The vast majority of sexuality education curricula and programs are created with the needs of girls in mind. Even if we don't believe it ourselves, the saying “boys will be boys” pervades sexuality education programming. Girls are set up as the sexual gatekeepers and decision-makers. Boys are either set up to be feared or widely ignored. This training will provide the most up-to-date information available about how boys learn, how co-ed sexuality education programming has failed boys, and what educators can do to be sure to reach all students and workshop participants. 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.
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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 86 - 90 of 127
What About the Boys?: Teaching About Sexuality Accurately and Effectively with Teen Boys
- Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)
- 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)
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)
LGBTQ+ 101
How can sex educators ensure that students of all sexualities and genders feel 'seen' and affirmed? This training will cover the basic knowledge instructors need to feel competent leading discussions and answering questions, and will help build skills to create inclusive environments.
- Indicator 1 (K-12): Explain how availability of supportive school staff, presence of Gay-Straight Alliances (GSAs), LGBQ-inclusive curricular resources, and the presence of comprehensive, enumerated anti-harassment school policies are related to improved school climate for students of all sexual orientations.
- Indicator 2 (K-12): Define sexual orientation and sexual identity, including that everyone has both.
- Indicator 3 (6-12): Explain the difference between sexual orientation, sexual behavior, and sexual identity.
- Indicator 4 (K-12): Demonstrate the use of inclusive and affirming language. (S)
- Indicator 5 (K-12): Demonstrate the ability to intervene effectively in homophobic and other bullying comments and actions. (S)
- 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 1 (K-12): Explain how availability of supportive school staff, presence of Gay-Straight Alliances (GSAs), gender-inclusive curricular resources, and the presence of comprehensive enumerated anti-harassment school policies are related to improved school climate for students of all gender identities.
- Indicator 2 (K-12): Demonstrate the use of inclusive and affirming language. (S)
- Indicator 3 (K-12): Define gender identity and sex assigned at birth.
- Indicator 4 (K-12): Explain how gender identity and gender expression are distinct from each other and from sexual orientation.
- Indicator 5 (K-12): Demonstrate the ability to intervene effectively in transphobic, sexist, misogynistic and other gender-related bullying comments and actions. (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)
Virtual PD - Creating Inclusive Classrooms for Students Who Are Transgender and Gender Expansive
Virtual Professional Development is a simulated classroom where teachers can practice teaching student avatars using short scenarios and support from an instructional coach, so they can quickly learn and master the skills they most need to be effective. With upper elementary, middle and high school classrooms, Virtual PD has scenarios for teachers of all grade levels across a wide range of topics aligned with the Professional Learning Standards for Sex Education (PLSSE). You can watch the video here to learn more about Virtual PD.
Using the Virtual Professional Development classroom simulator, the educator will be teaching about pregnancy and reproduction modeling the use of inclusive language for students who are transgender and gender expansive with the student avatars. They will ask the students to think-pair-share myths they’ve heard about how people can become pregnant and have a brief discussion based on their responses modeling using inclusive language related to pregnancy and reproduction. This scenario can be used with our upper elementary, middle or high school avatars.
- Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)
- Indicator 2 (K-12): Demonstrate the use of inclusive and affirming language. (S)
Strategies to Foster Youth Resiliency
Studies of adverse childhood experiences confirm what many of us know from working with young people—children raised in adverse environments are more likely to experience negative developmental outcomes, including teen pregnancy. However, many young people thrive despite the odds. What makes these young people resilient, and what can youth-serving professionals do to help foster resiliency through sexual and reproductive health programs? This workshop is dedicated to answering these important questions. Participants will review current trends in resiliency research, including the connection between resiliency and positive youth development, and examine personal attitudes around what it means to be resilient across different cultural contexts. They explore factors that make young people resilient and develop new strategies for fostering resiliency among youth, including using strengths-based facilitation and implementing support structures.
Objectives:
- Describe how positive youth development can improve youth outcomes.
- Examine personal attitudes about what it means for a young person to be resilient.
- Identify individual qualities associated with resiliency in youth.
- Identify individual educator strategies and agency-level support structures that build resiliency in diverse groups of youth.
- Implement an action plan for developing strengths and improving support structures in existing youth programs.
Visit ETR's Training & TA Form to submit your request and receive cost information.
- 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 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
Additional Trainings offered by out-of-state organizations
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Building Self-Esteem and Body Confidence
After this workshop, participants will be able to explain appearance ideals that students encounter and where pressure to achieve them comes from.
This training is designed for:
- Teachers
- Substitute Teachers
- Counselors
- Coaches
- Parents
- Clergy
- Community Workers
- Educators
- Indicator 1 (K-12): Describe three distinguishing characteristics between healthy and unhealthy relationships, involving family, friends, and/or romantic partners.
- Indicator 1 (K-12): Describe how puberty prepares the human body for the potential to reproduce.
- 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.