Puberty is a time of physical, emotional, and social changes that can cause some young people great angst. Equipping students with the knowledge and skills about these changes can help them navigate through this challenging time and emerge strong, happy, and healthy. This workshop will provide you with a number of lessons to teach students about the changes of puberty, and will help you improve your skills on addressing this sensitive topic in an inclusive way. This workshop can be tailored to meet the specific needs of your group, school, or agency. All content is aligned with the National Sexuality Education Standards, the National Teacher Preparation Standards for Sexuality Education, and the Professional Learning Standards for Sex Education.
Find trainings in your area:
To locate trainings in your area, use the search fields above. You can search by topic, state, grade band, type of training, as well as in-person or online.
Training Hub
The Sex Education Collaborative Training Hub lists trainings for sex educators, facilitators, and other professionals on best practices for sharing important information with clients and the public. From teaching anatomy inclusively to effectively addressing bias in the classroom to addressing racial justice and equity in sex education, the Training Hub includes trainings, technical assistance, and policy support from state, regional, and national leaders in the field of sex education.
Please note: The Training Hub includes both in-person and online professional trainings. If you see a training you are interested in and it isn’t listed as virtual, please reach out directly to any of our members to find out what's possible!
Trainings Offered by State-Based and National Organizations
Displaying results 66 - 70 of 154
Puberty 101: Teaching about the Birds and the Bees
- Indicator 2 (K-12): Demonstrate three student-centered instructional approaches that support a variety of learning styles. (S)
- Indicator 2 (K-12): List three physical, three social, and three emotional changes that occur during puberty.
- Indicator 3 (K-12): Identify three practices that students can adopt for maintaining healthy habits beginning during puberty.
How to Talk About Dual Protection
Designed for educators and clinicians, this eLearning gives participants the information and skills they need to address the increasing rates of STIs, whether working in the classroom or clinic. In this training, you will practice communicating with people who are resistant to using dual protection by using real-life scenarios tailored to your profession. Walk away feeling ready to explain dual protection and confident communicating about the barriers young people are experiencing.
- Indicator 2 (6-12): Demonstrate the steps necessary for effective external and internal condom use and how to access condoms. (S)
- Indicator 4 (6-12): Explain methods of contraception, including the latest medical advances that are popular among young people.
- Indicator 5 (6-12): Demonstrate the steps necessary for effective external and internal condom use and how to access condoms. (S).
- Indicator 7 (6-12): Identify three medically accurate and youth-friendly resources for STD/STI and HIV prevention, testing, and treatment
Personal Safety: Knowing Signs and Drawing Lines
Personal Safety: Knowing Signs and Drawing Lines will help increase middle and high school health professionals’ knowledge of various forms of interpersonal violence that young people often face, as well as provide concrete actions that educators and professionals can take to respond.
Format/platform:
- Online Learning Management System (Canvas e-learning), hosted by Rutgers University
- Six-hours of total contact time utilizing videos, podcasts, instructional games, discussion boards, written assignments, presentations, readings, and visual animations
- Asynchronous
- Instructor-led
All content is aligned to the National Sexuality Education Standards, the National Teacher Preparation Standards for Sexuality Education, the Professional Learning Standards for Sex Education, and the Areas of Responsibility and Competencies for Health Education Specialists.
- Indicator 2 (K-12): Demonstrate three student-centered instructional approaches that support a variety of learning styles. (S)
Addressing Trafficking in School
In this eLearning unit, learn how, as an educator or school employee, you can identify signs that a student may be experiencing or vulnerable to sex or labor trafficking. This unit employs stories, interactive dialog, quizzing, and video to promote learning. Suggested prerequisite: Human Trafficking 101.
Through Healthy Teen Network’s partnership with the University of Maryland School of Social Work’s Prevention of Adolescent Risk Initiative, we are pleased to share resources on human trafficking. Although these resources are focused on specifics for the state of Maryland, anyone from any state can learn about human trafficking as well.
- Indicator 1 (K-12): Describe three distinguishing characteristics between healthy and unhealthy relationships, involving family, friends, and/or romantic partners.
- Indicator 6 (K-12): Explain three ways that LGBQ+ youth are at disproportionate risk for health disparities.
- Indicator 7 (K-12): Identify three credible, medically accurate, youth-friendly resources that can provide information or support related to sexual orientation.
- Indicator 8 (K-12): Explain why it is essential to include positive portrayals of LGBQ+ people in lessons.
- Indicator 9 (K-12): Demonstrate three strategies that can be used to include positive portrayals of LGBQ+ people in lessons. (S)
- Indicator 6 (K-12): Explain three ways that transgender and gender expansive youth are at disproportionate risk for health disparities.
