Where Does Sex Education Go Now? (Press, 19 April 1980)

On 19 April 1980, J.W. Taylor, the principal of Chisnallwood Intermediate School, shared his views on the recently announced decision by the Minister of Education regarding sex education in schools, in response to recommendations from the Johnson Report. Taylor noted that the Minister's decision was politically advantageous, likely to cause minimal controversy in the short term, and pointed out a prevailing reluctance among primary teachers to incorporate sex education into the school curriculum. He emphasised that the consensus among teachers seemed to be that sex education is primarily a parental responsibility. Despite this reluctance, Taylor acknowledged that there were pressing issues that warranted attention, particularly concerning children whose parents might not fulfil their educational roles in this area. He highlighted that sexual activity is prevalent among children at the upper primary and secondary school levels, and he emphasised the need for schools to address the misconceptions and misinformation that some children acquire through peer interactions rather than through informed education. Taylor expressed concern over the implications of inadequate sex education, where children may adopt harmful practices or develop misunderstandings about sexual health. He referenced the existence of misguided beliefs about conception, contraceptive methods, and other sexual behaviour, indicating a broader lack of adequate information both among young people and some adults. While acknowledging that some pressure groups have suggested that sex education should be taught by visiting specialists from the medical or nursing fields, Taylor questioned the feasibility of this approach. He cited issues related to current staffing levels, the economic climate, and the qualifications of nurses versus well-trained teachers. Furthermore, he mentioned that health professionals are already stretched in their resources, suggesting that having them take on sex education responsibilities could detract from other important health initiatives. Taylor also recognised the anxieties many parents face regarding teachers' value judgments, noting that these can significantly differ across socio-economic lines. He pointed out the complexities that characterise societal views on family and sexual values, which can complicate the acceptance of sex education within schools. Ultimately, he articulated a sense of relief that teachers would not be responsible for sex education but expressed a willingness to comply if required. He concluded by challenging opponents of school-based sex education to propose viable solutions to the issues presented, especially concerning children who may lack proper guidance in this area. Taylor's commentary reflects a nuanced understanding of the dilemma facing educators and parents concerning the education of children about sensitive topics like sex, underscoring the broader societal responsibilities in addressing these critical issues.

The text on this page is created, in the most part, using Generative AI and so may contain errors or omissions. It is supplied to you without guarantee or warranty of correctness. If you find an error or would like to make a content suggestion please get in contact

The text on this page is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 New Zealand