RMLE Online—Volume 33, No. 6 Micki M. Caskey, Ph.D., Editor Portland State University Portland, Oregon 2010 • Volume 33 • Number 6 ISSN 1940-4476 “I Wish I Had Known the Truth Sooner”: Middle School Teacher Candidates’ Sexuality Education Experiences Nicole Aydt Klein Southern Illinois University Edwardsville Edwardsville, IL Susan E. Breck Southern Illinois University Edwardsville Edwardsville, IL Abstract covered topics such as love and relationships. Without preparation to address these topics, teacher candidates While many general education classroom teachers may have the impression that sexuality education is encounter issues of sexuality in the middle school intimidating and uncomfortable and can be handled classroom, few teacher candidates feel prepared by a book, video, or outside consultant. Because of the to address them. One source of information for likelihood that non-health teachers will be required teacher candidates is the role modeling provided to address sexuality, teacher preparation programs by their own teachers when they were elementary need to provide opportunities for teacher candidates and secondary students. In this study, 107 teacher to develop confidence and competence relative to candidates enrolled in a middle level preparation sexuality education. course completed five stem sentences describing their experience of being educated about sexuality when Introduction they were younger. The results revealed that 69% of When the topic of dealing with young adolescents’ the teacher candidates described poor role modeling. emerging sexuality is addressed in a middle Most commonly, these teacher candidates detailed level teacher preparation course at a mid-western wanting “more” from their teachers—more depth university, teacher candidates often express their and breadth, more honesty, and more commitment unease with their own preparedness. They may to providing sexuality information. They indicated have seen situations during their middle school that they would have liked to have teachers who were placements or heard stories from fellow students and more comfortable with the subject matter and who © 2010 National Middle School Association 1 RMLE Online—Volume 33, No. 6 cooperating teachers that served to increase their instruction in two-thirds of all middle schools (Kann, anxiety. They may feel unsure about how and when to Telljohann, & Wooley, 2007). In a study of fifth and address sexuality with a population that spans early sixth grades, Landry, Singh and Darroch (2000) adolescence (10- to 15-year-olds). Their feelings echo found that 77% of sexuality education was taught a recent study about attracting teacher candidates by classroom teachers, compared to 13% by school to teach in middle schools that addressed dealing nurses and only 10% by physical education, health with “hormones and puberty issues” (Radcliffe education, or science teachers. & Mandeville, 2007, p. 265), which was one of While some studies have addressed general several causes for potential teachers to shy away education classroom teachers’ efforts to address from teaching young adolescents. These responses sexuality education, little is known about teachers’ inspired a closer examination of teacher candidates’ personal experiences regarding their education about experiences with sexuality education. sexuality. In his Social Cognitive Theory (SCT), The importance of health and health education at Bandura posited that individuals learn vicariously the middle level is widely supported. One of the through observation of others (McAlister, Perry, & foundational characteristics described in This We Parcel, 2008). Students in a classroom observe the Believe: Keys to Educating Young Adolescents knowledge, attitudes, and behaviors of their teachers (National Middle School Association [NMSA], when the topic of sexuality arises. In turn, teachers’ 2010) specifically recommends the inclusion of behaviors can be influenced by their own experiences health and wellness efforts in middle school settings. when they were students; therefore, it is important to In Turning Points: Preparing American Youth for document those experiences in teacher candidates’ the 21st Century, Carnegie Council on Adolescent own words. Using SCT as a guide, this study attempts Development (1989) cited “eight principles for to document the educational role modeling provided transforming the education of young adolescents” (p. to teacher candidates. This becomes especially salient 76) that included “improving academic performance if role modeling is the dominant mechanism for through better health and fitness” (p. 81). Notably, informing a teacher’s practice as it relates to sexuality in more than half of all middle schools, a general education. education classroom teacher teaches health education. Researchers find that those providing sexuality (U.S. Department of Health and Human Services, education often lack preparation, either in their 2006). teacher certification programs or through district or The topic of sexuality education, though rarely school inservice programs. Specifically, preparation addressed in general education teacher preparation for general education teachers in health and sexuality programs, is not the sole domain of the health varies from state to state (Summerfield, 2001). Most education teacher. The preferred term “sexuality teacher preparation programs require some course education” versus “sex education” encompasses the work in basic health that gives a broad overview whole of human sexuality instead of focusing solely including chronic diseases, infectious diseases, on “sex” as a physical act (Bruess & Greenberg, alcohol and other drugs, nutrition, weight control, 2009). In fact, when narrowly defined to include exercise, unintentional injuries, contraception and only contraception, sexually transmitted infections, pregnancy (Cohall et al., 2007; Howard-Barr, Rienzo, and sexual activity, it is difficult for middle school Pigg, James, 2005; McKay & Barrett, 1999; Myers- classroom teachers to see themselves as educating Clack & Christopher, 2001). Given such a broad range about sexuality. However, when the foundational of topics, it is possible to provide only a minimum vision of middle school includes the necessity of information on each. As a result, many teachers of fostering health, wellness, and safety, and the lack confidence and experience to address sexuality definition of sexuality is broadened to include the issues comfortably and appropriately as they emerge whole of human development (i.e., relationships, in the classroom and as they are overheard outside the personal skills and societal/cultural influences as well classroom. as sexual health and behavior), clearly the general As Bandura suggested in his Social Cognitive education classroom teacher must address these topics, Theory, teachers’ exposure to role models informs especially as students enter adolescence (Sexuality the development of their own teaching behaviors and Information Council of the United States (McAlister et al., 2008). Students observe a teacher’s [SIECUS], 2004). Topics such as human sexuality and reactions to sexuality topics and from these draw sexually transmitted infection prevention are required © 2010 National Middle School Association 2 RMLE Online—Volume 33, No. 6 conclusions about normative behavior. For example, role in middle school students’ emerging sexuality when the topic of menses comes up in a book in a education needs, the teacher candidates were asked literature class, does the teacher then discuss the to anonymously complete five sentence stems asking conflicted emotions of the main character? Does he or about their own sexuality education experiences. The she pass over the topic and ignore the uncomfortable data were collected in March 2008 in four sections of laughter in the classroom? When parents and children the aforementioned middle level course. are watching television and a character experiences Using guidelines from previous research using a sexually coercive situation, does the parent broach sentence stems (Knoff, 2002) and feedback from the topic of sexual pressures and expectations in their two sexuality educators, one middle school teacher, own child’s world? Does he or she tell the child, “I’d and one teacher educator, the sentence stems were better never catch you doing that!” Social outcome reviewed to ensure that they were valid measures expectations develop by observing how others of teacher candidates’ experiences and models of respond. In his book Schoolteacher: A Sociological sexuality education. Minor wording and order changes Study, educational researcher Dan Lortie (1975) were made to the original instrument, resulting in the described the “apprenticeship-of-observation” following five items: (p. 67). He suggested that, in the case of inadequate preparation mechanisms, either during preservice When I was younger, I thought babies came teacher preparation or during inservice professional from… development, other sources of information, such as teacher and parent role modeling, inform teachers’ I learned about sex from… practice. When it came to teaching about sexuality, my Because teacher candidates are unlikely to have teacher(s)… had formal training about sexuality education, their role model exposure harkens back to how and When teaching about sexuality, I wish my what they were taught. Therefore, it is imperative teacher(s) had… that researchers examine those early role model My sex education when I was younger was… experiences. What do teacher candidates remember being told about where babies came from? From whom did they learn about sex? Perhaps more After completion of the sentence stems, teacher important, how did their own teachers and parents candidates’ responses were entered into an Excel educate them about sexuality? In essence, what spreadsheet verbatim. Marshall and Rossman’s (1999) are teacher candidates’ experiences regarding their sequential steps of organizing—generating categories, own education about sexuality? The current study coding data, testing emerging understandings, and addresses these questions for teacher candidates searching for alternative explanations—guided the enrolled in a middle level education class. analysis. The responses were read and, as themes began to emerge, preliminary categories were noted. Methods Data were coded using the most specific category In the authors’ state, there is no separate middle level with the assumption that categories could be collapsed certificate. Those teaching middle school are required