Contemporary Issue Paper

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NAVIGATING THE INTERSECTION Navigating the Intersection of Biblical Principles and Legal Expectations in Sex Education Taylor Salvatore School of Education, Liberty University Dr. Carolyn McCreight February 11, 2023 Author Note: Taylor Salvatore I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Taylor Salvatore Email: tlsalvatore@liberty.edu

NAVIGATING THE INTERSECTION Introduction An issue of controversy when it comes to schools is sex education hence biblical principles and legal expectations clash. Whereas some support sex education going by sexual health and avoidance of unwanted pregnancy and sexually transmitted infections, others note that this education is not biblical to abstinence. This paper investigates the trench between the biblical principles and the legal / societal expectations concerning sex education, how the conflict presents itself and the impact on the policy and practices of the area of education. It also critically discusses this present day educational dilemma which highlights the divergence between biblical principles and the societal and legal regulations of sex education. Biblical Principles and Sex Education Concerning sexuality, a major emphasis of the Bible is its teaching on sexuality, especially its position on abstinence and also marriage. Several religious groups promote an abstinence-only approach, claiming that teaching contraception and also safe sex techniques is morally wrong and leads to values inconsistent with the Bible ( Ott, M. A., & Santelli, J. S., 2007). Many religions feel that sex is between a married man and woman for the purpose of intimacy and procreating. For example, passages in the Bible such as 1 Corinthians 6: Emphasis is laid on the avoidance of sexual immorality and also honoring one's body as the temple of the Holy Spirit ( English Standard Version Bible , 2001). Sex education in the schools has been an issue of contention over the years, with people advocating for evidence-based, comprehensive education debating with those who adhere to the traditional values, which are centered on the religious morals ( Ott, M. A., & Santelli, J. S., 2007). At the core of the conflict around sex education are the biblical values that most individuals and

NAVIGATING THE INTERSECTION religious communities hold on to. These principles commonly declare abstinence especially before the marriage, the sanctity of the marriage, as well as traditional gender roles. From this angle, comprehensive sex education, encompassing teachings on contraception, safe sex practices and also the LGBTQ+ issues, can be interpreted as contradicting the biblical teachings. For example, those who follow the bible believe that homosexuality is wrong. It is against what God has intended. However, in a public school, sex education will be taught to students of all religions and sexual orientation. For those educators wanting to focus on abstinence and the avoidance of homosexuality, there is a large chance that they will isolate a significant portion of their student body. When it comes to the legality, ignoring LGBTQ+ curriculum could potentially put the school at risk for lawsuits. For example, in the state of New Jersey, it is required by law to teach about the LGBTQ+ community and history. Yet, some contend that instruction in contraception and non-conventional relationships weakens morality and also encourages the wrong type of behavior. Legal and Societal Expectations The legal and social norms primarily recommend complete sex education that is focused on inclusiveness, evidence and developmental appropriateness. Laws and policies in many jurisdictions require schools to give pupils correct health information on sex, consent and relationships. This method is endorsed by public health organizations, educators, and researchers who state that the comprehensive sex education lowers the number of unintended pregnancies, STIs and sexual violence (Kirby et al., 2007). Legally speaking, giving students access to complete sexual education supports the tenets of informed consent, bodily autonomy, and public health. Besides, inclusive sex education is considered as fostering tolerance, respect, and support of various identities and experiences.

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NAVIGATING THE INTERSECTION The goals of many jurisdictions are to include in-depth sex education that covers topics about contraception, sexually transmitted infections and healthy relationships. Proponents of a comprehensive sex education program maintain that this is more effective because it gives correct and comprehensive information that in turn leads to informed decisions about sexual health thereby cutting the rates of unplanned pregnancies as well as the incidence of sexually transmitted disease. (Kirby et al., 2007). Legally, providing students with sex education that addresses all angles, complies with the norms of public health and the ethics of informed choice. The conflict in sex education is a sign of the tensions arising in mainstream debates in public education: religious communities vs. the right to choose, and equity between the individual and the community ( Rostosky et al., 2004). Critics of abstinence-only education believe that it is unrealistic and does not work as studies show that it does not postpone sexual activity or reduce risky behavior ( Rostosky et al., 2004). Additionally, the provision of contraception information is lacking when abstinence promotion is done without providing contraceptive advice ( Ott, M. A., & Santelli, J. S., 2007). According to a legal standpoint, guaranteeing that students have access to complete sex education is related to the ideas of informed consent, physical integrity, and public health. Additionally, inclusive sex education is perceived as fostering tolerance, respect and appreciation of a range of identities and experiences. This tug of war between biblical notions and legal norms in sex education casts a reflection of a much broader discussion about the place of religion in public education as well as individual freedoms vs. society's needs ( Rostosky et al., 2004). Advocates of abstinence-only education claim that it is not practical and ineffective for the very reason that according to scientists it does not postpone sexual activities nor does it decrease problematic behaviors. ( Ott,

