Health and Sexual Health Education
Washington state law requires annual HIV/AIDS prevention education beginning in grade 5, in accordance with the AIDS Omnibus Act. More information about the requirements can be found on the Office of the Superintendent of Public Instruction's (OSPI) page on Sexual Health Education.
In December of 2020, SB5395 went into effect in Washington State. More information about the requirements of this law, and the impact it has on school districts can be found on the Office of the Superintendent of Public Instruction's (OSPI) page on Comprehensive Sexual Health Education.
In the Monroe School District, our Board of Directors "has determined that such a program will be offered to students, consistent with state law." (Board Policy 2125)
If you have questions about any of this information, please reach out to our Learning and Teaching Department at (360) 804-2550.
WHAT DOES COMPREHENISVE SEXUAL HEALTH EDUCATION MEAN?
The documents below address frequently answered questions about the Washington State requirements around comprehensive sexual health education. These FAQs have been prepared by the Office of the Superintendent of Public Instruction (OSPI) and more information can be found on the Comprehensive Sexual Health Implementation page of their website.
- Comprehensive Sexual Health Education Frequently Asked Questions - English
- Legislación Sobre Educación Sexual Integral: Preguntas Frecuentes - Espanol
- Закон о комплексном половом воспитании: вопросы и ответы - Russian
- Законодавство щодо комплексного статевого виховання: поширені - Ukrainian
- Luật về Giáo Dục Sức Khỏe Giới Tính Toàn Diện: Những Thắc Mắc Thông Thường - Vietnamese
Curriculum & Instructional Materials
Kindergarten - 5th Grade
Kindergarten - 3rd Grade
Students in grades Kindergarten - 3rd grade do not receive sexual health lessons in the Monroe School District. Students in these grades engage in lessons in Social Emotional Learning (SEL). In the Monroe School District, we have adopted the 2nd Step Curriculum, developed by the Committee for Children.
4th - 5th Grade
In 4th grade, students receive lessons in friendship, as well as an introduction to puberty.
In 5th grade, students receive lessons in HIV/AIDS, as well as lessons around human growth, reproduction, and puberty.
Elementary Health Curriculum Presentation
The informational presentation below was held for elementary school families in February 2024. Families may review the presentation content by viewing the presentation slides below.
English presentation:
Spanish presentation:
You may preview the Elementary (4-5th grade) Human Growth & Development curriculum by logging in to the website below. Use the following username and password to access the curriculum preview:
Website link: My Account | HealthSmart
Username: reviewhealthsmart@monroe.
Password: Healthy2027
Note: This is a shared account; the password is case sensitive and should not be reset without notifying all account users. This username is not an active email, and should only be used for preview access to materials.
Required 5th Grade HIV/AIDS Lesson: What is HIV - Teacher Guide | Slides
Elementary Health Scope and Sequence
Elementary SEL Scope and Sequence
Exclusion Request Forms can be found below.
6th - 8th Grade
Our middle school students engage in health and comprehensive sexual health lessons during 7th grade science classes and 8th grade health classes. Middle school students also receive Social Emotional Learning (SEL) lessons through Botvin's Life Skills curriculum.
In 6th grade, students engage in HIV/AIDS lessons, as is directed in the AIDS/OMNIBUS Act.
In 7th grade, lessons include HIV/AIDS instruction, abstinence & puberty, reproductive systems, and sexually transmitted diseases.
In 8th grade, lessons include HIV/AIDS lessons, reproductive systems, sexually transmitted diseases, and pregnancy prevention. Lessons also include information on infant and child development.
Middle School Health Curriculum Presentation
An informational session for middle and high school families will be held on October 22, 2025 at the District Administration Office from 6:30-7:30 p.m. Families may review the presentation content by clicking through the presentation slides below.
English presentation:
Spanish presentation:
You may preview the Middle School (6th-8th grade) curriculum by logging in to the website below. Use the following username and password to access the curriculum preview: Website link: My Account | HealthSmart Middle Level Health Scope and Sequence (6-8) Exclusion Request Forms can be found below.
Username: reviewhealthsmart@monroe.
Password: Healthy2027
Note: This is a shared account; the password is case sensitive and should not be reset without notifying all account users. This username is not an active email, and should only be used for preview access to materials.