later if necessary. One quarter of the responses (27 to get a middle level endorsement added to their completed instruments) for each question were coded elementary (K–9) or secondary (6–12) certificate. The by both researchers, and when disagreement occurred, course, Middle Level Philosophy, Organization and it was discussed, and the data were re-examined until Curriculum, is one of the elementary program courses consensus was reached. After final coding, categories developed to meet the endorsement requirements. were established, and the data were cross-referenced Teacher candidates, specifically undergraduate to ensure each response was appropriate to the students in the elementary teacher certification category. After sufficient agreement was established, program who were enrolled in this class at a mid- the remainder of the data were coded separately western university, were recruited for participation. (Potter & Levine-Donnerstein, 1999; Richardson, Of the 114 teacher candidates, 24 were male, 90 were 1996). Where appropriate, frequency counts of the female. Of those 114, 107 returned usable information. categories were calculated, and direct quotes were As part of a larger study on teacher candidates’ used to support the theme. © 2010 National Middle School Association 3 RMLE Online—Volume 33, No. 6 Limitations unclear or inaccurate. Nine reported finding out later The technique of stem sentence completion, while about sexual intercourse. allowing some latitude in their completion, precludes responses that are as in-depth as a traditional Sources of Information about Sexuality interview format. Additional studies incorporating When asked to complete this question, “I learned interview questions based on themes identified about sex from…,” almost all teacher candidates listed a single source of information, while a few listed more through this research would be illuminating. Also, than one. Interestingly, the most common responses while the majority of stem sentences focused were parents (44%)—overwhelmingly “my mother,” specifically on sexuality education provided by and friends/peers (44%). The second closest response teachers, it should be acknowledged that individuals was school (38%), usually either “health class” or are educated through a variety of means including, “sex education.” More than a quarter of the teacher but not limited to, school. Another limitation of candidates mentioned some sort of media such as the study was that, although all teacher candidates television, movies (e.g., “Cinemax”), music, books, were enrolled in a class leading to middle level and/or the Internet. Four specifically mentioned endorsement, only a minority indicated that teaching pornography: “magazines and books found in parents’ at the middle level was their first choice. Finally, this bedroom,” “Playboy magazines,” for example. Others study could only ascertain what the teacher candidates noted learning from cousins or siblings. remembered about being educated about sexuality. While it is interesting and important to assess teacher Positive Teacher Role Modeling candidates’ perceptions, many of the situations they When asked to complete the stem sentence “When described occurred many years prior and may be it came to teaching about sexuality, my teachers...,” subject to flawed recall. 18% of teacher candidates described positive role modeling, while 69% described negative role Results modeling. For those with positive role models, the Demographics comments revealed their teacher(s) as willing to The 107 participants were prompted to rank which discuss sexuality. They recalled that their teachers grade levels they would like to teach upon completion “were very informational and professional in class,” of their certification; primary (grades 1–3), elementary “only discussed it during the lessons but weren't (grades 4–6), and middle school (grades 6–9). Fifteen all ashamed to answer” and “always taught us (14%) of the teacher candidates indicated they would straightforward and to the point.” Six who reported prefer teaching middle school as a first choice. positive experiences with their teachers specifically Although enrolled in a class leading to middle level mentioned their teachers being “open” to discussions endorsement, 63 (60%) indicated that middle school and questions. was their last choice. Negative Teacher Role Modeling Early Beliefs about Reproduction The majority of teacher candidates (69%) described Responses to the stem sentence “When I was younger negative role models. Thirty-four teacher candidates I thought babies came from…” were divided into two described their teachers as being reluctant, awkward, categories: mythical beliefs and partial facts. Eighteen or defensive. Teachers were variously described as of the 107 teacher candidates revealed that the “stork” “timid,” “obviously nervous,” “not very open,” and myth was common when they were children. Other “defensive.” Sixteen reported having no sexuality beliefs included “the store,” “the hospital,” “...from education at all, recalling that their teachers “avoided magic,” “...just appeared,” “God put them in the the subject,” “never said a thing,” and “never hospital,” “…the sky,” “heaven” and “baby machines.” mentioned the subject!” Though the second category was more