CSE Harmful Elements Analysis Tool

Based on 15 Harmful Elements Commonly Included in CSE Materials

The CSE Harmful Elements Analysis Tool1 was created to help parents, school administrators, educators, and other
concerned citizens assess, evaluate, and expose harmful elements within comprehensive sexuality education (CSE)2
curricula and materials. For more information, visit www.stopcse.org.

Analysis of
Rights, Respect, and Responsibility, Grades K-5
CSE HARMFUL ELEMENTS SCORE = 12/15
Rights, Respect, and Responsibility (the 3Rs) by Advocates for Youth, Grades K-5 contains 11 of the harmful
elements typically found in CSE curricula or materials. The presence of even one of these elements indicates that
the analyzed materials are inappropriate for children. Having several of these elements should definitely disqualify
such materials for use with children.
Program Description: The 3Rs has been approved for use by the Austin Independent School District School (AISD)
Health Advisory Council (SHAC) for Grades K-5, and is being considered for Grades 6-8. This curriculum will be
implemented in May 2019 in order to provide comprehensive sexuality education starting in kindergarten. Page
numbers are taken from 3Rs_ALL_Lesson_Plans.pdf available at: http://advocatesforyouth.org/3rs-curric-
lessonplans
Planned Parenthood Connections: This program was written by Advocates for Youth, which has matching
philosophies and a strong partnership with Planned Parenthood. The program refers youth to Planned Parenthood
to seek services.
HARMFUL CSE ELEMENTS EXCERPTED QUOTES FROM CSE MATERIAL
1. SEXUALIZES CHILDREN
• Graphic descriptions, diagrams, and discussion of genitalia in a group
Normalizes child sex or setting (often co-ed) break down natural modesty and desensitize the
desensitizes children to sexual youngest children to discussing sexual/private topics. Teacher script:
“The vulva describes the whole area including the small hole where
things. May give examples of
urine or pee comes out called the opening to the urethra, the hole
children having sex or imply many below that, which is a little bigger and is called the vagina … So a
of their peers are sexually active. person with a vulva has three holes between their legs and a very
May glamorize sex, use graphic sensitive little area at the top called the clitoris ... Most boys have
materials, teach explicit sexual a penis between their legs which they use to urinate or ‘pee.’ Some
vocabulary, or encourage boys have a foreskin, which is a piece of skin that covers the end of the
discussion of sexual experiences, penis and some boys do not.” Corresponding activities include labelling
a diagram, sharing slang names for private parts as a group
attractions, fantasies or desires. (Kindergarten, Lesson 2, p. 9)

1
The CSE Harmful Elements Analysis Tool was created by Family Watch International. Family Watch is not responsible for the way in
which the tool is used by individuals who do independent analyses of CSE materials. Visit www.stopcse.org for a blank template or to
see analyses of various CSE materials.
2
CSE programs are often labeled as comprehensive sex education, sexual education, sexuality education, anti-bullying programs,
sexual and reproductive health education, welcoming schools programs, and even family life, life skills or abstinence plus education
programs, etc. Regardless of the label, if program materials contain one or more of the 15 harmful elements identified in this
analysis tools, such materials should be categorized as CSE and should be removed from use in schools.
 • Anatomy lessons become more detailed with grade level and continue
to involve group activities: “Tell the class that you need their help to
review the names of these body parts … clitoris, urethra, vulva, vagina,
anus, nipples [penis, urethra, scrotum, testicles, anus, and nipples] …
For each one … have the volunteer place the label on the diagram next
to the body part that corresponds with it.” (Grade 2, Lesson 1, p. 44)

• “Wet dreams” and “spontaneous erections” given as examples of

physical changes experienced during puberty (Grade 4, Lesson 1, p.
117)

• Description of sexual activity: “If the male & female have sexual
intercourse then the penis is inserted into the vagina” (Grade 5, Lesson
2, p. 157)

• Introduces expectation of sexual desire: “No matter at what age we

start having these feelings of love and wanting to touch, kiss, etc., most
people experience these feelings at some point in their lives” (Grade 5,
Lesson 4, p. 169)

