in there neighborhood and now they have program that are being implemented in their high schools. Children, who do not have supported parents, can not talk to their parents. I want to bring in another aspect as to what can happen when you do not enforce communication about birth control, sex and consequences with your teenager, as you know Im a grannie I wouldnt trade my granddaughter in for anything in the world. Not enforcing the use of contraceptive, I feel one of the reasons that I became a grandmother in my thirty. because I did not get as involved wi th my son as I should have after he inform me that he was sexually active.The high Schools offer them open lines of communication and provide a safe atmosphere in which allows them to express their thought as to why they are there in the first place. Its possible it can subscribe to to single parenthood and a high drop out rate. gestation among teenagers is continuing to rise despite a 40 million government campaign to reduce the problem, while sexually transmitted diseases are compass epidemic levels. The Royal College of Nursing revealed that increasing numbers of teenagers are self-indulgence in sex and even taking part in orgies called daisy chaining.The discussion section for Education and Skills has admitted that 66 out of 150 local education governance have at least one school based wellness service in their area providing advice, access to or direct cooking of contraception. You have statistics on birth control and personal experience wouldnt you rather your teenage r be knowledgeable than not?BiliographyBritton, P. O., DeMauro, D., & Gambrell, A. E. HIV/AIDS education SIECUS study on HIV/AIDS education for schools finds states pee progress, but work remains. SIECUS Report, 21(1), 1-8 (1992) Chandy, J. M., Harris, L., Blum, R. W., & Resnick, M. D. Female adolescents of alcohol misusers Sexual behaviors. Journal of callowness and Adolescence, 23, 695-709 (1994) Darroch, J. E., Landry, D. J., & Singh, S. Changing emphases in sexuality education in U.S. pubic unoriginal schools, 1988-1999. Family proviso Perspectives, 32, 204-211, 265 (2000) Gambrell, A. E., & Haffner, D. Unfinished business A SIECUS assessment of state sexuality education programs. New York SIECUS (1993) Haffner, D., & Wagoner, J. Vast majority of Americans support sexuality education. SIECUS Report, 27(6), 22-23 (1999) Hoff, T., Greene, L., McIntosh, M., Rawlings, N., & DAmico, J. Sex education in America A series of national surveys of students, parents, teachers, and Jones 8principals. Menlo Park, CA The Kaiser Family Foundation. (2000) Manlove, J. The influence of high school dropout and school withdrawal on the risk of school-age pregnancy. Journal of Research on Adolescence, 8, 187-220 (1998) National Center for Education Statistics. Digest of Education Statistics, 1993. Washington, DC US Department of Education, powerfulness of Educational Research and Improvement. (1993) Rose, L. C., & Gallup, A. M. The 30th annual Phi Delta Kappa/Gallup Poll of the publics attitudes toward the public schools. Phi Delta Kappan, Sept., 41-53 (1998, September) Singh S. Adolescent pregnancy in the United States An interstate analysis. Family Planning Perspectives, 18, 210-220 (1986)