Chat with us, powered by LiveChat

24/7 Support


Assignment Help

ENGL 110- Argumentative Essay: Public Schools should continue to teach Sex Education

Aug 14, 2023

Writing Assignment – Essay 2 – The Argumentative Essay

This argumentative essay is your chance to demonstrate your understanding of some of the concepts we have gone over in class. Your essay should feature a three-part argumentative thesis statement (the one with the “although” and “because” statements), a new argument in every body paragraph, at least one refutation paragraph following our three-part format, and clear topic sentences that let your reader know exactly what point each paragraph will argue. It should also include a three-part introduction and a three-part conclusion that follows the models we went over in class. The lesson materials on all of these concepts are still accessible if you need a refresher.

The Assignment

In a 5-6 page, typed, double-spaced, thesis-driven essay, please answer one of the following prompts:

1) Should public schools continue to teach sex education? (or, alternatively – Should public schools make condoms and/or other contraceptives available to students?)A diagram showing that a man plus a woman equals a baby

Most public school systems across the country teach some form of sex education, but the debate constantly rages over what form sex education should take, at what ages it should be taught, and how comprehensive and detailed it should be. Some advocate for a purely scientific approach. Others believe that sex education curricula must target teens’ behavior, teaching them what they need to know to stay safe and healthy. Still, others believe that sex education has no place in schools and that it’s the parents’ place to impart their own values to their children.

One debate that is closely associated with the issue of sex education is about whether condoms and/or other contraceptives should be made available to students within public schools. The dividing lines in this debate are similar to those drawn on the larger issue of the availability of sex education as a whole. Those who support giving contraceptives to students argue that schools are simply giving those students who choose to be sexually active a means of engaging in that behavior safely. Those who oppose giving contraceptives to students worry that the school system is advocating student sexual activity by making contraceptives available to them. They believe that students will perceive the availability of contraceptives as the school approving of their choices.

Should public schools continue to teach sex education? (or – Should public schools make condoms and/or other contraceptives available to students?

Outline- Public Schools should continue to teach Sex Education


Consists of Gender Exclusivity

Promotes Body Positivity

Encourages the availability of various protective methods

Increases awareness about STDs

Teaches to protect oneself from STDs

Builds Confidence and ability to practice consent

Prepares against Sexual Harassment

Improves Parent-Children Communication

Helps in Gender Identification


Against the beliefs of many religions

Lack of adept instructors

No Consistency across various institutions

If the information is not properly provided, may lead to more hindrances

Availability of contraceptives might lead to more sexual activity

Create an uncomfortable situation

Sex Education- A humanistic requirement

Though for many people Sex Education is a matter of jest, its importance is encapsulated perfectly by Sid Naing when he said, “Sex education is not only about having sex, but it is also important to look at the health and reproductive system, and protecting the body from infections”. The popular American Television program Glee in its episode “Sexy” gave a dramatized but true picture of the knowledge regarding Sex amongst adolescents. In the episode when the Sex Education instructor asked the students about their familiarity with the various aspects of physical intimacy, all of the answers were dipped in myths. Though they knew how to perform intimacy, they had no idea about the protection and dangers of STDs. This attitude is found pertaining in most American Youth. Though most adolescents do indulge in it, they do so without proper education about the subject. The sources that they usually refer to, such as mainstream porn are inauthentic. They do not provide information about the emotional toll of this experience, nor does it delve into the possible physical after-effects of the encounter. Hence many luminaries support Sex Education in school to give adolescents proper preparation, both mentally and physically. Those who oppose it argue that Sex Education in an environment like school is not appropriate, as there are many pupils there for whom such talks might go against their beliefs. Although many people argue, that sex education goes against the religious beliefs of some people, Public schools should continue teaching Sex Education because it could help pupils mentally and physically deal with intercourse.

