The problem about teaching AIDS to 5th and 6th graders is that they have not been taught about human sexual development. They need to learn that sexuality is a healthy part of human existence and that the changes they are now or soon will be experiencing are part of growing up. AIDS is so pressing that we need to teach kids about it before we are comfortable talking about sexuality at all. The reason we haven’t taught them about sexuality is because it makes us uncomfortable. Since the AIDS virus is transmitted by behaviors with which adolescents often experiment, these young students need to understand the facts about AIDS early enough to influence their ideas about what behaviors are risky before they actually start engaging in these behaviors. They need to understand the facts about sexuality in order to make wise decisions about sex. If they are going to be comfortable, we must be comfortable.
Making teachers and other adults comfortable talking about sexuality and AIDS to pubescent and prepubescent students involves addressing two aspects: objective (knowledge) and subjective (feelings). Sexuality is not just a physical phenomenon. It is a complicated emotional, psychological, and cultural expression of ourselves. Knowledge is acquired from increasing one’s information and resources about the topic. Feelings can be explored in many ways. We’ll identify and explore the topics which are most difficult for them, which make them uncomfortable.
Talking about anal sex or intercourse or homosexuality or abortion may be difficult for some teachers. It is important to know ahead of time how one might react. It is OK to say, “I’m not the right person to answer that; here is who is.” I feel uncomfortable” or “I don’t know but I’ll find out.” It is not alright to be judgmental.
The teacher needs to be prepared to respond to questions such as that of the 10 year old who wants to know if she is old enough to take the pill. A parent may ask the teacher why she is teaching masturbation. A 12 year old boy asked what makes somebody a faggot. See the appendix regarding questions asked by middle school students in 1987.
One often feels surprised by the questions children ask. At some level, we feel they are too young to know. We each need to think about what we mean. What is the harm we fear? How can we tell if a child is ready to be told? How do we talk about it if the child is not ready? Why should children be given information about human sexuality?
Topics which a teacher may identify as difficult include body parts, sexual acts, cultural bias, a feeling that it is inappropriate to teach young students about sexuality, or the language of sexuality itself.