accurate, Six teacher candidates who did have some sexuality because it involved humans in some way, 68 students education felt their education was biased and/or revealed that they were given partial information inaccurate. For example, one candidate preparing about human reproduction. One-third of the teacher to be a science teacher reported that her teachers candidates reported believing that babies came solely “taught with old statistics and taught the same thing. from women, most commonly mothers’ stomachs. Not what was really happening.” Others recalled that Others reported believing that it took a man and a their teachers often focused on the negatives of sexual woman, but the act that resulted in a baby was still activity such as unplanned pregnancy and STIs. “[My © 2010 National Middle School Association 4 RMLE Online—Volume 33, No. 6 teachers] made it sound like you had to be married, and anatomy, and five others mentioned instruction otherwise you would get an STD.” One specifically in the seventh and eighth grade. Three remembered recalled a heterosexist bias, reporting that “they sexuality education in their health course in high taught us about heterosexual practices, diseases, and school. contraceptives. We never discussed different types of Ideal Sexuality Education Teaching sexual preferences or gender.” Upon being asked, “When teaching about sexuality, Thirty-two teacher candidates (30%) remembered I wish my teachers had..,” five teacher candidates their sexuality education being taught not only as reported that they were satisfied with the sexuality a separate topic but also by someone other than education they received and wished for nothing their general education classroom teachers. Fifteen different from their teachers. Eight who did not have mentioned sexuality being taught by the health any sexuality education simply wished their teachers teacher, with varying degrees of openness. Comments had taught the topic. The remaining 72 participants included “taught it during sex ed. class, but they who answered this question offered many suggestions. never brought it up again,” “some would give us Thirty-eight teacher candidates’ comments information, like health teachers, others didn't say specifically included the word “more” when reporting much” and “avoided, unless in health class.” Other what they wished their teachers had provided. sources for sexuality education included the school General comments included “[I wish they had] told counselor, school nurse, and outside presenters. us more,” and “taught us more in depth,” and “been Seven teacher candidates remembered a “one shot” more informational.” Four expressed a wish that the event, where they were separated by gender and each sexuality education had started earlier. One teacher group was given a single lecture. One remembered candidate planning to teach social studies upon that in the fifth grade at her Catholic school, her graduation detailed her wish that her teachers had teachers “split the boys and girls up and explained “started teaching it at a younger age.” Several others things very anatomically. There was no real discussion wished that it had had not ended as they got older, one of relationships, temptation, smart vs. poor choices— saying, “It seemed to stop after that one year or so.” just body parts. … I think I told my mom to pull me out of this class.” Two teacher candidates specifically More breadth. For 20 teacher candidates, “more” meant more topics covered. The most commonly remembered a fifth grade “period” talk. mentioned sexuality topic that teacher candidates Thirteen teacher candidates reported videos and would have liked their own teachers to address was books substituting for a teacher role model. Ten relationships, emotions, and love. One commented, specifically remembered watching a movie as the “They talked so much about STDs and pregnancy, whole of their sexuality education. Two reported that which is very important, but I feel that they should their teacher “read from a book and did not elaborate have discussed more about the emotional effects of any further” and “taught straight from the book and sex.” Four teacher candidates mentioned sexually somewhat awkwardly.” Another remembered the transmitted infections and contraception (particularly school counselor gave her class “workbooks and if they reported attending a school with an abstinence- showed us slides of STDs.” only-until-marriage curriculum). Topics mentioned by only one person included pregnancy, sexual Sexuality Topics Addressed in School physiological variations, masturbation, abortion, In addition to providing examples of positive and the menstrual cycle, and body image. “[I wish my negative role models for teaching sexuality education, teachers had] discussed the menstrual cycle more and some responses focused on the specific topics teacher body image. At this middle age, these topics were candidates recalled being taught in school. In order of very popular and important.” frequency, the topics most often mentioned included sexually transmitted diseases/infections (eight), Three teacher candidates specifically mentioned reproductive anatomy (six), and abstinence (four). students needing more information about gender and sexual orientation. One recalled, “There were