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 1 - 5 of 154
Training

Coping Skills in the Classroom

Coping skills are strategies we use to manage unpleasant emotions, decrease stress, and establish order in our lives. They can be used in the classroom both by students and teachers. Participants will not only learn practical skills to use in their daily lives but also how to teach these skills to their students.

In person Online
State Organization
Cost -
Please contact alexandra@gcapp.org for details
Length -
90-minutes
Age Group(s) -
Grades K-2, Grades 3-5, Grades 6-8, Grades 9-10, Grades 11-12
Topic(s) -
Creating an inclusive and affirming learning environment, Effective teaching strategies
State(s) -
Georgia
Organization Information
Professional Learning Standards for Sex Education (PLSSE) Indicators
Training

Fat Liberation is Queer Liberation

Even within justice-oriented spaces, fatphobia, a system of oppression, is frequently normalized and ignored. Due to diet culture and body surveillance under the guise of public health, we are not often given the space to discuss liberation from fatphobia. This workshop allows the audience to reflect on how fatphobia is normalized and shows up in their lives, discuss how fatphobia is explicitly tied to every other system of oppression, and tie fat liberation to queer and trans liberation as we advocate for ourselves and our communities in the fight against fatphobia.

In this training, participants will:

  • Discuss how fatphobia is normalized and how it occurs in daily life, and unlearn myths about health and thinness.
  • Gain an understanding of how fatphobia is tied to all other systems of oppression and how fat liberation is connected to queer and trans liberation.
  • Examine their own internalized fatphobia and identify strategies for self-advocacy and community advocacy. 
  • Share local and national resources on fat positivity and liberation. 
In person Online
State Organization
Cost -
$350
Length -
2.5hrs
Age Group(s) -
Grades K-2, Grades 3-5, Grades 6-8, Grades 9-10, Grades 11-12
Topic(s) -
Conscious and unconscious bias about race, ethnicity, and culture disclosure, Creating an inclusive and affirming learning environment, LGBQ+ identities, Racial and reproductive justice, Transgender and gender expansive identities, Values
State(s) -
Michigan
Organization Information
Professional Learning Standards for Sex Education (PLSSE) Indicators
Conscious and unconscious bias about race, ethnicity, and culture Indicators
  • Indicator 1 (K-12): Define conscious and unconscious bias and explain how they could influence one’s teaching of sex education.
Creating and inclusive and affirming learning environment Indicators
  • 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)
LGBQ+ Identities Indicators
  • Indicator 4 (K-12): Demonstrate the use of inclusive and affirming language. (S)
  • Indicator 6 (K-12): Explain three ways that LGBQ+ youth are at disproportionate risk for health disparities.
  • 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)
Racial and Reproductive Justice Indicators
  • 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 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.
Transgender and Gender Expansive Identities Indicator
  • Indicator 6 (K-12): Explain three ways that transgender and gender expansive youth are at disproportionate risk for health disparities.
  • 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)
Values Indicators
  • 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
Training

What's Up With Teens These Days?: Classroom Management Edition

Participants will be reminded of normal patterns of development during adolescence and discuss strategies for maintaining professionalism with adolescent students.

This training is designed for: 

  • Teachers
  • Substitute Teachers
  • Counselors
  • Coaches
  • Educators
In person Online
State Organization
Cost -
TBD
Length -
2 hours
Age Group(s) -
Grades 6-8, Grades 9-10, Grades 11-12
Topic(s) -
Puberty and adolescent development
State(s) -
Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming
Organization Information
Professional Learning Standards for Sex Education (PLSSE) Indicators
Puberty and Adolescent Development Indicators
  • 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.
Training

Self-Care in the Classroom

Self-care is more than just bubble baths and facials; it is vital to our mental health and can include everyday activities, like walking and breathing. School staff can model healthy self-care and pass it along to their students. We will discuss what self-care can look like in your classroom both virtually and in-person.

In person Online
State Organization
Cost -
Please contact alexandra@gcapp.org for details
Length -
90-minutes
Age Group(s) -
Grades K-2, Grades 3-5, Grades 6-8, Grades 9-10, Grades 11-12
Topic(s) -
Creating an inclusive and affirming learning environment, Effective teaching strategies
State(s) -
Georgia
Organization Information
Professional Learning Standards for Sex Education (PLSSE) Indicators
Creating and inclusive and affirming learning environment Indicators
  • 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)
Training

Inclusive Sex Education for Expectant and Parenting Youth

Although expectant and parenting youth (EPY) express a need for sex education (contraception, healthy relationships, etc.), many programs are not adequately inclusive of EPY. This interactive training will help educators and service providers recognize the need for EPY inclusivity and support in pregnancy prevention programming and provide concrete strategies for implementation. We will discuss our experiences working with EPY from across the state and how their feedback helped us to develop a toolkit of strategies for adults working with EPY to ensure they’re being effective and affirming.  We will also identify and demonstrate ways to alter our language choices related to young parents and interrupt common myths and stigma about teen parenthood, allowing EPY to better engage with the content in sex education programs. Finally, we will have a hands-on component where participants will analyze sample sex education curriculum and work in small groups to tailor the content to be more EPY-inclusive. 