2. TEACHES CHILDREN TO CONSENT

• Introduction to consent begins with lessons on good touch and bad
TO SEX
touch, what touch feels good and what doesn’t, and kids’ right to
determine how they are touched. These provide the foundation for
May teach children how to
consent to sex in later years: “Explain that they have the right to
negotiate sexual encounters or determine whether and how they are touched.” (Kindergarten,
how to ask for or get “consent” Lesson 3, p. 12), “Draw some ways you do and don’t like to be
from other children to engage in touched.” (Kindergarten, Lesson 3, p. 5)
sexual acts with them.
Note: “Consent” is often taught • If sexual abuse prevention were really the goal of these lessons on
under the banner of sexual abuse touching, a clearer message would be given that nobody is to touch
your private parts (save doctors or parents for a check-up or hygiene)
prevention. While this may be or touch you in a way that feels uncomfortable or icky. Instead the
appropriate for adults, children of lessons focus on the kids’ rights to be touched how they want and what
minor age should never be ‘feels good.’
encouraged to “consent” to sex.
3. NORMALIZES ANAL AND ORAL
SEX
Introduces these high-risk sexual
behaviors to children and may
normalize them. May omit vital
medical facts, such as the
extremely high STI rates (i.e., HIV
and HPV) and the oral and anal
cancer rates associated with these
risky sex acts.

4. PROMOTES HOMOSEXUAL/
• Teacher script: “Is it okay if some children have two mothers or two
BISEXUAL BEHAVIOR fathers? (Yes)” (Kindergarten, Lesson 1, p. 2)
Promotes acceptance of and/or
exploration of diverse sexual
orientations, sometimes in
violation of state education laws.
May omit vital health information
and/or may provide medically
inaccurate information about
homosexuality or homosexual sex.
• “Discuss that the rainbow flag represents pride of gay and lesbian
people. Hold one up or show a picture of one for students to see. Ask if
students can think of other symbols that people use to show their pride
in their heritage or culture or some other trait about them?” (Grade 3,
Lesson 1, p. 67)
• Grade 5 learning objective: “Define ‘sexual orientation’ and its most
common categories” (Grade 5, Lesson 4, p. 167)
• “Sometimes, we will have these feelings for people who are our same
gender. This is called being ‘gay.’ Some gay women will call
themselves ‘lesbians.’ And sometimes we might have feelings for
people of all genders. This is called being ‘bisexual.’” Explain that our
understanding of which gender or genders we feel love and attraction
for is called our “sexual orientation.” (Grade 5, Lesson 4, p. 169)

5. TEACHES CHILDREN ABOUT

• Introduction to sexual ‘rights’ of children: “Explain that they have the
SEXUAL PLEASURE right to determine whether and how they are touched.” (Kindergarten,
Lesson 3, p. 12)
Teaches children about sexual
pleasure. May tell them they are • “Draw some ways you do and don’t like to be touched.” (Kindergarten,
entitled to or have a “right” to Lesson 3, p. 5)
sexual pleasure or may encourage
children to seek out sexual
pleasure.
6. PROMOTES SOLO OR MUTUAL
• Encouragement of self-exploration of genitals: “Then point to the clitoris
MASTURBATION and say ‘This is the clitoris, located above the urethral opening, it is
very sensitive.’” (Grade 5, Lesson 1, p. 145)
While masturbation can be part
of normal child development,
encourages masturbation at
young ages, making children
more vulnerable to pornography
use, sexual addictions or sexual
exploitation. May describe
masturbation or provide
instruction on how to
masturbate. May encourage
children to engage in mutual
masturbation.
7. EROTICIZES CONDOM USE
May use sexually explicit methods
(i.e., penis and vagina models,
seductive role play, etc.) to
promote condom use to children.
May provide medically inaccurate
information on condom
effectiveness and omit or
deemphasize failure rates. May
imply that condoms will provide
complete protection against
pregnancy or STIs.

8. PROMOTES EARLY SEXUAL

• Introduction to sexual ‘rights’ of children: “Explain that they have the
INDEPENDENCE right to determine whether and how they are touched.” (Kindergarten,
Lesson 3, p. 12)
Teaches children they can choose
to have sex when they feel they
are ready or when they find a
trusted partner. Fails to provide
data about the well-documented
negative consequences of early
sexual debut.

9. FAILS TO ESTABLISH
ABSTINENCE AS THE GOAL
Fails to establish abstinence (or a
return to abstinence) as the
expected standard for all school
age children. May mention
abstinence only in passing.

