Sex => Babies. Or is there more to the story?

 

By Rachel H.S. Ginocchio, MPH

June 6, 2024

For eons, we’ve been explaining human reproduction the same way:  babies are the result of sex (more specifically, penis-in-vagina sex). But, with advances in science and medicine, this explanation is no longer adequate. With assisted reproduction, single parents and same-sex couples; those who are trans, intersex, and on the aces spectrum; and those dealing with infertility are also able to reproduce and form families through insemination, in vitro fertilization, donor conception, and surrogacy.

When educators are well-versed in the full gamut of reproductive science, they will be able to comply with the National Sex Ed Standards (SH.5.CC.2): By the end of 5th grade, students should be able to “explain the range of ways pregnancy can occur (e.g., IVF, surrogacy).” In doing so, they will normalize kids’ origin stories and their families. Research shows that students who are heard, seen and respected, do better emotionally, socially, and academically. 

In addition, we continue to see ever more examples of assisted reproduction popping up in the media. As more states define personhood as beginning with fertilization (a claim that most scientists don’t agree with) and enact legislation accordingly, the more we need to help our students discuss, debate and understand these very important concepts. 

Baby-Making Basics

It takes three ingredients (for lack of a better word) to create a human being: a sperm cell, an egg cell, and a uterus. When an egg and sperm cell joins together through fertilization, they can create an embryo. When an embryo implants in the uterus, it can continue to develop (gestate) into a fetus. If development continues for about nine months, a baby is usually ready to be birthed through the vagina or the abdomen (Cesarean delivery).

Who supplies the baby-making ingredients?

Baby-making ingredients can come from a variety of people.

• Egg cells, sperm cells, and embryos come from an intended parent or a donor. An intended parent is a person who intends to raise a child once they are born. A donor is someone who provides egg cells, sperm cells, or embryos to someone else, so they can create a pregnancy. Egg and sperm cells and embryos can be used right away, or frozen and used at a later time.
• Gestation takes place in the uterus of an intended parent or a surrogate. A surrogate is someone who is pregnant and gives birth to a child for someone else. There are two types of surrogates. A genetic or traditional surrogate is genetically linked to the child, because, in addition to providing the uterus, their egg creates the pregnancy (they are essentially an egg donor and a surrogate). A gestational surrogate or gestational carrier does not share DNA with the child. Though their uterus gestates the child, the egg comes from an intended parent or a donor.

How do the baby-making ingredients work to form a pregnancy?

Penis-in-Vagina Sex (vaginal intercourse).

After sperm are ejaculated into the vagina, they move through the body towards an ovulated egg, in the fallopian tube. If an egg cell and sperm cell successfully join together (called fertilization), they can create the first cell of what can develop into a new human. As the fertilized egg travels through the fallopian tube towards the uterus, it divides to make more cells. When the bundle of cells, called an embryo, reaches the uterus, it can implant (or attach), and can continue to develop into millions of cells over the course of about nine months. 

Insemination.

Sperm are ejaculated into a cup or a container (step 1), suctioned out of the container (step 2) and then released into the vagina or the uterus (step 3). Once inside the body, sperm and egg can unite in the fallopian tube—exactly the same way they do during sexual intercourse. Intracervical insemination (ICI) is when semen is placed into the vagina, near the cervix (with a needleless syringe); ICI can be done at home. Intrauterine insemination (IUI) is when sperm are released into the uterus (with a flexible tube called a catheter) and is usually done with the help of a healthcare professional. 

In Vitro Fertilization (IVF).

Sperm are ejaculated or are surgically removed from the body and placed in a container (step 1). Eggs are surgically removed from the ovaries and placed in a petri dish (step 2). An embryologist who is a medical professional specially trained to work with egg and sperm cells when they are outside the body, joins the egg and sperm together (step 3). They either add sperm to the dish with the eggs and sperm “swim” around until they find an egg to fertilize; or the embryologist selects a single sperm and injects it directly into the egg (ICSI). After the fertilized eggs divide in the dish for a few days (step 4), an embryo(s) can be placed into the uterus (step 5) where it can attach and continue to develop—just like it would have if fertilization had happened inside the body. But just like sperm and egg cells, embryos can be frozen and used at a later time or given to someone else.

Infertility is one reason why people use assisted reproduction. Infertility happens when someone’s body is not able to get healthy eggs and sperm from where they are made to where they need to go to create a pregnancy. Additionally, single people, and those who identify as gay, lesbian, transgender, queer, asexual, and intersex (LGBTQAI+), don’t always have all the necessary baby-making ingredients, or choose not to create a pregnancy through sex. There are many instances where donors, surrogates, insemination, and IVF help people form a family.

It is important to remind students that sometimes the people who provide the ingredients to create a child are not the same people who are currently raising the child. This is often true for blended, multi-parent, single-parent, same-sex, extended, cohabitating, adoptive, chosen, and foster families; and for families who use donor conception and surrogacy to grow their family. Families use different names for all the people that play a role in creating and raising children. It’s up to each family to decide who is in their family and what to call them.