a While one teacher candidate had a sexuality education few kids in my class that defied gender norms, and, video course beginning in third grade, seven as a result, they were treated like outcasts. Children remembered sexuality being addressed for the first are more likely to make fun of something they time in the sixth grade. Five mentioned instruction in don’t understand.” Another wished her teachers had the fifth grade that usually related to menstrual cycles © 2010 National Middle School Association 5 RMLE Online—Volume 33, No. 6 “explained more on homosexuality. Especially since to lead discussions with the students so that those some of my friends are gay. And it seems like students students who do not receive any information at home need to be educated so they understand that issue. could be educated and not completely ignorant about Maybe people would be more accepting.” sexuality.” More depth. Seven teacher candidates specifically General Perceptions of Sexuality Education remember wishing that their teachers had allowed Experience more depth of discussion about sexuality. They were When asked to complete the final stem “My sex not allowed to ask questions and were often left education when I was younger was…,” the teacher without answers or referrals to find information they candidates provided two main responses; negative needed. One would have liked her teacher to have evaluation or positive evaluation. Of the 104 who “talked about it more instead of just using the text.” responded to this question, 71% gave a negative Three mentioned wanting time for discussions in evaluation of their experiences, 18% gave a positive class. One specifically suggested that teachers allow evaluation, 3% gave a mixed evaluation, and 8% for anonymous questions that could be answered in simply gave non-evaluative information (e.g,. “a class, and several would have liked more accessible class at school and my mom”). Negative evaluations teachers. Another wished her teachers had “been more included, “horrible,” “not very complete,” “inadequate open with us to questions and even available after and impersonal,” and “short and sheltered.” The most school.” common response was simply, “limited.” More honesty. The issue of honesty came up in four However, 19 teacher candidates reported positive preservice teachers’ responses. One teacher candidate assessments of their sexuality education when who commented that her teachers gave misleading they were younger. Their responses included, information about STDs wished her teachers had “informative,” “very thorough,” “mostly a positive “been more honest.” Two others wished their teachers experience, but scary,” “really good and in large “actually believed in what they were teaching” and quantities” and “pretty informational; I carried this “[had] been more confident and honest” and had not information with me and learned from it!” One felt like “they had to sugar coat everything.” teacher candidate stated her sexuality education was “done the right way.” Another said, “It seemed good at More relaxed. Some addressed the style of teaching the time. Looking back, I believe they did well.” about sexuality. Fifteen teacher candidates wished their teachers had been able to feel more comfortable. Discussion While most simply replied they wished teachers Responses to the first question “When I was younger had been “more casual,” “more open,” or “more I thought that babies came from…” revealed common comfortable,” one went into detail, saying, “[I wish childhood misconceptions about reproduction. my teachers] ... had been more normal and not so Such misconceptions can be confusing, sometimes stoic. It seemed like all health conversations were frightening, and often embarrassing as the child formal and uncomfortable.” Another felt that the ages. Early childhood educators recommend that nervousness of the teacher threatened the learning preschool children be given simple yet accurate environment. Acknowledging the difference in information such as “both a man and a woman are teaching about sexuality versus other topics, one needed to start a baby,” and older preschoolers can teacher candidate wished her teachers had “not been be told that a woman has a special place to grow a so formal. They taught it like they would teach math baby, called a uterus (Early Childhood Sexuality or any other subject.” Education Task Force, 1998, p. 15). Starting in early More commitment. Three teacher candidates elementary school, children can and should be given specifically called for a stronger commitment to more information about how a sperm and egg meet teaching about sexuality, due to the importance of (Sexuality Information and Education Council of the the topic and the paucity of information for some U.S., 2004). students. One wished her teachers had “made a When asked to recall their own experiences bigger deal about it. Some kids don’t learn from their being educated about sexuality by their teachers, parents.” The importance of sexuality education was the majority of teacher candidates described an emphasized by a teacher candidate who wished her atmosphere in which sexuality either was completely teachers had “led discussion or brought in speakers absent or discussed in a very limited way. The © 2010 National Middle School