Abstract
The fear of children getting victimized by strangers is the basis for several current pieces of legislation, specifically Megan ’ s law, despite the lack of corresponding empirical data. This legislation causes significant negative consequences for those who are on the registry, especially for juvenile offenders as they have unique challenges they face regarding labeling and societal reintegration. As most juveniles receive most of their sex education in school, and a lack sex education is a contributing factor to the commission of sex offenses, this study aims to explore a proactive method of preventing sex offenses. This study includes exploratory interviews with sex education teachers to highlight the critical gap between training for sex education and teaching sex education, and the difference between teaching sex education and knowledge about sex offenses. This study opens the dialogue regarding these connections and calls for proactive thinking in preventing juvenile sex offenses.
Highlights
IntroductionA significant challenge for juvenile sex offenders is a lack of sex education in both the number of sources and availability of information
This research creates a discussion surrounding the necessity of having a stronger sex education curriculum in middle schools and high schools because it might positively influence adolescent involvement in sex offenses
As research shows a lack of sex education about sex offenses and among sex offenders, our study focuses on looking at this concern from a proactive approach (Charman and Clare, 1992; Milloy, 1994)
Summary
A significant challenge for juvenile sex offenders is a lack of sex education in both the number of sources and availability of information. Beginning in 1982, the United States (US) federal government provided two billion dollars-worth of funding for abstinence-onlyuntil-marriage (AOUM) programs, limiting education about sex, consent, and sexual offenses (Funding Table, 2018). Though sex education had varied widely across the United States since there is a decline in formal sex education to adolescents (Hall, Sales, Komro, and Santelli, 2016; Lindberg, Maddow-Zimet, and Boonstra, 2016). These factors prove significant challenges to improving the quality and quantity of sex education adolescents receive
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