Student’s feelings about their origin story and family are often complex and multi-layered, and can change over time. Recognizing, listening to, and respecting student’s experiences helps empower students to manage their feelings and develop a strong sense of identity.

Student’s feelings about their origin story and family are often complex and multi-layered, and can change over time. Recognizing, listening to, and respecting student’s experiences helps empower students to manage their feelings and develop a strong sense of identity.

Why Does this Matter?

Imagine being a second grader, trying to fill out a family tree, and wondering where you should put your aunt, because she is also your parent’s egg donor. Imagine having two dads, and your best friend in middle school insists you have a mom because everyone has a mom, though you have never considered your surrogate to be your mother. Imagine doing blood typing in high school science class and discovering that you can’t possibly be genetically related to your parents. Imagine being in high school sex ed class learning for the millionth time that sex makes a baby when you know your single mom used IVF and an anonymous sperm donor to conceive you, and that your 23andMe results recently revealed that you have twenty-five half siblings. It is these, and myriad other day-to-day experiences that remind us that millions of students all over the world were not conceived via PIV sex. 

It is important to tell students that having a more complex understanding of reproduction and families is not about their future fertility (though it will be for many students). It is about better understanding how they came to be in the world, as well as their classmates, friends, and people they read about in the media.

By normalizing all forms of reproduction and family formation, we legitimize everyone’s origin story, and destigmatize all families. Ultimately, youth feel valued and heard; they develop a strong sense of identity and belonging, they treat one another with kindness, empathy and respect; and our schools and communities become a more compassionate place to thrive. 

Where Can You Learn More?

Rachel’s book, Roads to Family: All the Ways We Come to Be (Lerner Publishing Group), uses real life stories to explain the science of human reproduction and to explore what it means to shape, find and be family. It’s written for middle and high school students, families, and classrooms and is available through Amazon and wherever books are sold. Rachel encourages you to request that your school and local public library add Roads to Family to their collection, so that students can easily access this resource. 

In addition, Rachel, in partnership with Portland Public Schools, GLSEN, Advocates for Youth, and Mariotta Gary-Smith, wrote lessons for 5th and 7th grade and high school about all the ways humans reproduce and form family. You can find these, educator guides, and discussion starters at Rachel’s website: https://roadstofamily.com/ (lessons are also available at the Oregon Open Learning Hub).

Rachel is available for in person or virtual presentations and workshops. Feel free to be in touch with her, through her website.Learn More

Rachel H.S. Ginocchio, MPH holds a Master’s Degree in Public Health (MPH) and has been working in the field of reproductive health and sexuality education for over a dozen years. Through her organization, Roads to Family, Rachel teaches, writes, and speaks about sexual health education, human reproduction and family formation. 

The post How Well Do You REALLY Understand Human Reproduction? appeared first on Healthy Teen Network.

Here is your mission, should you choose to accept it:

Dive deep into county-level data to identify factors contributing to the sexual and reproductive health outcomes of young people in your community, identify leverage points to improve health outcomes, and execute a plan for positive change.

If you choose to accept your mission, proceed to the Instructions Section.

Instructions:

1. Gather county-level data from the Youth Risk Behavior Surveillance (YRBS) and your state health department.
2. Pull key state and county-level health behavior and other data, including:
   • Demographic data as reported by respondents: age, sex, gender, sexual orientation, race, and ethnicity;
   • Health behaviors such as, but not limited to sexual health, mental health, violence, bullying among LGBTQ+ youth, substance use, housing stability, and food insecurity;
   • Outcome data such as state and county birth and STI rates; school enrollment, attendance, and graduation and graduation equivalency data; and, if useful, data related to post-secondary education and employment.
3. We strongly advise that you do not undertake this mission alone. Expand your crew by inviting the community to join the mission. Include folks who care about, interact with, and support young people, and those who live and work in the community. Consider:
   • Teachers, social workers, guidance counselors, school administrators, and higher education faculty,
   • Parents and guardians, and
   • Community members, civic leaders, faith leaders, and business owners who employ young people in the community now and in the future.
4. Facilitate your crew’s first work session. Review county-level health sexual and reproductive and other health behavior and outcome data.
5. Discuss the data in small teams using the following questions, and share with the entire crew afterward:
   • What was most surprising about the data? Why?
   • How do these data challenge your assumptions about adolescent health in your community?
   • Who else should we invite to be part of our crew?
   • What questions do you have for young people in the community?
   • What questions do you have for other key folks in the community?
   • Are there other county data or information (e.g., policies) that we didn’t consider that you’d like to explore?
6. Identify the contributing factors related to the health outcomes of youth in your community.
7. Determine which leverage points are most likely to result in the greatest movement toward improving youth health outcomes.
8. Build a plan with your crew.
9. Identify and invite additional crew members who will contribute to successful execution of the plan.
10. Fire up your crew and execute your plan!

