Advocates staff provides technical assistance, training and resources to national, state, and local organizations regarding youth-centered reproductive and sexual health/rights/justice public policy and communications. Policy staff draft model legislation and policy briefs, track and provide in-depth policy analysis, and can support partners in building out advocacy strategies to improve policies and practices at the federal, state, and local levels. In addition, communications staff can assist with talking points, public speaking training, and training regarding media outreach. Staff is also available to assist organizations wishing to raise the visibility of young people and their experiences and needs through social or traditional media. For more information about public policy assistance contact Diana@advocatesforyouth.org. For more information about communications assistance contact Emily@advocatesforyouth.org
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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 91 - 95 of 154
Virtual PD - Creating LBGQ Inclusive Classrooms
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 simulated classroom, the educator will practice Creating LGBQ Inclusive Classrooms with the student avatars. In this VPD scenario, the participant will need to demonstrate the use of inclusive and affirming language and the ability to intervene effectively in homophobic and other bullying comments and actions. The educator will introduce the topic of STDs and ask each student to share one behavior they have heard that can place someone at risk for getting an STD. This scenario can be used with high school or middle school students.
- 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)
SIECUS’ policy team brings to bear 55 years of research-based expertise on comprehensive sex education to ensure that public policies reflect best practices and current research in support of our nation’s young people. Our agenda is simple: SIECUS advances comprehensive sexuality education as a means of building a foundation for a long-term culture shift that will positively impact all levels of society, particularly issues of gender equity, sexuality, sexual and reproductive health, consent, personal safety, and autonomy. Through technical assistance to states, SIECUS’ staff support states in educating advocates and policymakers about providing rights-based sexuality information and education at the federal, state, and local levels and leading, strengthening, and developing partnerships with other organizations, coalitions, and initiatives to advance policies that promote positive sexual and reproductive health outcomes across the lifespan. Technical assistance is focused on meeting a state’s immediate needs in a timely way.
Addressing the Needs of LGBTQ Youth
The ability to provide services for lesbian, gay, bisexual, transgender and queer or questioning (LGBTQ+) youth begins with an understanding of the nature of gender and sexual orientation, correct terminology, basic knowledge of the “typical” experiences of the population, and an awareness of the increased risk factors experienced by these youth. In this workshop, participants will have an opportunity to explore this important content and identify strategies for providing welcoming and affirming services appropriate for LGBTQ+ youth. The facilitator will share an overview of the theory, current issues, and research-based strategies important when working with LGBTQ+ populations. Participants will then begin to identify practices that support effective service design and delivery and will lead to the most inclusive and impactful practices. Participants also strategize ways to incorporate these practices into their services and settings.
Objectives of this course:
- Examine the key theories and terminology around gender identity/expression and sexual orientation.
- Define the stages of “coming out,” i.e. self-awareness and identity disclosure.
- Identify increased risk factors for LGBTQ+ youth.
- Strategize effective ways to work with and support LGBTQ+ youth.
- Identify resources for LGBTQ+ youth.
- Develop a personal plan of action for positively addressing the needs of LGBTQ+ youth.
Visit ETR's Training & TA Form to submit your request and receive cost information.
- Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)
- 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 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 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 5 (K-12): Demonstrate the ability to intervene effectively in transphobic, sexist, misogynistic and other gender-related bullying comments and actions. (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)
Additional Trainings offered by out-of-state organizations
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Infusing Consent into Sex Education
Since the start of the "Me Too" movement, more teachers are looking for ways to incorporate consent into sex education. This training will help participants recognize language changes and immediate shifts they can make in existing content and identify various tools, resources, materials, and activities that could be used in classroom related to consent. The training will also review best practices and key messages for teaching consent; particularly being intentional about students at different developmental levels.
- 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 4 (K-12): Explain the roles and responsibilities of a mandated reporter.
- Indicator 5 (K-12): Explain the state- and district-mandated reporting requirements and procedures.
- Indicator 1 (K-12): Describe three distinguishing characteristics between healthy and unhealthy relationships, involving family, friends, and/or romantic partners.
- Indicator 3 (K-12): Describe three strategies for teaching students communication skills.
- Indicator 4 (K-12): Describe three strategies for incorporating the positive and negative impacts of communicating through technology into lessons on healthy relationships.
- 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 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)