Commentary
Newsday
Given the extent to which sex is promoted in the media, the highly queer nature of our society, and the ease with which pornography is accessed by children, this topic makes national headlines on a regular basis, with a variety of commentators weighing in from different perspectives. perspectives.
The apparent increase in the number of reported cases of child sexual abuse usually evokes emotional reactions from many members of the public, and the conversation usually ends with schools being called to teach more sex education.
Missing from the conversation is the role of all educational institutions (including but not limited to family, community groups, media and religious organizations) in society to do their part on this issue, weighing in from different dimensions and perspectives. It should be emphasized that the issue can be seen from both the academic and the moral dimension.
Many people seem unaware that sexuality education must also be age-appropriate and consistent with cultural norms and values. This caution is not lost on teachers and when dealing with this issue at all levels of the school system they are guided accordingly.
At the primary school level this topic is addressed by the class teacher under the heading of Health and Family Life Education (HFLE), guided by the curricula set by the Ministry of Education. The primary focus here is on awareness and is augmented by targeted interventions by Student Support Services Division (SSSD) staff on an ongoing basis.
Once again educational staff are aware of moral and ethical standards that may conflict with the home/family and collaboration between home and school is critical in guiding the approach from an academic point of view.
At secondary level, the integrated science curriculum (a compulsory subject for students in forms one and three) addresses the issue in units 3.2 – Structure and function of the male and female reproductive system – and 3.3 – Types of communicable diseases related to the reproductive systems including treatment and prevention methods.
These topics are usually covered between forms two and three, and all students attending secondary schools are exposed to the subject in an in-depth and comprehensive scientific manner, with teachers being extremely careful not to impose moral and ethical biases on their lessons.
Over the years many parents have objected to the way these topics are handled, especially when scientific concepts and principles conflict with religious doctrines such as contraception.
This is usually supplemented by HFLE curriculum provisions (forms one and three) which focus on the universally accepted moral dimensions of adolescent sexuality and adolescent development. These are guided by international treaties and conventions such as the United Nations Convention on the Rights of the Child.
Legal aspects such as the Sexual Offenses Act are dealt with by visiting staff such as community policing in targeted sessions based on requests from school staff. Other specialists may also be invited to visit the school to address the issue on an ongoing basis, which may vary depending on age and gender. Teachers and deans also address these issues as part of their pastoral mandate, very often in collaboration with parents where necessary.
The above will reveal as comprehensive a way in which the issue of sexuality education is handled at the school level. But this will never replace the role of the home in providing children with proper guidance regarding their sexual development. Often schools are alone in their efforts to educate children on this issue or compete with a parallel system of miseducation on this issue from homes, communities and the media.
Between irresponsible parenting, social media, and declining moral codes, promiscuous behavior has become normalized in many sectors of society. Many parents advise school officials when their children are reprimanded for amorous behavior at school, with children innocently indicating that such behavior is acceptable at home.
It is hoped that this treatise will enlighten the general public on a controversial issue in the hope that society at large will wake up to the social and moral decay that is fast infecting society with harmful consequences. Many of our children are being robbed of their innocence due to the irresponsible behavior of significant adults.
Parental responsibilities cannot be abdicated to the school and commentators should bear in mind that the existing school curriculum is already overloaded. Continued calls for more moral issues in school must be weighed against the need to strengthen the educational roles of homes and communities.