One final note, your mission must be sustained and periodically replicated to ensure the plan is on course. Success will be measured by evidence of improved health outcomes among youth in your community.

After reviewing this document, if you believe you are fit for this mission and are willing to dive deep for the young people of today and future generations, welcome aboard!

If you are not ready to take on this mission, reflect on why that is and what you need to get ready. We are always looking for dedicated folks like yourself as candidates for future missions, maybe even one with a crew of young people from your community!

What’s it going to take to get you to say yes?

Acknowledgment: Special thanks to Annie Smith, PhD and Beth Marshall, PhD from the Johns Hopkins Bloomberg School of Public Health, Center for Adolescent Health for their work developing True You Maryland’s County Systems Thinking Workshop (i.e., data dives). Thanks also goes to the entire True You Maryland team for executing this activity with our partners.

Content for this blog post is derived from “Fostering Systems Thinking for Adolescent Sexual Health in Rural Communities” (Smith, A. & Long-White, D., 2021, October) presented at the 2021 APHA Annual Meeting and Expo, and the “County Systems Thinking Workshop” (2020-2021).

Deborah Chilcoat, MEd, is the Director of our Capacity Building Department at Healthy Teen Network and is nationally recognized as a seasoned trainer and adolescent sexual and reproductive health expert. When home, she is savoring every moment with her incredibly fun family and their lovable dogs. Read more about Deb.

The post The Not-So-Top-Secret Mission to Improve Adolescent Health Outcomes appeared first on Healthy Teen Network.

When you think of a sex educator, who do you think of? Maybe it’s a health teacher in front of a room of middle schoolers, or maybe it’s a social media influencer discussing where someone can access birth control. Who you might not think of are design coaches pushing the boundaries of innovation, finance and operations folks making sure that project budgets are in line, and the trainers who support teachers doing work directly with young people! There are many roles in the adolescent sexual and reproductive health world, and this field needs all of us! How did we get here? What do we do? IF you’re interested in supporting adolescent health, where might you start? 

My path to getting into the sexual and reproductive health field? Social work! I grew up in a family of educators. From a young age, I was taught to appreciate education as a tool for liberation. When it came time to decide a major in college, I was looking for ways I could support young people, without necessarily being in front of a classroom every day. I found social work, and fell in love with the ways that social workers looked at the big picture, met people where they were, and could provide and create resources for education. For my practicum experience, I found an AMAZING placement, Together For Youth. They deliver education in schools throughout Iowa, support young people who are pregnant and parenting, and provide 1:1 counseling in school-based health centers. Seeing the lightbulb moments when young people were able to have their questions about sexuality answered, supporting young parents in learning about ways to show up for their babies, and advocating for resources in schools—I knew this field was for me. Now, I am on the Capacity Building team at Healthy Teen Network, managing projects and facilitating trainings for folks on our projects. I love that I’m able to use my background in social work to meet educators where they are, support the improvement of clinical services, and see the bigger picture in pursuit of health equity.

A throwback photo of Sam Akers as an intern. PHOTO CREDIT: Sam Akers

Arianna’s path was Communications! Arianna holds a B.A. in Sociology with a minor in Sexuality Studies from San Francisco State University. They got into the field with a strong passion for queer sex ed and began interning at their campus’ sexual health and wellness organizations: Education and Referral Organization for Sexuality (EROS) and Health, Promotion, and Wellness (HPW). During her time at SFSU, she co-led sex ed workshops and distributed free safer sex supplies and information via the “Condom Caboose.” Post-grad, they began consulting for a sexual wellness startup, which then led to a full-time role, where they had the opportunity to co-develop intimacy products (lubricants, vibrators, and pleasure oils) and implement queer-inclusive content and initiatives across communications channels. This work involved creating sex ed content on social media, designing tip sheets, writing blog posts, and helping customers make more informed decisions about their bodies. Now she is a Communications Designer at Healthy Teen Network! Their expertise in communicating with the masses and sharing educational resources is a great addition to our team. Arianna’s advice for anyone thinking about working in the sexuality field is to, “DM that person, send that email or LinkedIn invitation! You never know what opportunities those connections will lead you to. Everyone’s experience entering the sexuality field looks very different, and that’s what’s so special about it! This work is important and the connections we build along the way are even more valuable.” 

Charlie Blue got into the field through innovation. They started out with a focus on technology, earning their undergraduate degree in computer engineering. While working as a Program Manager at a big tech company, Charlie Blue learned firsthand the importance of research to better situate products in users’ needs and the necessity of intentional design processes to put these research findings into effect. This experience helped them realize that they wanted to center their work around uplifting the voices of people who use and are affected by the resources that Charlie Blue helps to create. To gain a solid foundation in design and research methodology, they completed a Master’s Degree in Human-Computer Interaction + Design. Although they didn’t have a professional background in sexual and reproductive health, Charlie Blue is passionate about ensuring that young people—especially those who are LGBTQ+ and neurodivergent—have the resources and support they need to thrive. As a Design Researcher in our Innovation and Research department, they use human-centered design to create resources and products that support adolescent sexual health.  

