Birth Control in Schools Essay Example for Free

Birth overcome in Schools EssaySchools atomic number 18 the one institution in our society regularly viewed by most young people-nearly 95% of all youth aged 5 to 17 years atomic number 18 enrolled in elementary or substitute(prenominal) schools (National Center for Education Statistics, 1993). Large percentage of youth attend schools for years before they encounter familiar risk-taking behaviors and a majority is enrolled at the time they initiate intercourse. well(p) as youth in communities with elevated rates of poverty and accessible unaw atomic number 18ness atomic number 18 more than likely to become pregnant so youth in schools with postgraduate rates of poverty and social inadequacy are also more 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 miss of opportunity and greater disorganization in some minority communities in this country, teens in schools with higher percentages of minority students are also more likely to gull higher pregnancy rates than teens in schools with pull down 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 have suggested a wide variety of explanations for how schools reduce awakenual risk-taking behavior. Some of their explanations have spy research supporting 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 freighter be and if and engage in sex. 2. Schools attach interaction with and attachment to adults who discourage risk-taking behavior of any kind (e.g., sum of money use, sexual risk-taki ng, or accident-producing behavior). More generally, they create an environment which discourages risk-taking. 3. Schools affect selection of friends and larger peer groups that are definitive to them. Because peer norms about sex and contraception signifi tail endtly influence teens behavior, this impact on schools may be substantial.However, just how schools affect selection of friends and peers is not clearly understood. 4. Schools can increase belief in the future and help youth plan for higher pedagogics and careers. Such planning may increase the motivation to obviate early childbearing. As noted above, multiple studies demonstrate that educational and career ambition 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 unprotected sex.Despite the growing strength of the abstinence movement across the country, large maj orities of adults favor charge up and AIDS education that includes discussions of condoms and contraceptives. For example, a 1998 poll of American adults found that 87% design birth take in should be come up toed (Rose Gallup, 41-53), a 1998 poll found that 90% of adults thought condoms should be covered (Haffner Wagoner, 22-23)and another(prenominal) 1999 poll found that 82% of adults believed all aspects of sex education including birth verify and safer sex should be taught . (Hoff, Greene, McIntosh, Rawlings, DAmico, 2000).Given both the want for effective educational classs and public support for such programs, schools have responded. check to a 1999 home(a) survey of school teachers in grades 7 to 12, about 93% of their schools offered sexuality or human immunodeficiency virus education (Darroch, Landry, Singh, 204-211, 265). Of those schools teaching 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. amongst 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 wanted 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 study above. They revealed that at least 75% of the students and similar percentages of the teachers indicated the following(a) 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 concomitant that most adolescents receive at least a minimum 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 impo rtant 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 genuinely little information 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, considerable unreliable information indicates few schools implemented the lessons. on that point 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 dorsum to when I was a teenager and how I personally can relate to the same choices and decisions our teenagers is face with today, in my personal expe rience My boyfriend and I had our sex talk we decide I should go to my niggle 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 Parenthood and there topical anaesthetic 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 hit the sack Im a grandmother I wouldnt trade my granddaughter in for anything in the world. Not enforcing the use of contraceptive, I tonicity one of the reasons that I became a grandmother in my thirty. because I did not get as gnarled with 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 induce to single parenthood and a high drop out rate. Pregnancy among teenagers is continuing to rise condescension a 40 million Government campaign to reduce the problem, while sexually transmitted diseases are reaching epidemic levels. The Royal College of Nursing revealed that increasing numbers of teenagers are indulging in sex and even taking part in orgies called daisy chaining.The section for Education and Skills has admitted that 66 out of 150 local education authorities have at least one school based health improvement in their area providing advice, access to or direct provisi on of contraception. You have statistics on birth control and personal experience wouldnt you rather your teenager 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 make 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 intoxicant misusers Sexual behaviors. journal of Youth and Adolescence, 23, 695-709 (1994) Darroch, J. E., Landry, D. J., Singh, S. Changing emphases in sexuality education in U.S. pubic secondary schools, 1988-1999. Family Planning 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. capacious 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 disengagement 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, Office 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)