9th -12th Grade
In the Monroe School District, students learn about sexual health and wellness at several points during high school as required by RCW 28A.300.475 and RCW 28A.230.070. These lessons ensure that all students receive accurate, age-appropriate information that supports healthy choices and overall well-being.
9th Grade
In 9th grade Biology, students take part in a short series of lessons connected to the science topics they are already studying—such as body systems, genetics, and human development. Teaching this content within Biology helps students make meaningful connections between science and real-life health decisions. This instruction occurs in all 9th grade Biology classes, including Plant Biology, Animal Biology, College in the High School Biology, and Traditional Biology.
10th & 11th Grades
In 10th or 11th grade Health, students complete the full comprehensive sexual health unit, which includes learning about relationships, consent, sexual health, decision-making, and overall wellness.
HIV/AIDS Awareness - All Grades
Each year, all high school students also participate in a brief HIV/AIDS awareness and prevention lesson during Homeroom. This annual video helps students stay informed about HIV/AIDS prevention and healthy behaviors in alignment with the requirements of RCW 28A.230.070.
The following video presentation will be shown to high school students shown on December 9, 2025: Part A and Part B.
Together, these lessons—taught across science and health—provide students with consistent, developmentally appropriate instruction aligned with Washington State law and learning standards.
High School Health Curriculum Presentation
An informational session for middle and high school families will be held on October 22, 2025 at the District Administration Office from 6:30-7:30 p.m. Families may review the presentation content by clicking through the presentation slides below.
English presentation:
Spanish presentation:
You may preview the High School (9th-12th grade) curriculum by logging in to the website below. Use the following username and password to access the curriculum preview: Website link: My Account | HealthSmart High School Health Framework (9-12) The Latest About HIV & AIDS VIDEOS Exclusion Request Forms can be found below.
Username: reviewhealthsmart@monroe.
Password: Healthy2027
Note: This is a shared account; the password is case sensitive and should not be reset without notifying all account users. This username is not an active email, and should only be used for preview access to materials.
Opt-Out / Exclusion Procedure
Parents/guardians are required to preview the lessons and materials before opting their students out of receiving the lessons. If you wish to opt your student out of the HIV & AIDS lessons or the human growth and sexuality lessons, please follow the following steps:
- Preview the materials for your student's grade level.
- Complete the Exclusion Request form (found below).
- Turn in the completed Exclusion Request at the District Administration Office, or in your child's school office, or email it to:
- Jennifer Murphy, Director of Curriculum & Instruction, at murphyj@monroe.wednet.edu
The opt out / exclusion form must be submitted each school year.
Exclusion Request Form:
- Exclusion Request form (English)
- Exclusion Request form (Spanish) | Formulario de solicitud de exclusión (Español)
- Exclusion Request form (Arabic) | (عربي) استمارة طلب الاستبعاد
- Exclusion Request Form (Russian) | форма запроса на исключение (русский)
- Exclusion Request Form (Portuguese) | Formulário de pedido de exclusão (português)
- Exclusion Request Form (Punjabi) | ਬੇਦਖਲੀ ਬੇਨਤੀ ਫਾਰਮ (ਪੰਜਾਬੀ)
- Exclusion Request Form (Swahili) | fomu ya ombi la kutengwa (Kiswahili)
- Exclusion Request Form (Ukranian) | форма запиту на виключення (укр.)
- Exclusion Request Form (Urdu) | اخراج کی درخواست فارم (اردو)
Frequently asked questions (FAQs)
Q: When are the sexual health lessons taught to students during the year?
| Grades | In What Class? | Time of Year |
| 4 - 5 | Regular Classroom | May or June |
| 6 - 7 | Science Class | May or June |
| 8 | Health Class |
1st Semester: December or January 2nd Semester: May or June |
| 9 | Bearcat Academy |
1st Semester: 3 lessons in January 2nd Semester: 3 lessons in May or June |
| 10/11 | Health Class |
1st Semester: December and January 2nd Semester: May and June |
| 9-12 | Homeroom | HIV/Aids Instruction Annually - Communication will be sent to families at least 30 days prior to instruction |
Q: How does teaching Comprehensive Sexual Health lessons in school impact the outcomes for students?