Whether it be public health, tech, finance, social work, or a path that has yet to be discovered—you are needed. Your voice, perspective, and expertise are necessary, and there is a place for you in this field!

            As for Jenna and Dawn, two of our Finance and Operations wizards, their start in the field was through operations for nonprofits. They have experience in accounting, office management, and reporting at a variety of non-profits. Their numbers-minded perspectives are crucial to keep us on track to meet all our goals! We could not do the work we do without our Finance and Operations department keeping us in check.

My advice for those who are interested in getting into the field of adolescent health: find what inspires you. Is it working with young parents? Creating and designing educational materials? Training professionals? Find your strengths and what makes your heart sing. We all are in different lanes, with the shared goal of supporting the health of adolescents. Whether it be public health, tech, finance, social work, or a path that has yet to be discovered—you are needed. Your voice, perspective, and expertise are necessary, and there is a place for you in this field!

Sam is an experienced facilitator of curriculum focused on sexual health, puberty, safety, and relationships for adolescents. She has expertise in outreach, communications, and strengths-based critical thinking. Sam is passionate about the ways in which trusted adults can provide skills, knowledge, and support so adolescents can make informed decisions. Sam is dedicated to the advancement of justice through collaboration and co-creation. Read more about Sam.

The post So You Want to Be a Sex Educator: Wisdom and Advice from our Staff appeared first on Healthy Teen Network.

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April 4, 2024

We’re excited to share a new article from them that features two of our team members, Arianna and Caro, with tips on  masturbation and exploration!

“Some people are absolute naturals when it comes to the art of self-pleasure. For others, learning how to masturbate can take time and practice—particularly for those of us living within the largely sex-negative confines of the U.S. Couple that with a massively inadequate and constantly attacked sex education system that rarely includes queer people and you get a whole lot of folks who don’t have access to resources on masturbation.

Luckily, learning how to pleasure yourself doesn’t have to be a scary topic. We’ve put together a guide on everything you need to know about masturbation, according to queer sexperts Arianna de la Mancha, Dr. Lexx Brown-James, and Caro Hernandez.”

Read More

PHOTO CREDIT: them

At Healthy Teen Network, we believe every young person has the right to be who they are and love who they love. And we see you, the professionals and caring adults, helping them do this. We know you do your best when you’re connected to great opportunities and resources. That’s why we’re here…to help make those connections and support you. Read more about us.

The post How to Masturbate: Everything You Need to Know About Self Pleasure  appeared first on Healthy Teen Network.

March 28, 2024

We’re excited to have Dejia “Dai” Danhi join Milagros, April, Bianca, Charlie Blue, Emily, Jenn, Kaitlyn, and Patricia in our Innovation and Research department, as a Design Coach.

Dejia “Dai” Danhi is a fierce advocate for young people, and they experience radical joy through self-acceptance and self-assurance. Drawing from their playful and competitive spirit, they enjoy working with young people in both the educational and athletic space. With their experience in higher education as an educator and designer, they have created a strong foundation in community and youth engagement. As an educator, Dai has forged a passion for creating spaces that encourages everyone around them to activate a deep sense of curiosity around self and how they move throughout the world.

Dejia “Dai” Danhi is a fierce advocate for young people, and they experience radical joy through self-acceptance and self-assurance.

In their previous role as Adjunct Faculty at the Maryland Institute College of Art, they were lead researcher and facilitator for the Equity-Centered Principal Pipeline Initiative, Social Design Team. They worked with west and east Baltimore City school communities to intimately understand how principal leadership within schools are supporting the growth and well-being of Baltimore City students in and outside of school.

Dai holds a Master of Arts in Social Design from the Maryland Institute College of Art, with a focus on Social innovation and Design Justice. As a graduate student, they leaned into their curiosity around shaping intentional inclusive spaces for the LGBTQ+ community beyond traditionally-labeled inclusive public spaces. Specifically focusing on clothing stores, and how the experience of shopping can be ostracizing for Trans and Nonbinary folx, Dai used their expertise in Human-Centered Design to question how this experience could be reshaped with Nonbinary and Transgender lived experiences in mind. Through immersive qualitative research, they partnered with the local Baltimore City LGBTQ+ folx to redefine how expansive, inclusive, and welcoming clothing spaces can be.

Dai has built community in many spaces, but their favorite way to build community is through athletics. Outside of their time at Healthy Teen Network, you can find Dai activating their playful, competitive side through volunteering at Special Olympics D.C., a nonprofit committed to creating continuing opportunities for young people and adults with intellectual and physical disability through the joy of sports. Dai has found that engaging in physical activity can help build a sense confidence in your body and can be fun if it’s paired with a bit of friendly competition.

