Many children receive their sex education from their peers or other sources, not from their parents. As a result, those who argue for sex education being taught only in the home rather than in the school are being unrealistic. Most Americans do favor sex education in the school. Cases of opposition to sex education are rare and involve a small number of people.

The purposes of sexuality education include providing children with adequate knowledge of the physical and emotional aspects of sex, with an opportunity to develop their own values and interpersonal skills, and with the maturity to take responsibility for their sexuality.

What is taught at each age should depend on what children are thinking about at that age. Children pass through various stages in their understanding of sexuality. For example, at first they believe that a baby has always existed. Later, they realize that the parents caused the baby's creation, but they don't know exactly how. Older children acquire a more scientific understanding of reproduction. Children's sexual play seems to precede rather than follow the development of sexual knowledge. Children's dirty jokes reflect their parents' attempts to hide sex from them, their parents' use of euphemisms rather than actual terms, and their great fascination with sexual organs and intercourse.

Sexuality education curricula have evolved a great deal over the past three decades. The early programs focused on knowledge, values clarification, and decision-making skills. They did not have substantial effects. Conservative programs such as Sex Respect emphasize abstinence and are limited in content. Although millions of dollars are spent annually to promote these programs, the evidence indicates they are not effective, and many organizations and professionals have called on the president and Congress to stop funding these programs. HIV education programs are required in many school districts; surveys suggest that they may lead to increased knowledge and more frequent condom use. Contemporary programs are based on social science theory and emphasize the importance of allowing children to practice new behaviors such as communication skills. An evaluation of one of these programs found some changes three months after participation. None of the changes lasted seventeen months.

There is a good deal of conflict over the distribution of condoms in high schools. Widespread support exists among both high school students and their parents for such programs, but the Catholic Church, among others, is a vocal opponent.

A good sexuality education instructor must have accurate knowledge about sexuality, must be comfortable discussing it, and be good at listening to the questions learners ask. Students say that the instructor's ability to relate the material to their lives is also important.

Research suggests that sexuality education programs that are effective at delaying the onset of intercourse, reducing the frequency of intercourse and the number of partners, and increasing condom use share several characteristics. They focus on specific risk-taking behaviors, are based on theory, utilize experiential activities, address social influences on sexual behavior, reinforce values, and provide opportunities to practice new skills.

To be effective, multicultural sexuality education must reflect or be consistent with the cultures of the participants. It should present messages that are compatible with their beliefs and practices. Such programs should utilize language and styles of communication that are appropriate.