NAVIGATING THE INTERSECTION M. A., & Santelli, J. S., 2007). Furthermore, encouraging abstinence without contraception education might result in young people lacking skills to protect themselves when they start having sex. ( Rostosky et al., 2004) The Conflict Conflict between biblical principles and legal/societal expectations in sex education is based on the different perceptions of morality, sexuality, and education. Those who advocate abstinence-only education argue that it is consistent with biblical teachings that promote moral values such as self discipline. Those who oppose comprehensive sex education think it ends up promoting promiscuous behaviors that undermine traditional family values. In contrast, supporters of comprehensive sex education claim that it ensures that students have the right information, that they learn to have healthy relationships and that they become empowered to make well-informed decisions about their sexual health (Phillips et al., 2023). They argue that abstinence-only education is unrealistic, ineffective. and possibly harmful because it withholds critical information from students. This conflict between biblical principles and the legal/societal expectations permeates throughout the advancement of sexuality education policy. Policy makers are commissioned to create balance between protecting religious freedoms while fostering public health and student well- being (Phillips et al., 2023). Among some school districts, there might be policies which give parents the choice of leaving their children out of the comprehensive sex education programs due to their religious beliefs. Others have mandatory inclusion of a comprehensive sex education curriculum which aligns with the legal and public health standards (Phillips et al., 2023). This conflict influences curriculum development as it dictates the content and scope of sex education materials used in schools. Curriculum designers need to take into account the

NAVIGATING THE INTERSECTION varied perspectives and values of stakeholders including religious communities when designing educational materials. Regions with strong biblical influence leave curriculum developers exposed to pressures of accommodating abstinence only and any information about contraception, LGBTQ+ issue and non-heteronormative relationships (Phillips et al., 2023). On the contrary, in more secular or progressive localities the trend may be towards wide-ranging sex education which covers a multitude of topics. In addition, the polarized nature of the discussion most times results in a lack of agreement on the right approaches to be used in sexual health education. This can result in gaps in students' knowledge, inadequate support for LGBTQ+ students, and missed opportunities for preventing unintended pregnancies and STIs (Phillips et al., 2023). Moving Forward Solving the dilemma between the moral principles taught in the bible and the societal expectations of government for sex education can be achieved through a more balanced approach that apart from providing healthy and harmonious relationships, upholds the diverse standpoints on sexual education while also serving the needs of all learners ( Leung et al., 2019). Teachers, policy makers, parents, and religious leaders have to participate in an honest and respectful discussion with a commitment for compromise that focuses on what to teach, and how to teach it in a manner that provides comprehensive sexual education that meets the needs of all students. Finally and most importantly, an effort must be made to include religious ethics and teachings in the contents of the sex education through a dignified and inclusive way that is backed by the available, relevant, and also reliable knowledge ( Leung et al., 2019). Schools can develop many partnerships that appreciate the viewpoint of stakeholders’ that will then

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NAVIGATING THE INTERSECTION transform them into many environments that respect the students’ religious beliefs and also values, give comprehensive, accurate, and inclusive health education ( Leung et al., 2019). Conflict between the biblical principles and legal/societal expectations in sex education is a very complex issue which should be considered with care and dialogue. Even though religious beliefs and secular values may lead to many conflicts, what is important is to have the health and well-being of students as the center of all sexual health education. While collaborating, the teachers, the policymakers, parents, and also religious leaders can deal with the conflicts thereby ensuring that all students are in possession of the needed knowledge and skills to make informed choices concerning their sexual health and relationships ( Leung et al., 2019). This tension requires an attentive weighing between the religious beliefs and also empirical data as well as an intention to advance the welfare of all students. By practicing critical dialogue and taking into account the diverse perspectives, the modernization of religious education can be easily advanced ( Leung et al., 2019). New solutions must be found that incorporate the respect for religious values while meeting the needs of the students in society.

NAVIGATING THE INTERSECTION References Kirby, D. B., Laris, B. A., & Rolleri, L. A. (2007). Sex and HIV education programs: their impact on sexual behaviors of young people throughout the world. The Journal of adolescent health : official publication of the Society for Adolescent Medicine , 40 (3), 206–217. https://doi.org/10.1016/j.jadohealth.2006.11.143 Leung, H., Shek, D. T. L., Leung, E., & Shek, E. Y. W. (2019). Development of Contextually-relevant Sexuality Education: Lessons from a Comprehensive Review of Adolescent Sexuality Education Across Cultures. International journal of environmental research and public health , 16 (4), 621. https://doi.org/10.3390/ijerph16040621 Ott, M. A., & Santelli, J. S. (2007). Abstinence and abstinence-only education. Current opinion in obstetrics & gynecology , 19 (5), 446–452. https://doi.org/10.1097/GCO.0b013e3282efdc0b Phillips, R., Hirst, J., Winterbotham, T., & Tucker, H. (2023). Relationships and sex education for The postsecular classroom. Sex Education , 1–22. https://doi.org/10.1080/14681811.2023.2263858 Rostosky, S. S., Wilcox, B. L., Wright, M. L. C., & Randall, B. A. (2004). The impact of religiosity on adolescent sexual behavior: A review of the evidence. Journal of Adolescent Research, 19 (6), 677–697. hhttps://psycnet.apa.org/doi/10.1177/0743558403260019

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