Association 6 RMLE Online—Volume 33, No. 6 message given to the students is that sexuality For those who continue their education after high education is embarrassing, intimidating, awkward, school graduation, few universities require all and uncomfortable. It is not presented as part of the students to take a health education class and fewer regular curriculum, but it is simple enough that it still require a human sexuality course as a general can be taught as a one-time event and sometimes by education requirement. If an undergraduate enrolls someone lacking teaching credentials. Discomfort in a health education class, the time spent learning pervades the classroom atmosphere, and students about sexuality varies. Most personal health classes are discouraged from asking questions. Anecdotally, at universities cover a variety of health topics such this viewpoint is reflected in a local school district as nutrition, fitness, alcohol and drug use, stress, and where, each year, the school nurse shows “the video” disease prevention and, so, can only spend a portion of at the end of the day, immediately before a three- the semester addressing love, contraception, sexually day weekend to limit the opportunity for student- transmitted infections, and other sexuality topics. teacher interaction. It can be disconcerting when Even regular classroom teacher candidates, who teachers who may have embodied confidence in other are likely to be responsible for teaching sexuality subjects, suddenly either do not address sexuality, at the middle level, are unlikely to have college minimally address it, or have someone else present health classes (Thackeray, Neiger, Bartle, Hill, & the information. The message is given that sexuality Barnes, 2002). Only 18 states require non-health education cannot, or should not, be the responsibility teachers to complete health education coursework of the classroom teacher. While only one source as part of their preparation (Lovato & Rybar, 1995). for students, if the school does not supply good It is unlikely teacher candidates will have health information, students tap far less reliable sources such education training, and less likely that they will have as media and peers. sexuality education methods coursework. This lack It is also important to note that communities and of preservice preparation, paired with incomplete districts may have set the standards that dictate the sexuality education prior to college, perpetuates the type of sexuality education allowed in a classroom. cycle of inadequate sexuality education. Teachers lack Teachers in districts that support comprehensive both role models and foundational knowledge, leaving sexuality education are likely to be perceived as them ill equipped to teach or address sexuality. As a more confident, competent, and open than those result, their students are provided with generally poor in abstinence-only districts. Individual teachers’ sexuality education, and the cycle continues. behavior may not reflect their own training or Middle school sexuality education exists in a philosophy, yet each still provides important role netherworld between the P–5 classroom and the high modeling (positive, negative, or absent) for future school health class. The topics addressed in middle classroom teachers. school are likely to be more intimate than in prior While it is tempting to assume that those who did not elementary years, and, at the same time, students receive a stellar sexuality education in school will are less likely to have a trained health teacher as successfully compensate in other ways, this is not a resource than during high school. While several always the case. Peers and even parents may have studies examine the topic of elementary level teachers similarly limited educational experiences. The quality and sexuality education, research on middle school of media information varies wildly. While youth can teachers and sexuality education is nearly absent find excellent websites (e.g., www.advocatesforyouth. (Burak, 2002; Price, Dake, Kirchofer, & Telljohann, org and www.teenwire.org), the Internet is also a 2003; Telljohann, Everett, Durgin, & Price, 1996; repository of easily-accessed pornography, rife with Thackeray et al., 2002). Lack of preparation for the misogyny and misinformation. Television and movies emerging sexuality of middle school students can be a are another source of information, but again, solid challenge for teacher candidates. educational offerings are rare. For the 42% of students In part because few opportunities exist for teachers whose education stops after high school, the only to receive inservice training in health topics, many school-based health education they will receive is regular classroom teachers demonstrate low self- through their elementary and secondary education efficacy when teaching about sexuality (Telljohann experiences (Davis & Bauman, 2008). Many have et al., 1996). In interviews with elementary teachers, gaps in their knowledge, as illustrated by one teacher Thackeray and colleagues (2002) reported that candidate wishing she had “known the truth sooner.” teachers prefer having outside professionals present © 2010 National Middle School Association 7 RMLE Online—Volume 33, No. 6 health education, perhaps indicating a