If they could wave a magic wand and do anything to improve adolescent sexual and reproductive health outcomes, Dai would, “address the systemic barriers and misconceptions that disproportionately affect black and brown communities, such as black transgender and queer people. I would simply erase all minds that have the misconception that black individuals assigned female at birth have a higher pain tolerance, which prevents them from seeking the necessary contraception for menstrual pain and have caused them to be misdiagnosed for uterine cancer and endometriosis.”

Dai Danhi

We asked Dai what they wished they had learned in sex ed growing up but didn’t, and they shared, “where do I start, so much! But the main point of tension is around shame. Younger me would have blossomed a lot earlier if I was taught how to navigate shame around not being ready for sex and how those feeling can manifest into not loving parts of your body. The lack of celebration around being an autonomous person who deserves to “say no” and know they made an empowering decision should be taught in sex ed. I wished I learned that our bodies are OURS, and we deserve to love them and protect them in whatever way we see fit!”

When they’re not working, Dai enjoys “cooking with my roommates and hosting folx over at my house! In full confidence, I can say I’m not the best cook, but I can cook a good meal here and there; I recently made red miso ramen and it was hit!”

They also shared that “if I’m not making a mess in the kitchen, I’m most likely at my local park, either lounging in the grass, having a nice picnic with some of my friends, or skateboarding. I really enjoy movement, and skateboarding brings me so much joy. It’s a space for athleticism but is mainly a space to be in community for local trans and queer people. While the weather has been too frigid to skate, I have taken up a new physical endeavor, bouldering. I don’t think I’m gonna stick with it too long because I don’t like the idea of being closed in and super high of the ground.”

Welcome to the crew, Dai!

PHOTO CREDIT: Natalie Kinnear on Unsplash

At Healthy Teen Network, we believe every young person has the right to be who they are and love who they love. And we see you, the professionals and caring adults, helping them do this. We know you do your best when you’re connected to great opportunities and resources. That’s why we’re here…to help make those connections and support you. Read more about us.

The post Welcome, Dai! appeared first on Healthy Teen Network.

How can we ensure young people have access to the crucial sex ed and health information they need—dodging the restrictions set by the big shots in the social media game?

By Milagros Garrido, MS, PMP

By Mariah Cowsert

March 21, 2024

In a world where screens are the new classrooms and hashtags carry more weight than textbooks, the importance of increasing young people’s access to quality, comprehensive sex ed on social media cannot be overstated.

Since 2011, experts in the field have observed a consistent trend: a significant portion of young people are turning to the internet for sexual health information—this trend persists to the present day. Social media has provided opportunities for access to information for audiences and places where information was limited. Social media is a particularly helpful resource for youth seeking information about their sexual health, particularly in cases where information about such topics can be difficult or embarrassing to seek.

Social media becomes their compass—guiding them through relationships, consent, and self-discovery—ensuring they’re armed with knowledge for informed choices in a world where sexual health is a universal right, not a privilege.

These platforms aren’t just virtual hangouts; they’re essential hubs where young minds can find accurate, inclusive information, fostering a future where sexual health is an open conversation—not a hushed secret. Social media becomes their compass—guiding them through relationships, consent, and self-discovery—ensuring they’re armed with knowledge for informed choices in a world where sexual health is a universal right, not a privilege.

And with the state of sex education throughout schools in the U.S.A. being less than ideal, we need to not only increase the accessibility of sex ed in schools (check out the #SexEdForAll hashtag on social media and this related blog post on why sex ed is essential), but we also need to reach young people outside of the classroom. Meeting young people where they’re at, online, is especially crucial given that only 29 states and DC require sex education in schools, while only 9 states have policies that include affirming sexual orientation instruction on LGBTQ+ identities or discussion of sexual health for LGBTQ+ young people.

Where do we see censorship happening on social media?

Sex education content often faces censorship on social media platforms, where community guidelines and content restrictions can limit the dissemination of vital information intended to promote awareness and understanding of important topics. For instance, platforms like Instagram or TikTok may flag or restrict posts discussing explicit anatomy, safer sex practices, or LGBTQ+ topics—deeming them as inappropriate. Even educational content, aimed to empower and inform, may be subject to algorithms or moderators, resulting in limited visibility. Such censorship not only hampers open dialogue but also impedes access to crucial information for the very audience that needs it most—the young people navigating their sexual health journey in the digital age. It is important to remember that access to health information is a fundamental human right, and efforts to censor or restrict this information on social media platforms infringe upon this right.

According to a 2020 study that recruited over 900 young adults with internet access in Kenya, Nigeria, and South Africa, about 84% of the young adults in the sample considered social media an appropriate medium for sexual health communication, with Facebook being the most preferred (40%) digital platform for sexual health promotion. It’s important to recognize that we might see similar patterns right here in the U.S.A. This data suggests that there’s a worldwide movement towards using digital platforms to spread awareness and educate people about sexual health.

