Should We Or Shouldn't We?

"The teacher is the person who knows their students - who knows what's appropriate at that particular age level, for that particular class, at that particular time. The autonomous professional has to be the one to decide what's taught." Susan Lambert, B.C. Teachers' Federation

Who can argue, convincingly, that it makes great good sense to burden really young children with concepts they are unprepared for and have no real need to know about until such time as they themselves broach the topic? Who decides what is age-appropriate? Parents, children's legal guardians or the state, in the persona of the local board of education? Parents submit to the state's purpose in teaching their children basic literacy and numeracy, history, science, social studies.

When social studies begin to intrude on parents' choices in either shielding their children from age-inappropriate confusion resulting from introductions to topics that are complex and require guidance, then parents have a legitimate concern. Sex education taught in a calm manner, in a
non-embarrassing venue by a skilled communicator at an age-appropriate time is or should be acceptable to any parent, even the squeamishly prudish.

It's when children have entered their teen years that it would seem to be an appropriate time to teach, through the medium of a health class, how the human reproductive system works. Naming names and discussing social mores. In normal families children observe anatomical differences between their parents and they gradually, over time, have information transferred to them from their parents.

Curricula in more present times when the print media, television programs and Internet sites all pose graphic sex through innuendo and display, have to be pre-emptive in a sense, introducing children at a younger age to gender differences and normative sexual relations, but yet still all in good and appropriate settings and time. Does a grade three student really benefit from introduction to 'inclusiveness' in gender roles that are outside the mainstream?

Should a grade 5 student be exposed to discussions about emotional stresses related to puberty, their changing bodies, feelings, personal desires, cultural teaching and practises? Or should these nuanced details come from the family home? Perhaps a scaled-down version might be age-appropriate with a skilled interlocutor in the school system, posing a more generalized version.

Gender stereotyping and a classroom teacher speaking of "erections, wet dreams and vaginal lubrication as normal events that occur as a result of physical alterations resulting from puberty" is a very delicate area of discussion. I know from my own personal experience as a grandmother that my granddaughter, in grade 6 was upset and aggrieved that this kind of information was thrust at her and her classmates. She felt put upon and said she thought it should be taught in grade 8, no sooner.

Students in grades 7 and 8 being exposed to the need to put off having sex until a later, more mature time that is more age-appropriate is again a delicate topic to broach with teens. Very embarrassing, and certain to make boys and girls feel self-aware and awkward. It would take quite the skillful educator and communicator to make that connection easefully and without emotional discomfort to students.

"Basically what lessons on sexuality do is communicate to children that they should question their identity and be less certain about who they are. I don't think it's the school's job to do that. Imagine you're Jewish and your child comes home with a cross and says, 'But Dad, we mustn't be anti-Christian'. That's no different than a Christian parent being uncomfortable with homosexuality, and then their son coming home with a pink shirt." Professor Frank Furedi, professor of sociology, University of Kent, Britain: author of Paranoid Parenting and Wasted: Why education Isn't Educating

The Toronto District School Board has produced a document based on anti-homophobia curriculum resource guides, intended to help combat harassment based on sexual orientation or gender identity and to create safer, more inclusive schools under the Ontario Human Rights code and the 1998 Keeping our Kids Safe at School Act. The document recommends an educational display and mentioning of contributions of LGBTQ community members during daily morning announcements for teens.

For students in Kindergarten to grade 3 there is a book, Gloria goes to Gay Pride, and students are asked to make posters for the TDSB float for the Pride Parade; students may host their own Pride Parade. In grades 4 to 6 students may be shown images from LGBTQ publications, and may discuss case studies about a young woman who is persecuted by her peers for joining an anti-sexism club.