Creating an inclusive and affirming learning environment for Comprehensive Sexual Health Education (CSHE) is a critical part of Washington State’s legislative requirements, and a well-established best practice to ensure all students feel safe and welcome in the classroom. For many students, puberty lessons are their first experience with sexual health education. Therefore, 4th and 5th grade teachers have the opportunity and responsibility to create a supportive learning environment for young people right from the start.
So, what is gender inclusive puberty education?
Historically, many classrooms have separated students by perceived gender during puberty education. However, many schools are shifting this practice in order to create a more inclusive learning environment. Gender inclusive puberty education means that all students, regardless of their gender identity or sex assigned at birth, get to learn about the physical, social, and emotional changes of puberty in one classroom. Gender inclusive puberty education means creating a dynamic and safe space for all students to learn about their similarities and unique differences.
For some teachers, families/caregivers, and students, this practice may feel refreshing and affirming. For others, it may feel uncomfortable. Let’s dive into why this shift is so important to create a welcoming and inclusive classroom that affirms young people and provides opportunities for them to ask questions and explore issues that are important to them.
Why is it important to teach puberty lessons without separating students by perceived gender?
Teaching students together provides young people the opportunity to learn about one another, reducing the mystery and stigma that often surrounds topics related to sexual health. When students have a chance to learn about their peers, they’re better able to build empathy for one another’s experiences, ultimately decreasing bullying and teasing. As educators take on this important work, the positive impact for students is clear. A Cardea staff member described an example from their experience in the classroom: “In one gender inclusive classroom, we were discussing what someone should do if they start their period at school and stain their clothing. A cisgender boy raised his hand and said, ‘if anyone starts their period at school and has an accident, you can borrow my sweatshirt to tie around your waist until you get a change of clothing’.” When we separate students, we lose incredible opportunities to build empathy and demonstrate kindness toward one another.
Inclusive learning environments also provide young people the opportunity to practice communicating about sensitive topics with people whose gender identity differs from their own. Separating students by perceived gender often sends the message to young people that topics covered in sexual health education are not appropriate to discuss with someone of a different gender. When students are separated by gender, they often ask, “Am I allowed to talk to my (trusted adult of a different gender) about this?” Every family is unique, and we have a responsibility to instill in students that communicating with a trusted adult shouldn’t be dependent on their gender identity.
Learning communication skills may also help them navigate more complex relationship dynamics as they grow up. Much like learning about basic addition and subtraction builds the foundation to learn about the more complex work of algebra and geometry, CSHE in elementary school builds foundational communication skills for young people to employ later in life with intimate partners. By de-stigmatizing these conversations from the very start, we give students the opportunity to develop healthy communication and relationship skills they can use throughout their lifetime.
Gender inclusive puberty education is especially important for gender-expansive students who do not fit into the traditional gender binary. All of us have students for whom their sex assigned at birth is not the same as the gender they know themselves to be. In fact, 5,000 youth ages 13-17 in Washington State identify as transgender. By integrating all genders into a shared sexual health classroom, we ensure that trans and nonbinary students are authentically included. Furthermore, it allows us to shift away from limited and harmful narratives about gender and toward a more equitable and informed educational experience.
What does this mean for educators?
As educators, we have a responsibility to create inclusive classrooms and give our students supportive, productive learning environments. Here are some considerations for teaching gender inclusive puberty education:
- Climate setting is crucial. If teaching gender inclusive puberty education is a new practice for your school, it’s important to acknowledge this shift and the reasoning behind it with students. They may be feeling uncomfortable and acknowledging that awkwardness is important. One way to ease any tension is to make the lessons fun. Play games, make it interactive, and encourage laughter to increase student comfortability and engagement.
- Communicate with parents/caregivers. It’s important to explain the reasoning behind the decision to parents/caregivers no matter if this is your school’s first year teaching it or if it’s a practice that has been implemented for years. Check out our handout about gender inclusive puberty education for parents/caregivers.
- Focus on body parts, not gender. The physical changes a person experiences during puberty depend on the body parts they have, not their gender identity, so the language we use should reflect that. For example, instead of saying “girls experience menstruation”, consider saying “most people with a uterus and vagina experience menstruation”. Making small changes to our language can make a big difference for our students to ensure everyone feels represented and included. Check out our guide with tips for using inclusive language in CSHE.
- Acknowledge the diversity of families and health practices. While puberty education goes far beyond just reproduction, in many puberty lessons, one of the learning goals is to recognize the purpose of puberty as gaining the potential for reproduction. Within this conversation, it’s important to acknowledge that some people choose not to have children, and for those that do, there are many ways to have a baby. Families come in all shapes, sizes, and configurations. Additionally, we must recognize and validate the range of family values and practices regarding health, particularly when discussing hygiene practices.
- Use inclusive resources. Many puberty resources and videos present information in a very binary manner. Work with your school district administrators to advocate for inclusive materials, such as the Puberty & You video created by Seattle Public Schools.
For more information on gender inclusive puberty education, check out Gender Spectrum’s Principles of Gender-Inclusive Puberty and Health Education.