On TikTok, we see sex educators and nonprofit organizations, ourselves included, unable to even use the word sex in captions, graphics, and subtitles for audio in videos. Luckily, there are ways to bypass this censorship on TikTok by using words like “seggs,” “le$bean,” “SA pronounced essay (used in sexual assault awareness content)”, “ab0rti0n,” or other forms of code words that have become second nature in our social media landscapes.

Sex Ed with DB was able to create and share a TikTok and YouTube video series entitled The Seggs Ed Show covering topics such as using lube for solo and/or partnered sex despite the social media algorithm censorship. And while The Seggs Ed Show was able to navigate around these barriers, we wonder if it would have reached even more young people if there was no censorship of sexual and reproductive health topics on TikTok to begin with.

While this is just one example of how sexual health information is being censored on social media, there are plenty of other sex educators facing barriers and constraints put in place by the algorithms.

An article from Business Insider found that while “educational content is ostensibly permitted under the TikTok Community Guidelines. Sexual-health creators, however, report that the platform’s algorithm regularly misidentifies their content as adult or sexually explicit, causing the platform to flag, deprioritize, or remove their videos.”

We saw this firsthand when we were publishing our first TikTok video talking about #SexEdForAll month, and our account was shut down for allegedly sharing inappropriate content. Luckily, we were able to dispute this claim and gain access to our account again, but we shouldn’t have to tread the waters of the algorithms’ biases to get quality information about sexual health into the hands (or phones) of young people.

So, why can we create amazing algorithms to maximize consumption, but we cannot come up with tech that can differentiate between an ad that promotes STI testing versus a sex tape?

Alarmingly, it is not the sexual and reproductive health experts who are determining what content should be accessible to young people, but rather employees within large corporations who decide what is deemed moral, appropriate, or acceptable. These decisions often result in the creation of rulebooks and policies without expert consultations. Unfortunately, this approach can hinder young people’s access to crucial sexual health information, ultimately depriving them of the resources they need.

So, why can we create amazing algorithms to maximize consumption, but we cannot come up with tech that can differentiate between an ad that promotes STI testing versus a sex tape?

Why is it important to have access to credible, comprehensive sex education information on social media platforms?

Access to credible and comprehensive sex education information on social media platforms is crucial for various reasons. First, widespread, easy access is necessary in our world today where the reality is that many young people turn to social media for information, meeting them where they are and bridging the gaps left by formal educational settings, especially in schools where access might be limited.

Second, the use of plain language and relatable communication on social media helps make complex topics understandable and relevant for a diverse audience.

Third, by providing a platform for anonymous queries, relatable content, and inclusive discussions, social media ensures that everyone, regardless of their background, can access accurate and relevant information about sexual health. This democratization of knowledge contributes to a more empowered and informed population, breaking down barriers and promoting a healthier approach to sexual education.

PHOTO CREDIT: Adobe Stock

Milagros Garrido, MS, PMP, is the Director for our Innovation and Research Department at Healthy Teen Network. Always ready for a challenge, she is at her best when she is finding clever and new ways of using technology to make the seemingly impossible a reality. Read more about Mila. 

Mariah brings an artistic lens to nonprofit communications in her role as Communications Designer. With the bulk of her experience working in social services and at affordable housing organizations—she has a passion for diving deeper into (and helping bridge the gap between) health care and housing. In her free time, Mariah can be found tending to her growing jungle of houseplants, making collage and textile art, reading Mary Oliver poems in nature, and experimenting with new vegetarian recipes. Read more about Mariah.

The post Navigating Sexual and Reproductive Health Censorship on Social Media appeared first on Healthy Teen Network.

Service providers who knew Jaden through her participating in a job readiness program and a subsidized housing program heralded her as a “poster child of success” for someone “aging out” of foster care. Jaden, which is a pseudynm to protect her identify, is one of the people featured in the book Some Type of Way: Aging out of Foster Care. While in foster care, she graduated from high school and started her associate’s degree at the local community college. She moved into an independent living apartment, where she lived on her own, with staff members always available on the ground level of the building. At age 19, Jaden left foster care and got her own apartment through a subsidized housing program. She worked in housekeeping at a hotel. Jaden aspired to work as a bartender after she completed a course where she received a bartending certificate. She planned to return to community college as soon as she could pay the fees that were incurred when she withdrew from classes the semester her mother died.

Jaden’s Perspective

While Jaden was being lauded for her successes, she was struggling. She may have “checked the boxes” of having housing, a job, and educational plans; yet life remained challenging for Jaden. The first day that Jaden moved into her apartment she spent the night at a friend’s home because Jaden—a self-proclaimed “scaredy cat”—was afraid to be alone in the apartment at night. It was several days before she felt comfortable by herself in the apartment.