- Indicator 7 (K-12): Identify three credible, medically accurate, youth-friendly resources that can provide information or support related to transgender and gender expansive people.
- Indicator 8 (K-12): Explain why it is essential to include positive portrayals of transgender and gender expansive people in lessons.
- Indicator 9 (K-12): Demonstrate three strategies that can be used to make lessons affirming for transgender and gender expansive people. (S)
Training of the Trainer (TOT)
Cardea provides multi-day Training of the Trainer (TOT) workshops to support participants in the delivery of foundations training and curricula training designs. Training of Trainers (TOT) workshops build the capacity and skills needed to replicate our successful training designs.
Additional TOT training can be customized to support staff in effective facilitation skills, classroom management, parent engagement, and district-level technical assistance strategies.
- Indicator 3 (K-12): Explain how an educator’s personal beliefs about racial and reproductive justice could influence their teaching of sex education.
- Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)
- Indicator 2 (K-12): Demonstrate three strategies for creating culturally responsive classrooms. (S)
- Indicator 3 (K-12): Describe three elements of a trauma-informed approach to sex education.
- Indicator 4 (K-12): Demonstrate three strategies of a trauma-informed approach to sex education (e.g. giving trigger warnings before content on sexual assault and allowing students the right to pass as appropriate, etc.). (S)
- Indicator 1 (K-12): Describe the importance of teachers’ maintaining professional boundaries when teaching sex education.
- Indicator 1 (K-12): Demonstrate the ability to build rapport with students. (S)
- Indicator 2 (K-12): Demonstrate three student-centered instructional approaches that support a variety of learning styles. (S)
- Indicator 3 (K-12): Explain the differences between positive vs. shaming approaches to teaching sex education.
- Indicator 4 (6-12): Demonstrate how to use the experiential learning cycle when teaching. (S)
- Indicator 5 (K-12): Describe three effective strategies for practicing skills with students.
- Indicator 6 (K-12): Describe three strategies for actively involving parents, caregivers, and other trusted adults in a sex education program.
- Indicator 7 (K-12): Demonstrate the ability to analyze and tailor lesson plans to match the age, developmental stages, cultural backgrounds, and other identities of students. (S)
- Indicator 1 (K-12): Define racism (including individual, interpersonal, institutional, ideological, structural, and systemic), racial micro-aggressions, and reproductive justice.
- Indicator 2 (K-12): Name three sexual health inequities and some of their systemic causes (e.g., African American women living with HIV have expressed mistrust toward healthcare professionals, in part, as a result of systemic racism).
- Indicator 3 (K-12): Describe three ways power, privilege, prejudice, discrimination, and stereotypes related to age, race, ethnicity, sexual orientation, gender, gender identity, socio-economic status, immigration status, and/or physical or intellectual ability can impact sexual health and reproductive justice.
- Indicator 4 (K-12): Describe three effective response strategies when a student or school community member has been hurt or wronged by bias.
- Indicator 5 (K-12): Describe three strategies educators can use to acknowledge and proactively work to mitigate the impact of bias on their students’ sexual health and multiple, intersecting identities.
- Indicator 1 (K-12): Describe three health (e.g. physical, social and/or emotional) and/or academic benefits of sex education for young people
- Indicator 2 (K-12): Describe state and/or district laws, policies, and standards that relate to sex education where one teaches.
- Indicator 1 (K-12): Explain the differences between personal and universal values relating to sexuality.
- Indicator 2 (K-12): Describe how verbal and nonverbal expression of personal values, and comfort with topics related to sex education, could impact one’s teaching
- Indicator 3 (K-12): Explain the importance of educators refraining from sharing their personal values when implementing sex education.
- Indicator 4 (K-12): Demonstrate the ability to respond effectively to students’ values-based comments and questions. (S)
Additional Trainings offered by out-of-state organizations
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Creating Safer Spaces in the Classroom
Each of us has experienced some type of trauma, whether it is collective trauma- like a natural disaster- or a personal trauma- like sexual abuse. In the classroom, trauma can show up in ways that look like behavior issues and actions that require discipline. Participants will learn small changes that can make a big difference in the classroom for students who have experienced trauma.
- Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)
- Indicator 3 (K-12): Describe three elements of a trauma-informed approach to sex education.
- Indicator 4 (K-12): Demonstrate three strategies of a trauma-informed approach to sex education (e.g. giving trigger warnings before content on sexual assault and allowing students the right to pass as appropriate, etc.). (S)