May teach children that all sexual

activity—other than
“unprotected” vaginal and oral
sex—is acceptable, and even
healthy. May present abstinence
and “protected” sex as equally
good options for children.
10. PROMOTES GENDER
• “There are some body parts that mostly just girls have and some parts
CONFUSION that mostly just boys have. Being a boy or a girl doesn’t have to mean
you have those parts, but for most people this is how their bodies are.”
Promotes affirmation of and/or
(Kindergarten, Lesson 2, p. 8)
exploration of diverse gender
identities. May teach children they • “Read My Princess Boy to the students and discuss gender role
can change their gender or stereotypes.” (Grade 1, Lesson 2, p. 28)
identify as multiple genders, or
may present other unscientific and • “Say, “Most people have either biological male reproductive parts or
medically inaccurate gender biological female reproductive parts and that most people who have
biological male reproductive parts are boys and most people who have
ideologies. Fails to teach that
biological female reproductive parts are girls, but sometimes people
most gender-confused children can have reproductive parts that don’t match who they are.”
resolve it by adulthood and that (Grade 5, Lesson 1, p. 146)
extreme gender confusion is a
mental health disorder (gender
dysphoria) that may be helped
with therapy.
11. TEACHES ABORTION/
• While abortion is not mentioned, language is introduced that is often
CONTRACEPTION used to support abortion by depersonalizing the developing baby: “Ask
whether anyone in the class knows where a baby grows inside the body
Presents abortion as a safe or when it is still a fetus.” (Grade 1, Lesson 3, p. 32)
positive option, while omitting
data on the many potential • Human development lesson starts with infancy/babies, not describing
negative physical and mental what developments happen in the womb: “Remind students that babies
are born after nine months of development inside a uterus and that
health consequences. May teach
everyone started out as an infant.” (Grade 3, Supplemental Lesson,
children they have a right to p. 85)
abortion and refer them to
abortion providers.
May encourage the use of
contraceptives, while failing to
present failure rates or side
effects.
12. PROMOTES PEER-TO-PEER SEX
• Promotes LGBT allyship/activism at youngest ages: “What are some
ED/SEXUAL RIGHTS ADVOCACY ways that our class can show that we respect all different types of
families, including those that are like our own and those that are
May train children to teach other different from our own?” (Kindergarten, Lesson 1, p. 3)
children about sex or sexual
pleasure, through peer-to-peer • “How could you support others in trying new things and participating in
initiatives. May recruit children as activities that some people may sometimes say are only for boys or
only for girls?” (Grade 1, Lesson 2, p. 30)
spokespeople to advocate for
controversial sexual rights
(including a right to CSE itself) or
to promote abortion.

13. UNDERMINES TRADITIONAL

VALUES AND BELIEFS
May encourage children to
question their parents’ beliefs or
their cultural or religious values
regarding early sex, sexual
orientation or gender identity.
14. VIOLATES OR UNDERMINES
PARENTAL RIGHTS
May instruct children they have
rights to confidentiality and
privacy from their parents. May
teach children about accessing
sexual commodities or services,
including abortion, without
• Homosexual parenting is presented as equal to parenting by a mother
and father: Teacher script: “Is it okay if some children have two mothers
or two fathers? (Yes)” (Kindergarten, Lesson 1, p. 2)
• “Read My Princess Boy to the students and discuss gender role
stereotypes.” (Grade 1, Lesson 2, p. 28)
• Messaging about children’s ‘right’ to sexual knowledge: “Tell students:
“This is your body and you have a right to know what the different parts
are called.” (Grade 2, Lesson 1, p. 43)
• Introducing doubt about when parents reinforce gender norms: “Ask the
children to consider why it is that some people make decisions about
what children can and can’t do ... Ask what might make people not
choose an activity that they might really like to do. For example, a girl
playing football or a boy taking ballet class.” (Grade 1, Lesson 2, p. 28)
parental consent. May instruct • “What are some good places someone could go if they wanted to learn
children not to tell their parents more about the reproductive system?” Answers: library books, movies
what they are being taught about in school, nurse or doctor, reliable internet sites. Parents not
mentioned. (Grade 5, Lesson 1, p. 147)
sex in school.
15. REFERS CHILDREN TO
• Book recommendation for puberty lesson: It’s Perfectly Normal:
HARMFUL RESOURCES Changing Bodies, Growing Up, Sex and Sexual Health by Robie H.
Harris. This book contains pornographic images of adults engaged in
Refers children to harmful sex, promotes masturbation, and explicitly states that religious beliefs
websites, materials or outside regarding masturbation are wrong. (Grade 4, Lesson 1, p. 118)
entities. May also specifically refer
children to Planned Parenthood or
their affiliates or partners for their
lucrative services or commodities
(i.e., sexual counseling, condoms,
contraceptives, gender hormones,
STI testing and treatment,
abortions, etc.)

Please Note: A conflict of interest

exists whenever an entity that
profits from sexualizing children is
involved in creating or
implementing sex education
programs.