In this training, participants will:

  • Gain an understanding of the needs of EPY, including those related to sex education.
  • Review relevant and current data on EPY.
  • Look at the relationship between pregnancy prevention initiatives and EPY.
  • Discuss the creation and content of the Expectant and Parenting Youth Inclusivity Toolkit.
  • Apply EPY inclusivity principles in reviewing and adjusting curriculum.
In person Online
State Organization
Cost -
$300
Length -
3hrs
Age Group(s) -
Grades K-2, Grades 3-5, Grades 6-8, Grades 9-10, Grades 11-12
Topic(s) -
Conscious and unconscious bias about race, ethnicity, and culture disclosure, Contraception, pregnancy, and reproduction, Creating an inclusive and affirming learning environment, Effective teaching strategies, LGBQ+ identities, Responding to challenging questions, Sex education in schools, Values
State(s) -
Michigan
Organization Information
Professional Learning Standards for Sex Education (PLSSE) Indicators
Conscious and unconscious bias about race, ethnicity, and culture Indicators
  • Indicator 3 (K-12): Explain how an educator’s personal beliefs about racial and reproductive justice could influence their teaching of sex education.
  • Indicator 4 (K-12): Describe three strategies to reduce the impact of conscious and unconscious bias and enhance cross-cultural interactions in the classroom when teaching sex education.
Contraception, Pregnancy, and Reproduction Indicators
  • Indicator 5 (6-12): Describe pregnancy options, including parenting, adoption, and abortion.
  • Indicator 6 (6-12): Identify three federal and/or state laws that impact young peoples’ access to effective reproductive and sexual health care (e.g. age of consent for services, confidential access to health care services, and access to condoms)
Creating and inclusive and affirming learning environment Indicators
  • Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)
Effective Teaching Strategies Indicators
  • Indicator 3 (K-12): Explain the differences between positive vs. shaming approaches to teaching sex education.
  • 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)
LGBQ+ Identities Indicators
  • Indicator 4 (K-12): Demonstrate the use of inclusive and affirming language. (S)
  • Indicator 6 (K-12): Explain three ways that LGBQ+ youth are at disproportionate risk for health disparities.
  • Indicator 8 (K-12): Explain why it is essential to include positive portrayals of LGBQ+ people in lessons.
Responding to Challenging Questions Indicators
  • Indicator 2 (K-12): Demonstrate the ability to effectively respond to three different types of challenging questions. (S)
Sex Education In Schools Indicators
  • 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.
Values Indicators
  • 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)

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Additional Trainings offered by out-of-state organizations

Displaying results 23 - 23 of 49
Training

GSA Advisor Workshop 

Many supportive educators and school staff are asked to be Gay Straight Alliance (GSA) advisors, but don’t know where to start. GSAs (also known as gender and sexuality alliances, queer straight alliances, and other names) are student-driven clubs for LGBTQ+ students and allies. They play a huge role in making schools more safe and supportive.

In person Online
State Organization
Cost -
$350
Length -
3hrs
Age Group(s) -
Grades K-2, Grades 3-5, Grades 6-8, Grades 9-10, Grades 11-12
Topic(s) -
Conscious and unconscious bias about race, ethnicity, and culture disclosure, Creating an inclusive and affirming learning environment, LGBQ+ identities, Transgender and gender expansive identities, Values
State(s) -
Michigan
Organization Information
Professional Learning Standards for Sex Education (PLSSE) Indicators
Conscious and unconscious bias about race, ethnicity, and culture Indicators
  • Indicator 1 (K-12): Define conscious and unconscious bias and explain how they could influence one’s teaching of sex education.
  • Indicator 3 (K-12): Explain how an educator’s personal beliefs about racial and reproductive justice could influence their teaching of sex education.
  • Indicator 4 (K-12): Describe three strategies to reduce the impact of conscious and unconscious bias and enhance cross-cultural interactions in the classroom when teaching sex education.
Creating and inclusive and affirming learning environment Indicators
  • 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)
LGBQ+ Identities Indicators
  • 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 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)
Transgender and Gender Expansive Identities Indicator
  • 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 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)
Values Indicators
  • 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