The world of sex education is changing fast.
New media are making sex education accessible and accessible to all.
And we’ve been learning more and more about sex and sexual health.
But what about when we’re in school?
How do we know if we’re actually getting the information we need to protect ourselves from STIs and other sexually transmitted infections?
The New York Times recently ran a series of articles on sex education in public schools.
What did they find?
The results were mixed.
Some schools reported that students were more confident when they were shown films with female leads.
But it was the opposite for male students.
They reported less confidence and were more likely to feel uncomfortable about talking about sex.
This is not the first time this has happened.
In 2011, The Washington Post ran a report that showed that students in elementary schools had lower levels of sexual confidence than those in middle schools and high schools.
The National Coalition of School Sex Educators has now taken up the cause.
In 2014, the coalition partnered with the National Center for Transgender Equality and the American Association of School Psychologists to launch a national study.
The aim of the study was to determine whether schools’ use of the term “gender neutral” in sex education materials were making a difference.
The group is looking at how students perceive their own sexual identity and how that affects how their schools are teaching sex education.
The aim of this study is to assess whether gender-neutral terms, like “transgender,” “nonbinary,” “genderqueer,” “alternative sexual identity,” and “non-binary” are helping to improve the way schools are using these terms.
In addition, the group is examining whether these terms have a positive impact on the way students feel about their bodies and sexuality, or how they relate to the gender identity of the individual they are communicating with.
“Sex education is a very complex issue,” said Michelle Houghton, the project manager for the coalition.
“It’s very difficult to get our information to students who are not in the classroom.
But we believe that the best way to do that is to start with what they know.
We want to help our students to feel safe, supported, and empowered.”
This is a big task.
There are a lot of things that students need to know before they start to have sex.
But this is the first comprehensive study of its kind, and it’s one that has been ongoing for years.
“I’m very excited to have this project come together,” said Jodi Kroll, a professor of educational psychology at the University of Minnesota.
“Sex education in schools has been a huge focus for me for the last 20 years.
It’s been so important for me that sex education be about education, not about teaching sex.
It has a lot to do with social awareness, about how you can get yourself and your friends to understand the differences between your body and that of others, and that people need to understand what it’s like to be trans.
I’m very, very excited that this study will provide that information to more students, because it’s the most important thing.”
The report is currently in its second phase, which will include interviews with students across the country and a survey of the sex education industry.
It will also look at the types of materials that students are using, and the types that are getting the most attention.
The report is being released on Tuesday, February 21.
What is sex education?
Sex education is the teaching of sexuality to young people and the importance of learning about sexuality.
It is often seen as a critical component of a child’s sexual development, and is also taught in schools.
In the United States, there are over 2.3 million high school students enrolled in sex ed programs.
In many schools, students receive two different types of sex ed: sex education and sexuality instruction.
Sex education refers to the types and levels of sex instruction that are provided in schools, while sexuality instruction refers to what is taught during sexual activities.
Both types of instruction are designed to improve students’ awareness of the differences in their own bodies and their ability to relate to others, including their partners.
Students often hear about how important it is to “learn how to have orgasms” in schools when they are younger.
But many of the messages in sex-ed materials don’t accurately reflect the reality of sexual health for teenagers.
In fact, many sex-education materials suggest that it is not a healthy activity for teenagers, or that they should only be “allowed” to have intercourse during the first couple of years of life.
Sex education has also been shown to be ineffective in reducing teen pregnancy and STIs.
In 2015, the National Conference of State Legislatures released a report titled The Next Generation of Sex Education.
The NCSLS found that while many sex ed materials emphasized abstinence as the only effective way to prevent STIs, it was not a proven strategy for preventing sexual transmission of HIV