Sex Education classes are conducted by keeping ‘Gender Exclusivity’ in mind, which helps to bring about repressed adolescent emotions to the fore. Multiple people at the advent of Sex Education in public schools came up with the argument that this might cause dissent between the two genders. It may also reduce the brevity of the subject matter, as pupils might not study it seriously because of the presence of opposite genders. Therefore, over the years many institutions, especially public schools have started teaching sex education in gender-exclusive classes. In Gender Exclusive classes there is the possibility of more openness amongst the pupil about the topic. Since most of the people in the class physically relate to each other. This also improves the quality of the content that is imparted to the students, by the teacher. Most importantly Gender Exclusivity results in an open forum, where the similarity of experiences amongst peers can help bring out the emotions that might have been repressed. Female Adolescents of Asian Families have come out with stories, which detailed how getting involved in Sex after marriage led to an emotional and mental breakdown. It is because the environment of the house encouraged them to repress all the feelings about Sex within themselves, so much so that even the thought of it began to induce anxiety. The aspect of Gender Exclusivity gives such students the liberty to share their thoughts. The presence of Sex Education in the curriculum enables them to have an awareness about their feelings, which will allow them to be mentally healthy in the future.

            Sex Education classes enhance body positivity in the pupils. It is an obvious fact that things that are unknown to us cause more insecurity, than things that people have awareness and a piece of in-depth knowledge about. Therefore, to avoid insecurity about Sex pupils must garner as much knowledge about it as possible. After reaching adolescence the body goes through many changes. Even after sex, several alterations are felt by everyone. It is necessary that people understand these changes, and learn how to protect themselves. In many conservative households, there is not enough discussion amongst people, about these changes. Extreme situations result in pupils repressing their emotions, which eventually leads to mental distress. It could also hamper their functioning as an adult. As a girl reaches adolescence her breasts begin to appear. The growth in some cases occurs slowly, while in some it is quite fast. In an interview, Emily Ratajkawoski mentioned that having grown breasts earlier, led to her gaining unwelcome attention from adults, and feeling separated from her peers. This caused an upheaval of emotions within her. It is not an exclusive thing that happened to Emily, millions of girls go through that. Girls are made to feel unnatural. Pupils go through the ordeal of wrong representation. The mainstream media sexualizes the adolescence of girls, marketing them as either nerds or overly glamorous. Such pressures from society have perilous effects. The best way of countering these effects is Sex Education classes that not only explain these changes, but also make them aware that there is no shame attached to it, and it is a natural process, that they are meant to enjoy.

Sex Education classes aid in dispelling various myths. There are many myths that pupils come across, in their daily lives that need to be removed. These myths range from pregnancy not occurring the first time to it being necessary to bleed after having intercourse for the first time. Such a perspective can cause people to make a grave mistake. Therefore there must be an open passage of information about such topics so that they can get out of the clutches of these myths, which can be achieved through Sex Education classes. Ruth Westheimer reiterates this view by saying ‘The more sexually literate a person is, the fewer sexual myths to which that person should still give credence’ (Westheimer, p.1359). Many people think that if people get intimate in a pool then pregnancy wouldn’t occur. Hence, many pupils have sex in the pool thinking that it would not cause pregnancy. Such myths are generated mainly because of the lack of sexual literacy prevalent in the pupils. This proves the huge requirement of Sex Education for adolescents to safeguard them from these myths, and their side effects.

To avoid outcomes like Pregnancy and STD various methods of protection during intercourse must be provided on campus along with Sex Education. Apart from information, methods of combating any of the aforementioned negative results should also be discussed and provided. One of the responsibilities a Sex Education teacher has to fulfill is to create a Safe Environment. In this environment, students should feel the freedom to enquire and acquire the means that they require. Such an environment might not be the case in other places. In other places, the pupils might not be open about their requirements. Hence, it is necessary that students can receive things like condoms on campus. This step is also efficient as an important topic of Sex Education class is teaching how to use such things. The availability of condoms and contraceptives on campus will make such classes extremely easy to conduct. Making things like contraceptives available could protect someone’s future, as it has been proven that most adolescents indulge in sexual relationships, in their schooling days. This indulgence can cause teen pregnancy. Though shows like Teen Mom might try to portray a different picture, being a Teen Mother is not a joke. Not only does it hinder the mother’s potential but also brings a child into the world that has a vulnerable future. A study by Ericksen and Weed showcases that Sex Education has reduced the rate of Teen Pregnancies (Ericksen & Weed, p.48). The reasoning for this reduction is the mere fact that these classes increase awareness about the various consequences attached to sex. In light of such awareness, adolescents become more responsible in their behavior. This responsible attitude and easy availability of contraceptives lessen the chance of pregnancies.

