Iowa State Board of Education finalizes pro-life curriculum rules, removes gender identity protections – Campus Reform

Report on Iowa’s New Education Policies and Their Alignment with Sustainable Development Goals

Advancements in Health, Well-being, and Quality Education (SDGs 3 & 4)

The Iowa State Board of Education has approved rule changes that directly impact several Sustainable Development Goals, particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education). The new mandates revise the human growth and development curriculum for public schools.

• Comprehensive Health Education: The curriculum will now include instruction on topics crucial for well-being, such as self-esteem, stress management, and domestic abuse for younger students. This aligns with SDG 3’s aim to ensure healthy lives and promote well-being for all ages.
• Reproductive and Sexual Health Information:
  1. For grades 5 through 12, instruction on fetal development is now required, utilizing visual aids that depict prenatal life from fertilization. This policy intersects with targets under SDG 3 related to health education.
  2. Middle school students will receive mandatory instruction on the prevention of sexually transmitted diseases, contributing to Target 3.7, which calls for universal access to sexual and reproductive health education.
• Curriculum Sourcing Restrictions: Educational materials for fetal development instruction are prohibited from being sourced from organizations associated with abortion services.

Policy Revisions Impacting Gender Equality and Reduced Inequalities (SDGs 5 & 10)

A significant policy revision affects legal and institutional frameworks related to non-discrimination, with implications for SDG 5 (Gender Equality) and SDG 10 (Reduced Inequalities).

• Removal of Gender Identity Protections: The board has implemented rules to align with a state law that removes “gender identity” as a protected characteristic under the Iowa Civil Rights Act.
• Impact on Institutional Inclusivity: This change directly impacts Target 10.3, which aims to ensure equal opportunity and eliminate discriminatory laws and policies. Public schools are now required to:
  1. Update official documents to replace the term “gender identity” with “gender theory.”
  2. Exclude “gender identity” from diversity-related policies and initiatives.
• Divergent Perspectives: Supporters of the law assert that it reinforces parental rights, while critics argue it undermines efforts to achieve gender equality and reduce inequalities for vulnerable groups.

Strengthening Institutional Frameworks for Child Protection (SDGs 16 & 4)

New rules have been established to create stronger institutional mechanisms for protecting students from abuse, directly addressing SDG 16 (Peace, Justice and Strong Institutions) and supporting the goals of SDG 4 (Quality Education).

• Enhanced Investigative Authority: The Iowa Department of Health and Human Services (HHS) is now authorized to investigate abuse allegations involving students. This measure contributes to Target 16.2, which seeks to end abuse, exploitation, and all forms of violence against children.
• Scope of Investigations: HHS will intervene in cases of alleged physical or sexual abuse by a school employee, volunteer, or vendor that occurs during school hours or at school-related activities.
• Accountability and Safe Environments: If an investigation confirms abuse, the law mandates that the school board terminate the offender’s employment. This enforcement mechanism supports Target 4.a, which focuses on providing safe, non-violent, and inclusive learning environments for all children.

Implementation and Procedural Timeline

• A public comment session on the new curriculum rules is scheduled for December 30, followed by a final vote.
• The rules expanding abuse investigation authority will take effect on January 14.

Analysis of SDGs in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 3: Good Health and Well-being
   • The article discusses new mandates for public schools to teach topics directly related to health and well-being. This includes instruction on fetal development, self-esteem, stress management, domestic abuse, and the prevention of sexually transmitted diseases. These curriculum changes aim to provide students with knowledge about physical and mental health.
2. SDG 4: Quality Education
   • The core of the article is about changes to education laws and school curricula in Iowa. It details specific requirements for what must be taught in human growth and development classes, thereby directly influencing the quality and content of education provided to students in grades 5 through 12.
3. SDG 5: Gender Equality
   • The article highlights a new law that removes “gender identity” from the Iowa Civil Rights Act and requires schools to update their policies accordingly. This action directly relates to the legal and social frameworks surrounding gender, discrimination, and equality within the educational system.
4. SDG 16: Peace, Justice and Strong Institutions
   • The approval of rules authorizing the Iowa Department of Health and Human Services (HHS) to investigate abuse cases involving students by school staff is a direct measure to protect children from violence and abuse. This strengthens institutional accountability and justice mechanisms to ensure student safety.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 3.7 (under SDG 3): “By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programmes.”
   • The article’s focus on mandatory instruction in fetal development and the prevention of sexually transmitted diseases for middle and high school students is directly linked to providing education on sexual and reproductive health.
2. Target 4.7 (under SDG 4): “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for… human rights, gender equality, promotion of a culture of peace and non-violence…”
   • The requirement to teach topics like domestic abuse prevention and stress management contributes to promoting a culture of peace and non-violence and providing life skills.
3. Target 5.1 (under SDG 5): “End all forms of discrimination against all women and girls everywhere.”
   • The law removing “gender identity” from civil rights protections is directly relevant to this target, as it alters the legal basis for addressing discrimination based on gender identity within public schools.
4. Target 16.2 (under SDG 16): “End abuse, exploitation, trafficking and all forms of violence against and torture of children.”
   • The new rules empowering the HHS to investigate physical or sexual abuse of students by school employees and requiring the termination of offenders are concrete actions aimed at ending abuse and violence against children in an institutional setting.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. For Target 3.7:
   • An implied indicator is the extent to which the new curriculum on fetal development and STD prevention is implemented across all public schools in Iowa for grades 5 through 12.
2. For Target 4.7:
   • An implied indicator is the integration of topics such as self-esteem, stress management, and domestic abuse into the required curriculum for younger and middle school students.
3. For Target 5.1:
   • A direct indicator mentioned is the revision of official school documents and diversity-related policies to replace “gender identity” with “gender theory” and exclude it from protections.
4. For Target 16.2:
   • A specific indicator is the establishment and execution of the HHS investigation process for abuse cases in schools. A further measurable indicator would be the number of school employees fired as a result of confirmed abuse investigations.

4. Summary Table of SDGs, Targets, and Indicators

Source: campusreform.org