NYC kindergarten students learning about penises, vulvas through city’s HIV/AIDS curriculum

New York City Public School Students Learn about HIV in Kindergarten

New York City public school students as young as 4 are now learning about HIV in kindergarten as part of the city’s efforts to address the Sustainable Development Goals (SDGs). The city’s HIV/AIDS curriculum, which was revamped in September, includes lessons for 4- and 5-year-olds centered around a book called “These are My Eyes, This is My Nose, This is My Vulva, These are My Toes” by Lexx “The Sex Doc” Brown-James, a sex educator and therapist based in St. Louis.

Emphasizing Inclusivity and Respect

The book aims to teach children about gender diversity and inclusivity. It states, “Some girls wear dresses, some girls won’t, some girls have vulvas and some girls don’t. Some boys have a penis but not all boys do. To always use your manners, ask ‘What may I call you?'” The book also introduces children to gender-neutral pronouns, stating, “EJ is not a girl or a boy. So not he or she. To show you care, always use ‘they,’ ‘them,’ and ‘theirs.'”

Integrating HIV Education into the Curriculum

The lessons for kindergarten students, which include a video adaptation of the book specifically created for NYC Public Schools, lay the foundation for learning about the human immunodeficiency virus (HIV) and its connection to AIDS in later grades. The K-12 program, called “Growing Up and Staying Safe: New York City K-12 HIV Education Curriculum,” is the city’s response to state-mandated HIV/AIDS lessons and was partially funded by the Centers for Disease Control and Prevention (CDC).

Concerns and Controversy

While the curriculum aims to promote inclusivity and provide age-appropriate education about HIV, some parents have expressed concerns. Natalya Murakhver, an Upper West Side mom and co-founder of the nonprofit Restore Childhood, called the curriculum “beyond inappropriate” and believes that such content should be introduced at home rather than in schools. Some parents have also raised concerns about the level of detail provided in kindergarten and how it may progress in later grades.

Progression of HIV Education

The curriculum progresses as students advance through grade levels. In first grade, students learn that HIV can be transmitted through the blood or body fluids of an infected person. Second graders learn about blood and medication, and by third grade, they are expected to be able to summarize what HIV is and identify ways it can and cannot be passed. Fourth graders learn that HIV can specifically be passed through unclean needles used for drugs or tattoos and sexual contact.

Teacher Training and Updates

Throughout March, teachers were offered credit-eligible webinars on HIV education through the Office of School Wellness Programs. These webinars aimed to provide teachers with strategies for effective instruction and explore curriculum concepts and skills. The revamped curriculum was announced by the Department of Education (DOE) in September 2024, marking the first update to the material since 2012.

Commitment to Student Health and Well-being

The DOE’s revamped HIV curriculum reflects a commitment to student health and well-being, inclusivity, and respect. Schools Chancellor David Banks stated that the curriculum incorporates feedback from educators and student focus groups, is grounded in equity and anti-bias, and aligns with Social-Emotional Learning Competencies. It aims to provide students with access to quality sexual health education.

SDGs, Targets, and Indicators

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

• SDG 3: Good Health and Well-being
• SDG 4: Quality Education
• SDG 5: Gender Equality

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

• SDG 3.3: By 2030, end the epidemics of AIDS, tuberculosis, malaria, and neglected tropical diseases and combat hepatitis, water-borne diseases, and other communicable diseases.
• SDG 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development.
• SDG 5.6: Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences.

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

• Indicator for SDG 3.3: Number of new HIV infections per 1,000 population.
• Indicator for SDG 4.7: Percentage of students who have received comprehensive sexual education.
• Indicator for SDG 5.6: Percentage of women and girls who have access to sexual and reproductive health services.

4. SDGs, Targets, and Indicators

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Source: nypost.com

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