Jaden felt woefully unprepared to live alone. She didn’t know how to operate the gas range and was afraid it would blow up the building. Even after a friend showed her how to use the range, Jaden did not have great cooking skills. Growing up in foster care and group homes had not prepared her for adulthood, she explained: “It’s scary…There is a lot of things I don’t know how to do.”

It wasn’t just the struggling with life skills that made Jaden’s view of herself inconsistent with service providers’ seeing her as successful. Jaden’s housekeeping job was a physically-demanding, part-time, entry-level position that didn’t pay a livable wage. There was also a 90-minute commute each way to the hotel. If Jaden had not received a bus pass and subsidized housing, she knew she would not be able to make ends meet.

Though she was making ends meet with the assistance of programs, Jaden constantly worried about her future. She shared that she didn’t know if she could keep her job in housekeeping because of the long commute and working conditions:

“I don’t know what I’m going to do. I don’t know what I’m going to do. I don’t know where I’m going to be in a month. I don’t know what is going to happen to me. I don’t know if I can keep this up any longer. ‘Cause I hate this job. I don’t know what’s going to happen if I don’t get another job. I don’t know if. I don’t know. I just don’t know. I’m just living every day and, and, kinda doing my best. Just get up and go to work every day.”

“I don’t know what I’m going to do. I don’t know what I’m going to do. I don’t know where I’m going to be in a month. I don’t know what is going to happen to me. I don’t know if I can keep this up any longer. ‘Cause I hate this job. I don’t know what’s going to happen if I don’t get another job. I don’t know if. I don’t know. I just don’t know. I’m just living every day and, and, kinda doing my best. Just get up and go to work every day.”

Jaden feared that she was one step away from being without a home and felt alone: “I have to take care of myself. Nobody’s going to give me money…That is why I get scared. If I quit, you know, or if I don’t just do something, that I can’t fall back on anything but myself.” Jaden’s words were not hyperbolic. She knew others aging out of foster care who were living under a bridge. The fear of losing her job and apartment and needing to live on the streets kept her awake some nights.

Fluidity of Success

Jaden is not alone in her experiences of aging out of foster care. As young people transition out of foster care and into adulthood, they frequently experience hardships. Many of these are caused by structural barriers. While experiencing hardships, young people also display tremendous grit and resilience. They overcome challenges and experience successes.

The paradox of being a poster child of success while also being an embodiment of the challenges highlights the fluidity of success for young people aging out. Getting a job, being in school, or having housing does not end young peoples’ hardships. Struggles continue. As young people transition into adulthood, the structural barriers they face can become larger as they have fewer resources and supports.

Young people aging out of foster care are resilient, yet also in a precarious position where their lives can unravel after a crisis. Jaden knew that losing her job and housing would be catastrophic. Even when young adults are succeeding, a change in one thing can happen that serves as a turning point and potentially alters their trajectory. To make sure that young people aging out like Jaden can successfully transition out of foster care and into adulthood, sustainable support and resources must be offered. It is imperative to make sure that even someone who is considered a “poster child of success” receives support.

Taking Action

What can we do to make sure that Jaden and others aging out of care can be successful? First and foremost, we need to understand the experiences of aging out and commit to helping youth negotiate the transition out of foster care and into adulthood.

Beyond our knowledge of and commitment to young people aging out, there are countless ways that we can support the well-being of and provide smoother transitions for those aging out of care—including action at the policy or agency level. This support can look like investing in young people aging out, preventing child maltreatment, and reforming the child welfare system—all of which could improve the lives of young adults. Services should be expanded to serve young people as they leave foster care and transition into adulthood. The resources and support offered should be developmentally appropriate for young adults, giving them autonomy and opportunities to learn from mistakes.

Everyone has the opportunity to make a difference in the lives of young people aging out of care. Our contributions will be unique, as our abilities and resources can vary. However, there is always something that we can do.

Together, we can help young people aging out of the foster care system; we can:

Be kind. Reach out to others. Build community. Help a family who may be struggling. Check-in on new parents. Fight for equity. Promote diversity. Speak up against injustices. Volunteer at agencies that help children, youth, and families. Become a guardian ad litem. Provide respite care for foster parents. Cook a meal for a foster family. Become a foster parent. Mentor a child or youth. Pursue a career serving children, youth, and families. Donate to agencies serving children and youth. Attend events promoting well-being for children and youth. Support politicians who prioritize child welfare. Advocate for children and youth. Call a senator or representative. Educate ourselves about foster care. Talk about foster care with others. Write an editorial. Fight for change. Make a difference. Get to know youth aging out of foster care. Listen to them. (Some Type of Way: Aging out of Foster Care, p. 211-212)

Listening to young people and learning their stories is something each of us can do, right now.