Sex Education Classes can increase awareness about Sexually transmitted diseases and prevent their spread. It is a well-known fact that in many households STDs are a taboo subject. So much so that most of people garner knowledge about the subject when they read about it in their Biology classes. This leads to pupils creating a negative connotation about the concept in their head, and eventually treating people with such diseases in a manner of disdain. Sex Education Classes can break various myths surrounding these diseases. The distribution of information is necessary as the survey shows that many students have absolutely no clue about the fact that HIV can pass on from mother to her child, and is not always an STD. As Alyssa Sobotka points out, ‘With Nobles County ranking high in teen pregnancy and sexually transmitted diseases/infections rates, health professionals in the county say education plays an important role in a young individual’s sexual health experience, particularly from a prevention standpoint’ (Sobotka, p.1). Imparting their knowledge regarding these subjects will help them to combat these diseases and prevent any mishaps.  America at present is facing the worst onslaught of STDs, with chlamydia increasing by 15%, gonorrhea by 35% and Syphilis by 50%. The worst affected by these are the American Youth. According to Leah. H. Keller, the efficient way of combatting, this onslaught is by providing comprehensive Sex Education, rather than only abstinence-encouraging Sex Education (Keller, p.5). Since Trump’s ascendancy institutions are gaining huge funds to inculcate classes educating pupils about abstinence rather than Sex Education. Sex Education is the better alternative, since Nine out of Ten people by the time they reach the age of 20, have already had sex in America. Therefore, even with the presence of a narrative about abstinence, the youth is not stopping in terms of getting intimate. Though the lack of literacy about intimacy is causing the aforementioned concerning figures. Sex Education is the only way in which these figures can get under control. ‘Consequences’ is a huge teaching tool. The classes along with explaining about these STDs also focus on the limitation these diseases can cause to the life of individuals. The fear of these limitations according to Keller’s analysis has induced the habit of using protection among the pupils who have garnered Sex Education (Keller, p.7). The precautionary habits that Sex Education teaches to the pupils, if inculcated can curb STDs significantly.

The classes are necessary to make the students understand the necessity of understanding every aspect of their partner before entering an intimate relationship. The broaching about the issue of sex in most interactions is not direct. In most cases, the couples before entering a sexual relationship fail to ask the ‘necessary questions’. This kind of behavior could lead to disastrous conclusions. Sex Education classes can help to rectify these situations. It can encourage people to ask the ‘important questions’, and get themselves and their partners tested before entering the intimate phase of the relationship. This could help people in avoiding a lot of anxiety. To understand how the partners should be treated, first, the concept of Sex needs to be accepted, which does not occur in Abstinence Education (AE). Therefore, Irene H. Ericksen and Stan E. Weed advocate for a Comprehensive Sex Education (CSE) program by reflecting that ‘The justifying rationale for CSE and its supposed advantage over AE has been that it is best suited to protect the full spectrum of youth from unwanted pregnancy and STDs through its purported dual benefit: that it can simultaneously increase rates of both teen abstinence and condom use (by teens who reject abstinence) all within the same population and program’ (Ericksen and Weed, p3). The advocation of only abstinence will not work when the aim is to impart knowledge about the proper way in which an individual should communicate with their partner. It is only possible if the curriculum of Sex Education is applied, where the presence of Sex is accepted, and thereafter suggestions are imparted. The suggestions can help the pupils in gaining the confidence to get themselves and their partners tested before getting involved in a physically intimate relationship.