Over a decade of research has found that comprehensive sexual health education for students reduces the rates of teen pregnancy and sexually transmitted diseases. Research that looked at abstinence only sex education programs, as compared to comprehensive sexual health education (including abstinence AND teaching about birth control methods) found that "when comparing adolescents who reported receiving a comprehensive sex education with those who received an abstinence-only education, comprehensive sex education was associated with a 50% lower risk of teen pregnancy." (Kohler et al., 2008, p.348)
Additional Information can be found from OSPI in this 2019 Research brief on Sexual Health Education.
Q: Does the school district give out contraceptives or condoms to students?
No, the school district does not. While state law requires that students learn about abstinence and other methods of preventing unintended pregnancy and sexually transmitted diseases, we do not hand out pregnancy prevention methods to students.
Q: If a student is uncomfortable with what is being taught, are they able to leave the classroom?
Our teachers work to intentionally create safe and inclusive classroom environments for all students. Educational research is clear that a safe environment helps students learn in all subjects, not just in health and sexual education.
Q: Some children in the classroom may be victims of sexual abuse or have other reasons for needing to leave. Can students opt out on their own or do they need parents to opt them out? How do foster children opt out?
Our school district does not typically allow students to opt themselves out of these lessons. This is in alignment with state law (RCW 28a.300.475) which states that parents/guardians are the people who can excuse their student from this instruction. However, our teachers work to create safe environments and work with students to provide accommodations for individual circumstances.
For foster children, unaccompanied youth, or other unique circumstances, the school district will work with the caregiver and/or students to navigate the opt-out process.
Q: How does the district plan to handle situations in which a teacher goes beyond the approved curriculum and includes their own personal beliefs and philosophies?
Our teachers work diligently to ensure that materials are presented in a factual, unbiased manner. In addition, the school district has an adopted health curriculum philosophy, teacher guidelines, and guidelines to respond to different types of student questions.
If teachers are using materials outside of the approved curriculum or presenting these in an inappropriate manner, we will start by supporting these teachers with coaching to remedy the situation. If teachers, with coaching and support, continue to knowingly teach these materials in an inappropriate manner, then this issue would be navigated via a staff discipline process.
Q: Will the district informing students about the benefits of abstinence? Will abstinence be given an equal amount of time and be included as a good and viable option?
All students in our school district receive instruction on abstinence and other forms of preventing pregnancy., and is required as a part of sexual health education in Washington State (RCW 28a.300.475).
Q: Will the district keep the curriculum scientifically accurate, age-appropriate and cover medically necessary information only?
Yes, the district will only use medically and scientifically accurate, and age-appropriate materials. In fact, all sexual health education in Washington State must be ““medically and scientifically accurate, age-appropriate, and inclusive of all students, regardless of their protected class status under chapter 49.60 RCW” (RCW 28a.300.475).
Q: Some curricula present information beyond anatomical facts, inserting opinions, encouraging various forms of sexual activity. Can the district guarantee that this information is not included?
Our district does not have any adopted materials that include opinions about the morality of or encouragement of different forms of sexual activity. The materials used in our district are medically and scientifically accurate, and are presented in a fact based manner.
Q: Some curricula also use or recommend materials that use explicit pictures and/or images of sex acts. What rules or restrictions are currently on visual aids? Can teachers supply their own visual aids?
All visual aids used to teach anatomy, physiology, and sexual health come straight from the approved materials. Dependent on grade level, there are some videos used explaining puberty, HIV/AIDS, and the birthing process. In addition, there are diagrams showing male and female reproductive organs. Teachers are not encouraging the use of explicit content in our classrooms and are only to use approved teaching materials.
Q: How can the district make sure the curriculum and assignments are not passed around campus to younger grades or students whose parents have chosen to opt them out?
We will do everything possible to ensure that materials are presented and used only with the appropriate grade level. However, it is important to realize that the school district cannot control if students choose to share something with a peer outside of the school environment.
Q: When the sexual health curriculum is integrated in other subjects, those children who opt out will either miss a portion of that core subject, or will have to go against the parent’s wishes and stay in for the lesson. Can the district guarantee that sexual health education will not be integrated into any other subjects at school?
