Sexual Violence Prevention
Updates were made to this article after the move to a new website hosting platform in September 2023.
South Washington County Public School District 833
F.L.A.S.H.
A Gender Inclusive Sexual Health Curriculum
Created by by the Family Planning Program of Public Health in Seattle and King County, Washington
District 833 began using the FLASH curriculum in 2019 for Secondary school age children in Grades 6-12. Prior to that time, their health curriculum was pieced together from multiple resources in order to meet state health standards.
My children attended district K-9 from 2011-2021, so my personal experiences as a parent pre-dated FLASH. I saw many concerning policies being passed by the school board in the months just prior to pulling my children out.
In May of 2021 the district updated Policy 525. Violence Prevention, so that not only was the policy’s Purpose revised to omit any language recognizing the increase in violence within District 833 schools, but the development of new curriculum was also added to Policy 525 (red type below), which was to address strategies in preventing child sexual abuse.
District 833, POLICY 525. Violence Prevention
This part was struck out which means the district no longer acknowledges an increase in violence among the districts juvenile population both ON our streets and IN our schools.
Part IV. Prevention Strategies, identifies 19 areas of strategy adopted in 2021 “to promote safe and secure learning environments, to diminish violence in our schools, and to aid in the protection of children whose health or welfare may be jeopardized through acts of violence.”
When I read that the district had developed new curriculum around this topic, I couldn’t help but wonder …
How does the district protect students from becoming objects of sexual violence? How are students being taught to “recognize sexual abuse and assault, boundary violations, and ways offenders groom or desensitize victims” ? How is groomer defined? And what does it mean to mobilize bystanders?
It is a delicate balance, because in talking about sex with pubescent teenagers it is also important not to normalize it at such a young age, since that in itself could be a form of grooming and desensitizing.
There is a fine line between staying within the safe boundary of childhood innocence and crossing over into dangerous territory. In writing this series, the reality of respecting that line stands before me even now, and I can imagine the difficult task for any school board or curriculum committee. When it comes to sexuality, a simple string of words or a suggestive image, even when used with the desire to educate, can have the opposite effect.
It is easy to see how the creation of something so spiritually beautiful, which God intended for good, has been twisted by evil into something so physically perverse.
What does sexual violence mean to you?
I want you just to visualize for a moment what you think of. When the words “child sexual violence” are spoken, don’t we all have a library of images that run through our brain? I know I do.
I was 12 years old, living in West St Paul, when 11-year old Jacob Wetterling went missing in St. Joseph, Minnesota October 22, 1989. He would be the same age as me today if he had not been kidnapped at gunpoint, sexually molested and murdered.
In a future article, I intend to elaborate more on the libraries of experience we all have, but for now I want to summarize the library SoWashCo has chosen to push.
an upside down reality
To my Christian Worldview, the FLASH curriculum reads to me like an upside down reality in which sin must to be tolerated and righteousness must be condemned. I was surprised to learn that my 40+ years of personal understanding of violence was all in direct conflict with the lessons about violence taught to children through FLASH.
I expected to find a warning to children about stranger safety, or the grooming tactics of offenders, or the harmful effects of pornography (which is like a drug), or the dangers of the $150 billion human trafficking industry.
This kind of prevention was simply missing.
Instead of caution, I found lessons in sexual affirmation, a socially acceptable gender glossary (HERE), classroom role playing, where to obtain a wooden or plastic penis model for classroom condom skills, and the many condom options on the market including vagina condoms and lubricants available in every size, shape, thickness, color and flavor. (Many of these resource were listed in the curriculum, but I won’t be sharing them here.)
Instead of warnings about natural consequences, I found “sexual health resources” for pro-choice abortion clinics, emergency contraceptives, confidential sex FAQ, and product delivery. I found the LGBTQ Family Acceptance project, Teaching Tolerance, a Toolkits for LGBT Best Practices, and videos to be shown in class about LGBTQ Discrimination (HERE).
Instead of stranger safety (which our local Cub Scouts and Boy Scouts teach, BTW) or grooming tactics to be wary of, I found warnings to children about “the ways society places expectations on people to be heterosexual.”
To be clear, the lessons I found in the curriculum are from the FLASH curriculum only. SoWashCo Schools uses this as a template that they tweak to fit their vision. The district does have the ability to tame down the gender inclusive curriculum if, for instance, it is in direct conflict with some religions. The district does not recognize this though, and instead they have chosen to double down. To give you an example, here is one of SoWashCo’s counseling resources, Change To Chill. A busy parent wouldn’t know it by the title of this mental health resource, but follow the link to learn about Allina’s adorable non-binary Gender Unicorn.