Sex Education classes encourage pupils to be confident in their decision-making and prevent them from succumbing to peer pressure. Peer pressure is a real issue among teenagers. Sometimes someone might not even be ready, and they might choose to have intercourse since their friends are doing it. Sex Education classes prevent such things from happening. One of the main principles of such classes is to explain the importance of intercourse and how everyone should indulge in it in their own time. Hazel Glenn Beh opines. ‘A comprehensive curriculum attempts to prepare students to manage their sexuality by providing a broad range of accurate health information and promoting core values of mutual respect and self-responsibility (Beh, p.1347). There is absolutely nothing wrong in saying No if someone feels they are not ready for it since the experience as a whole is hugely invasive. Thus, in many ways gaining Sex Education can contribute a lot towards personality building. Sex Education in many cases has delayed Sexual debut in adolescents as proved by the experimentation conducted by Dolores Ramírez-Villalobos et al. Here students gaining Sex Education not only made their Sex Debut later but also were more aware of STDs (Villalobos et al. p.7). Before gaining Sex Education most of the pupils here were getting physically intimate at the age of 14. Intimacy is an exclusive experience, which should be distinct for everyone. The fact that the pupils of the institution showcased a common trend, clearly means that there was peer pressure at work. Sex Education negated its effects, by making them understand the exclusivity of the situation. The pupils taking Sex Education classes became aware that they cannot let the influence of any manner dictate their sexual experience.

Sex Education also helps people adequately safeguard themselves from and respond to sexual harassment. Sexual harassment is not only physical but also mental trauma. If a child has to undergo something like that in their formative years, it will not only destroy their ‘wonder years’, but also scar them for their entire lives. Sex Education classes initiate conversations that help people to identify the various markers that make them aware of the endangerment attached to a particular situation. The classes allow them to understand the various aspects of such a situation freely, without any hindrance, from an experienced individual. Through her research at the University of Texas, JS Santelli concluded that “Pre-college comprehensive sexuality education, including skills-based training in refusing unwanted sex, may be an effective strategy for preventing sexual assault in college” (Santelli, p.2). The education helped pupils in identifying a precarious situation and eventually in avoiding it. Though it is very hard to recuperate from such an incident, if someone garners a proper closure, it can amount to relief. Hence, anyone that is sexually harassed should report it so that the perpetrator is put behind bars.

Sex Education also enhances the communication between parents and children. One of the basic aims of Sex Education is to bring openness. Many families can benefit exponentially from the inclusion of this facet of openness in their relationships. If a child can have open conversations about intimate topics with their parents, then their upbringing becomes more wholesome. It is not only necessary for children to have open communication with their parents but also vice versa. The harshness in the parent-children relationship equally affects the parents. Therefore parents should be proponents rather than opponents of Sex Education to improve their relationships. Initially, the conversations might not be comfortable but eventually the ease would arrive. As noticed by JM Grossman ‘More parents expressed comfort with sexuality communication at Time 2 (96%, 22/23) than at Time 1 (65%, 15/23). At Time 1, Comfort talking about sex was described more frequently by parents of female (82%) than male teens (50%), but differences were not evident at Time 2 (females = 100%, males = 92%)’ (Grossman et al. p.6). This comfort not only protects children but also alleviates their relationship with their parents. The elevation happens because of the open communication shared between both of them. Sex Education encourages the students to increase their trust in parents, rather than unfamiliar people, regarding intimacy. The curriculum suggests this so that pupils gain confidence in the new emotions they are feeling, rather than suppress them, but at the same time don’t endanger themselves.

Sex Education classes give the children proper knowledge and awareness to identify their genders. The concept of gender is extremely distinct from the sex humans are assigned at birth. Male, Female, or Intersex is based on the genitals of a person. While Gender identity refers to associating ourselves with the gender, that as humans we feel most comfortable with, in societal settings. If this ‘identity’ differs from the characteristics of one they are assigned at birth, it can cause huge waves of disorientation in an individual. As the book Sexuality Education and new materialism: Queer Things, suggests that an individual identifies his/her gender through their habits and wishes in childhood, and during adolescence with the help of their preference (Allen, p.62). Since Sex Education classes are built to talk openly about sex, the extension of that discussion also pertains to the person that pupils are interested in. The methodology of New Materialism aims to alter the approach of the present manner in which Sex Education is imparted. Rather than extension, New Materialism demands the topic of preferences to be a central discussion. Since, these discussions will enable the pupils to gain confidence in their skin, amid these new emotions they are experiencing. Adolescence anyway makes it extremely difficult for an individual to be comfortable in their skin. Moreover, if they have to go through an ‘identity crisis’ it will become extremely complex to go through life. Sex Education in its curriculum can inculcate conversations that can help the students to deal with this phenomenon of identification. In the case, an individual has already identified themselves, and the identity is different from the sex he, or they have been assigned, a conversation with an experienced professional can help to remove and cast away a lot of distress. The conversations can ease the students into truly expressing their freedom and owning their identity.

