Beyond abstinence-only: relationships between abstinence education and comprehensive topic instruction

Abstract

In the United States, a debate exists as to whether abstinence-only or comprehensive sexuality education strategies are most beneficial for school-age youth. Despite abstinence being a fundamental component of comprehensive education, the two are often characterized as polar opposites. Few studies have examined overlaps between the approaches. The purpose of this study was to examine relationships between abstinence education and comprehensive topic instruction among sexuality education teachers. Data came from public school teachers (n = 199) in Florida. Abstinence instruction was measured using the Section 510 A–H guidelines. Comprehensive topic instruction was measured using the Sexuality Information and Education Council of the United States' guidelines. Logistic regression analyses measured relationships between abstinence and comprehensive topic instruction. Nearly one-half of teachers taught all eight A–H guidelines, and the majority taught most comprehensive sexuality education topics. The odds of teaching comprehensive sexuality education topics generally increased as teachers taught more of the federal government's abstinence guidelines. This suggests that abstinence instruction, a core element of comprehensive sexuality education, may increase alongside instruction on other comprehensive topics. We discuss the relevance our findings have for understanding the nature of both abstinence and comprehensive sexuality education.

Acknowledgements

The Picower Foundation of Palm Beach, Florida funded this study. The authors acknowledge Barbara A. Zsembik, Debby Herbenick, Kristina Zachry, Kristin Gant, Omar Martinez, and Travis Johnson for assisting with study logistics. They also express their deepest appreciation to the faculty and staff of the Florida Survey Research Center at the University of Florida, as well as members of their scientific and community advisory committees; indeed, without the insight and expertise of these individuals, the authors would not have been able to conduct the study. Last, they thank the 462 teachers who participated in their larger study. This research was conducted while the first author completed a McKnight Doctoral Fellowship provided by the Florida Education Fund.