Used at Middle and High
SoWashCo Schools uses FLASH to teach sexual violence prevention in Middle School and High School. I concentrate on High School here, but the same categories exist in Middle as a watered down version. Since FLASH for Elementary does not have a violence prevention component, I did not begin my research there. Soon I hope to have that information also.
I filed a data request with District 833 in June to review the FLASH sexual violence prevention curriculum. I was not allowed to take photos or to obtain copies of the curriculum, so all Summaries and Objectives below are screenshots from FLASH’s website. This information is published online and free for all to see (View HERE)
My guess is that the district did not know this information was available online, or they would not have 1) required that, in order to view the curriculum, I sit in a private room of the District Program Center while closely monitored by Communications Director, Shawn Hogendorf, or 2) required that, in order to obtain my own copy of the curriculum, I pay $500 to the district.
I opted not to buy the curriculum and so I spent over six hours taking notes. In the end, I was happy not to have to pay the $500 curriculum fee, because once again the district must not have known that this can be purchased directly through FLASH for $50.
NOTE : All wording in PURPLE, or offset by a box, is a direct FLASH curriculum quote.
High School FLASH: Sexual health education curriculum
“FLASH is inclusive of LGBTQ individuals throughout the curriculum. LGBTQ youth experience worse sexual health outcomes than their heterosexual peers, including higher rates of pregnancy, STD’s and sexual violence.”
Authors : Andrea Gerber, Kari Kesler, Mo Lewis, Rebecca Milliman, and Becky Reitzer
The High School FLASH sexual health curriculum has 15 Lessons in total. Lesson 1 is Climate Setting and begins by laying out classroom ground rules of promoting safety and respect. Lesson 15 is Improving School Health and ends by creating a social norms campaign with posters throughout the school to promote inclusive school environments. Sexual Violence Prevention is found in the middle, Lessons 4-8, and makes up the core material for this version of Health education.
Undoing Gender Stereotypes is the foundation for FLASH’s sexual violence prevention lessons.
This lesson strives to prevent perpetration of sexual assault by addressing the risk factors for perpetration identified by the CDC: hypermasculinity; societal norms that support male superiority and sexual entitlement; and societal norms that maintain women’s inferiority and sexual submissiveness.
The lesson allows students to uncover the unhealthy consequences of rigid gender norms and to develop health-enhancing alternatives.
Lesson 4
SEXUAL ORIENTATION AND GENDER IDENTITY
Gender Identity
Gender Identity is a deep feeling people have about whether they are a guy, a girl, both , neither or somewhere in between.
People often know their gender identity when they are very little, before they start kindergarten, although everyone is different and some people will know when they are younger or older.
“Everyone has a sexual orientation and a gender identity.
A person knows their sexual orientation because of who they feel attracted to, not because of who they have sex with.”
A person knows their gender identity because they feel like a boy, a girl, both, neither or somewhere in between, not because of their body parts.”
Students go on to watch a video about gender discrimination in which the main character has a dream about walking through the hall at school and being bullied for being straight.
The class is to talk about how people in our society are given the message that being straight is the “right” or “normal” way to be. “How can these messages harm or limit people? (including straight, gay, lesbian, bisexual, transgender and cisgender people)” Then the teacher is to “lead a class discussion about the ways society places expectations on people to be heterosexual and gender conforming.”
Lesson 5
GENDER STEREOTYPES
The teacher is to facilitate a Gender box brainstorm for the class. They are to create “Act Like a Man” boxes and “Act Like a Lady” boxes. The point of the lesson appears to be in recognizing the worst perpetrators of gender stereotyping. FLASH instructs the teacher to say, “Every day we get messages about what it means to be a man or woman. Where are some of the places we get these messages? (possible answers by the students might be: TV shows, commercials, school, our families and our religions)”
Traditional Gender Expectations
Gender Stereotypes are very common in US culture, as well as many cultures worldwide. They are rigid ideas about how people should act, based on their gender. Gender stereotypes can be harmful to men and women. They can pressure people to stay in the “gender box”, which is limiting.
When people believe the stereotypes it can lead to treating other people badly, or to making poor health decisions. In extreme cases, gender stereotypes can make sexual violence more likely to happen…
Traditional Expectations of Men
Tough – Men are expected to be tough and not show weakness, even when they are in danger or hurt. Men are expected to act and dress manly. Men are expected to sometimes settle problems with violence.”Tough – Men are expected to be tough and not show weakness, even when they are in danger or hurt. Men are expected to act and dress manly. Men are expected to sometimes settle problems with violence.