To learn more about the experience of Jaden and other youth aging out (and get more concrete ideas about how best to help make a difference in their lives), check out Some Type of Way: Aging out of Foster Care.

Get the Book

Dr. Lisa Schelbe is the Interim Associate Dean for Academic Affairs and Associate Professor at the Florida State University College of Social Work. She also is the Director of the Child Well-being Research Institute at the University of Kentucky College of Social Work.  She would love to be a poster child of work/life balance, but acknowledges that probably she is more of a meme than a poster child! (In her photo at the top of this blog post, Lisa sits on the floor doing mobility exercises between conference sessions.)  Her book, Some Type of Way: Aging out of Foster Care is available anywhere books are sold. (And ask for it at your local library!) Read more about Lisa Schelbe.

The post How We Can Better Support Young People Aging out of Foster Care appeared first on Healthy Teen Network.

Last week, the Alabama Supreme Court passed a ruling asserting that embryos are children…and justified the decision using religious-based, extremist ideology.

For the rest of us using science to understand biology, we know embryos are not children.

Added to the scientific facts, from a much more personal point of view, for myself, as someone who’s gone through many rounds of fertility treatment, I know this truth, emotionally. No, no matter how much you may want a pregnancy, to build your family, sadly, embryos are not children. Nor do embryos transferred into a uterus constitute a pregnancy. Declaring it so because you want to inflict your religion on others simply can’t make it so.

For me, the right to bodily autonomy has never been up for debate.

I never, not once, waivered in my support for these fundamental human rights. Not when I got my diagnosis and learned it might be hard for me to become pregnant. Not when I was experiencing the stress, anxiety, and sadness of repeated, failed cycles. Not when I was fortunate enough to complete an IVF cycle to become pregnant, to make it through pregnancy to have a live birth, not once, but twice.

No, if anything, infertility only reinforced the science for me. Embryos are not people.

After my egg retrieval and the fertilization in the lab, my husband and I would wait for the call each day, to hear how the cells were dividing, hoping they would keep dividing, and we’d get a viable embryo to transfer into my uterus. We keep the photos of those embryos that were transferred, resulting in two separate pregnancies and ultimately, became fetuses…and then, with live births, children.

PHOTO CREDIT: Gina Desiderio

And still, nope, embryos are not people.

Infertility did, perhaps, though, give me increased empathy and understanding on the catastrophic fallout of this ruling for anyone seeking fertility services to build their family.

For me, there is no dissonance between our desire to build our family, the fertility treatments I was fortunate enough to be able to access, or those embryos, and my unequivocal belief in bodily autonomy and the right to choose what is right for your own body. In fact, this experience may have even strengthened my understanding of how important the right to bodily autonomy is.

It’s heartbreaking that the Alabama ruling has stopped people from being able to access treatment necessary to build their families. Extremists have successfully enforced their religious ideologies and limited the freedoms of the people in Alabama. The freedom to determine medical interventions that are appropriate for them. The freedom to build their family. The freedom to choose.

Today, it’s Alabama, tomorrow, it’s the other states that have been rapidly outlawing access to abortion. Fetal personhood laws are currently enacted, enacted but blocked, or introduced in 14 states and counting.

Today, it’s Alabama, tomorrow, it’s the other states that have been rapidly outlawing access to abortion. Fetal personhood laws are currently enacted, enacted but blocked, or introduced in 14 states and counting.

Roe v. Wade fell. They’re working on fertility treatment. Contraception will be next, if the radical contingent keeps succeeding in forcing their religious, extremist ideology…despite the fact that the majority of Americans support access to abortion, fertility-related procedures and services, and contraception.

The Alabama ruling is not an outlier. It is what we all expected when we heard about the Dobbs decision. And it’s why we continue to raise alarms now. Because this is a continued, intentional effort to restrict Americans’ freedoms. And it has nothing to do with “life.”

So here I am again, feeling the rage, the anger, the fear, the heartbreak. Trying to take comfort that the work we do—my fellow staff members at Healthy Teen Network, and all of you, working with young people to provide them with honest, affirming sexual and reproductive care—that this work matters.

And I know it does. We’ll keep doing the work to overturn extremist legislation and religious-driven rulings, and to find a way to have our right to bodily autonomy protected by law, across the country—to advocate for these basic human rights. And in the meantime, we also keep doing the work to make sure young people have access to the education and care they need, so they can also enjoy the right to be who they are and love who they love, to have the agency, opportunity, and access to make decisions about their bodies, relationships, and futures. And feel good doing it. And yes, that includes decisions about if, when, and how to parent—or not.

Gina Desiderio, MA, is Director of Communications for Healthy Teen Network and oversees all of our communications and dissemination. Working here has only sometimes prepared Gina for spontaneous sex-positive conversations with her two young sons. Read more about Gina.

The post Sorry, Alabama, But Declaring It So Doesn’t Make It So. Embryos Are Not Children. appeared first on Healthy Teen Network.