Over the past decade in the United States, there have been considerable shifts in policy around requirements of sexual education. A significant factor in this is the lack of policy at the federal level, allowing states to choose whether sexual education is a requirement at all. Currently, only 36 states and the District of Columbia have laws requiring a form of sexual education to be taught in schools. A notable consequence of states making their own individual laws around sexual education is the use of stigmatizing language within the policy itself. This can include use of language around abstinence-only education, how STIs are described and framed, pregnancy management and options, and provision of parental consent.
This qualitative study aims to begin to examine state-level K-12 sexual education policies, starting with Colorado and Alabama as comparative case studies. Using inductive analysis, the state’s policy documents will be systematically coded to identify key themes, allowing for the creation of a comparative thematic matrix. Based on noted patterns in the matrix, implications for public health research, policy, health equity, and marginalized populations can be identified. By analyzing how language functions within these policies, questions around participation, inclusion, accessibility, and relevance of content can begin to be answered.