In Charge – Men are expected to be decision makers, including in relationships. Men are expected to be dominant.
Sexually in control – Men are expected to be the initiators of dating and sex. Men are expected to always want sex. They are taught to believe that women want sexual attentions from them.
Traditional Expectations of Women
Submissive or weak – Women are expected to do what others say. Women are expected to be weaker than men, both physically and emotionally
Emotionally unstable or irrational – Women are labeled as being hormonal, moody, jealous, clingy and dramatic. Women are perceived as unstable and not able to be in control of major decisions.
Sexually available / sexually pure – Women are expected to live up to two conflicting values. They are expected to be virgins, but also to be sexually available and experienced. Women’s value is based largely on their sexuality and beauty. They are labeled “sluts” if they are perceived to dress in sexy ways or be interested in sex. They are labeled “teasers” if they do not want to have sex.
I must admit, one of the scenarios given as an example of Gender Expectations did confuse me slightly…
1. On Saturday night, Aleesha had sex with her girlfriend even though she wasn’t in the mood because she didn’t want to hurt her girlfriend’s feelings.
– Which traditional expectation of women is likely influencing Aleesha’s actions?
– How might Aleesha feel in this situation?
– What problems could this expectation cause for Aleesha?
– What advice would you give to Aleesha to challenge this gender expectation?
Lesson 6
HEALTHY RELATIONSHIPS
Language Arts book suggestion: “Breathing Underwater” by Alex Flinn, 2001. Exams dating violence from the perspective of the abuser, a 16-year old boy. Use book for in-class discussion or writing assignment.
Unhealthy Relationships
There is a lot of family violence, sex and abuse in this book. Nick’s dad is not only psychologically abusive, he is physically abusive especially after drinking. Nick’s dad punches him in the face and beats him, and he too was abused as a child by his father. Other students in the book also talk about their fathers’ psychological abuse and physical punishment.
“Leo relates how his stepfather pitted him against his twin brother. If his twin did anything wrong, Leo had to hit him. The stepfather often made the brothers fight each other until Leo finally stopped talking to his brother altogether. His brother committed suicide.” (PluggedIN book review is HERE)
Lesson 7
COERCION AND CONSENT
“Coercion and Consent focuses on resetting societal norms that lead to perpetration of sexual violence …
This lesson focuses on the following CDC risk factors for perpetration: (1) general tolerance of sexual violence within the community, and (2) societal norms that support male superiority and sexual entitlement.”
“… In the fields of public health and sexual violence prevention, the recommended approach to reduce sexual violence is to address “upstream” risk factors for perpetration. FLASH’s sexual violence prevention lessons address the risk factors for perpetration identified by the CDC that are amenable to change through a school-based curriculum.”
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- Hostility toward women
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- Hypermasculinity (exaggerated adherence to traits stereotypically attributed to men)
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- General tolerance of sexual violence within the community
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- Societal norms that support male superiority and sexual entitlement
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- Societal norms that maintain women’s inferiority and sexual submissiveness.
Students are to define the following …
Sexual assault: Coercing or forcing another person into sexual contact. (Types include rape, incest, harassment, child sexual abuse)
Coercion: The use of manipulation to persuade people to do something they may not want to do, such as being sexual or performing certain sexual acts. (Types include manipulation, abusing a position of power, older person taking advantage of a younger person, alcohol and other drugs.)
Consent: Permission or agreement to engage in sexual activity.
Lesson 8
ONLINE SAFETY
Students brainstorm online and digital technology resources used by teens, and what those resources are used for. They evaluate their brainstorm to determine the potentially positive and negative roles of technology and social media. The teacher leads a discussion about sexual violence, specifically as it relates to technology, and then students use a research-based list of “online behaviors to avoid” to identify risky behaviors in a series of scenarios involving online communication.
End of FLASH : Sexual Violence Prevention
In this article I have explained SoWashCo’s chosen curriculum FLASH, as it is written.
Next up is, What does child sexual violence mean to you? The key tactics used by offenders. Who defines family? And how does SoWashCo incorporate FLASH violence prevention into their secondary Health Classes? I will also compare the difference between what is told to caregivers versus what is taught to students in the classroom.
By JAiME for SCHOOLS on July 26th, 2023
Resource List
SoWashCo Schools, Policy 525 VIOLENCE PREVENTION, May 2021 revision can be found under the May 20th, 2021 Business Meeting at … https://www.sowashco.org/about-us/school-board