lack of More problematic, however, are the issues for confidence in their own teaching. Successful inservice teacher preparation. For those states that currently programs have shown increases in both the amount have middle level certification, teacher preparation of time teachers spend on health topics and their programs could begin to address the concerns raised self-efficacy (Telljohann et al., 1996). When asked, in this study in their programs and call upon the teachers express a need for teaching materials, health educators in their institutions to help develop strategies, and basic facts about sexuality (Landry et a curriculum. In states with no separate middle level al., 2000). certification, this is a greater challenge. In elementary or secondary programs, the necessary coursework The National Middle School Association (2001) to obtain whatever licensure is required to teach recommended that teacher preparation programs in middle school usually consists of two to three train candidates to “understand the issues of young additional courses including adolescent development, adolescent health and sexuality” (p. 5), yet many middle level philosophy, curriculum and organization, teachers are not prepared. Programs must include and depending on the initial certification some sexuality education content and methods for non- literacy coursework. So, where might these programs health teachers, because middle school teachers begin to infuse information to prepare teachers to are likely to be responsible for teaching sexuality deal with the emerging sexuality of their students? education. The goal for teacher preparation programs Obviously, adolescent development courses could is to produce teachers who are competent and include components dealing with emerging sexuality confident. The positive experiences reported by 18% issues that arise in the school setting. Other likely of the teacher candidates in this study offer clues avenues for attending to this topic in add-on middle about what a model teacher provides. Model teachers level licensure programs include foundations or are open, relaxed, knowledgeable, and responsive multicultural courses in which sexual orientation and to students’ needs. Descriptions of the positive role gender roles could be addressed. The Association models included in this study can become goals for for Childhood Education International has a health teacher preparation programs. standard that many programs meet with a course; this, too, might be the place to infuse the necessary Implications information. The possibilities exist to do a better job The implications of this recent study are twofold: first, of preparing teachers on this topic, and we believe it is issues that affect schools, communities, and parents; incumbent upon programs to find the best fit for their and second, issues that affect the preparation of individual situation. teachers of young adolescents. In This We Believe… Future Research And Now We Must Act, Jean Schultz (2001) outlined a course of action and provided numerous resources The past decade saw record federal funding of for middle schools to develop such programs that abstinence-only-until-marriage sexuality curricula involve both parents and communities. She suggested (Kantor, Santelli, & Balmer, 2008). Undergraduate that past practice “reveals only cursory attention students who attended elementary and secondary to health programming” and now “all educators school during those years are likely to have been have a part to play in … reducing risky behaviors affected by those funding initiatives. It is possible among young adolescents” (p. 100). Listing three that their experiences are quite different from older major reasons for educators to take on this task; cost individuals who may currently be serving as their of poor health practices, impact of poor health on professors. It is important to be aware of differences students’ learning, choices made in middle grades that may exist when teacher and student do not share affect lifelong health—Schultz outlined the necessary a common general experience. Future studies could be responses contingent upon communities, schools, and used to explore these important differences. individuals to address these concerns. The goal is a healthy school environment, not only in the physical The intent of this study was descriptive in nature plant (i.e., light and ventilation), but one that has to document teacher candidates’ experiences being “expanded to include the implementation of policies educated about sexuality. Further study examining and practices that protect and promote students’ how those experiences relate to candidates’ own emotional, social, and mental health” (p. 104). classroom teaching is needed. Are those who have positive role modeling more efficacious? Previous © 2010 National Middle School Association 8 RMLE Online—Volume 33, No. 6 research established that successful inservice Knoff, H. W. (Ed.). (2002). The assessment of child and programs have shown increases in both the amount of adolescent personality. New York: Guilford Press. time teachers spend on health topics and participants’ Landry, D. J., Singh, S., & Darroch, J. E. (2000). self-efficacy (Telljohann, et al., 1996). 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