Those who oppose Sex Education in public schools argue that since pupils of diverse backgrounds attend the institution, talks of such nature might be against many of their beliefs. It is pointed out that religions like Hinduism, and Islam have a very stern attitude towards sex, and do not like conversations about it in a public place. It goes against their culture’s value system. As a land that holds up the ideal of diversity, it is necessary to respect the values of all the constituent cultures present in the country. However, the basic principles of our country imply that educational policies should not be formulated based on religious requirements. Sex education is a humanistic requirement. It is necessary for an adolescent’s optimal upbringing that these conversations happen with a certain amount of openness. Repressing natural urges will only become the cause of depression, traumatizing people for their lives.

To provide children with a healthy adulthood, sex education must be imparted to them, during their adolescence. Sex Education helps children in growing up physically and mentally in a wholesome manner. It helps them to become more confident in themselves and understand the various changes their body goes through as they reach a sexually mature age. Knowing and understanding the changes helps them to safeguard themselves, and go on to lead a healthy life. It also contributes hugely to making children aware of STDs and preventing unwanted pregnancies. Aspects of Sex Education like its ‘Gender Exclusivity’ and ‘openness’, make it a reliable choice for public schools. It is an efficient tool for dispelling inadequate sexual myths and enhancing the relationship between parents and children. The discussions can reduce disorientation in children, in terms of their Gender identity. The classes can help them to properly navigate romantic relationships with their partners and save them from sexual assaults. To give our children a healthy adulthood, it must be ensured, that they have a healthy sex life.

Works Cited

Allen, Louisa. Sexuality education and new materialism: Queer things. Springer, 2018.

Beh, Hazel Glenn. “Sexual Education.” Encyclopedia of Sex and Gender, edited by Fedwa Malti-Douglas, vol. 4, Macmillan Reference USA, 2007, pp. 1346-1349. Gale eBooks, Accessed 17 Mar. 2022.

Ericksen, Irene H., and Stan E. Weed. “Re-Examining the Evidence for School-Based Comprehensive Sex Education: A Global Research Review.” Issues in Law & Medicine, vol. 34, no. 2, Fall 2019, pp. 161–82. EBSCOhost,

Grossman, Jennifer M., Lisa J. Jenkins, and Amanda M. Richer. “Parents’ perspectives on family sexuality communication from middle school to high school.” International journal of environmental research and public health 15.1 (2018): 107.

Keller, L. “Reducing STI cases: Young people deserve better sexual health information and services.” age 79.65 (2020): 65.

Ramírez-Villalobos, Dolores, et al. “Delaying Sexual Onset: Outcome of a Comprehensive Sexuality Education Initiative for Adolescents in Public Schools.” BMC Public Health, vol. 21, no. 1, July 2021, pp. 1–9. EBSCOhost,

Santelli, John S., et al. “Does sex education before college protect students from sexual assault in college?.” PloS one 13.11 (2018): e0205951.

Sobotka, Alyssa. “Health Pros: Sex Ed in Schools Can Play Key Role in Students’ Lives.” Worthington Daily Globe (MN), 8 Dec. 2018. EBSCOhost, https://search-ebscohost-com

Westheimer, Ruth. “Sexual Literacy.” Encyclopedia of Sex and Gender, edited by Fedwa Malti-Douglas, vol. 4, Macmillan Reference USA, 2007, pp. 1357-1360. Gale eBooks, Accessed 17 Mar. 2022.

Stuck on Any Question

Our best expert will help you with the answer of your question with best explanation.