Our sexual health lessons are taught as specific lessons and units, and are not being integrated into other units of study. As such, this should not be an issue for students or parents to have to worry about.
Q: Will students have required safety rules to follow and supervision while using the internet for any sexual health education research or homework?
Yes. Our district provides lessons for students about digital citizenship and in addition to this uses multiple tools, including internet filtering to keep students safe online. When projects are worked on during school hours, teachers should be supporting students in properly using electronics as a tool to enhance learning.
Q: Can the district add lessons on how to recognize the danger signs of online predators and sex traffickers?
As we navigate the process reviewing and updating sexual health materials in our district, this is something that our Health Materials Advisory Committee has been discussing. It is important to know that Washington State law (RCW 28a.300.475) school district policy (2125P) requires that sexual health education "include information about the development of meaningful relationships and avoidance of exploitative relationships."
Q: The law allows the school district the ability to develop its own course material. How will future materials be developed and how will the presenter be chosen?
When considering the adoption of materials, we need to ensure that materials are evidence-based, in other words, "have the materials been evaluated for effectiveness in changing behavior?" Materials must also align with legislative requirements and state learning standards. In the Monroe School District, we will be selecting updated sexual health materials from the list of reviewed materials by the Office of the Superintendent of Public Instruction (OSPI).
Presenters of this information are typically our classroom teachers. In elementary schools, some topics are taught by classroom teachers, and some taught by PE teachers. In the middle schools, our presenters are science teachers (grades 6/7) and health teachers (grade 8). In high school, materials are most often presented by teachers in the health class (9th/10th grade), but in the past (pre-COVID) we have brought in guest speakers, as is allowed by School District Policy 2125P.
Q: What does "inclusive" mean? What does that include?
Inclusive instruction does not refer to discussions on morals or individual views of sexuality. Inclusive instruction means that sexual health education must be “inclusive of all students, regardless of their protected class status”, and that “all curriculum, instruction, and materials must use language and strategies that recognize all members of protected classes.” (RCW 28a.300.475)
A culturally inclusive environment requires mutual respect, effective relationships, clear communication, explicit understandings about expectations and critical self-reflection. In an inclusive environment, people of all cultural orientations can: freely express who they are, their own opinions and points of view. (Source: USC, Australia.)
HealthSmart is designed to be unbiased and inclusive of diverse cultures and lifestyles. Differences are acknowledged. Case studies and roleplay scenarios in particular are written to be neutral and adaptable so that students can see themselves reflected. Family activities provide opportunities for parents and guardians to share in their children’s and teens’ learning and bring their own family values and perspectives to the discussions. Respect for differences is emphasized throughout the lessons, particularly in regard to sensitive health topics. Learning activities acknowledge the cultural diversity of students; optimize relevance to students from multiple cultures in the school community; and build on the cultural resources of families and communities.
Q: What is the approach to teaching abstinence and pregnancy prevention?
In Washington State, schools are required by law to teach both abstinence and other means of preventing unintended pregnancy and sexually transmitted diseases, as well as provide information on health care and prevention resources (RCW 28a.300.475 & 28A.230.070).
HealthSmart takes a comprehensive approach to sexual health education. The puberty lessons in Grade 5 begin by focusing on changing thoughts and feelings, including feelings of attraction for others. The lesson that introduces the concept of abstinence is focused on the message that it’s OK to wait to start exploring sexual feelings and activities. The reading sheet in that lesson presents situations around having a crush on someone, potential consequences of sexual activity as a teen, pressures around sexuality that can arise as bodies develop, and benefits of choosing abstinence at this point in life.
At the middle and high school level, instruction on abstinence and pregnancy prevention are provided within two separate units. While one of the sexual health units at the middle and high school level focuses on personal health practices and abstinence as a preventive strategy, the other sexual health unit at both grade middle and high school levels is comprehensive and includes information about condom use and safer sex, STI/HIV testing and treatment, and birth control methods.
Q: What is the intent behind teaching students about sexual stereotyping?
The intent is to promote acceptance of differences and treating others with respect. The HECAT healthy behavior outcome for the lessons around sexual stereotyping is to “treat all people with dignity and respect with regard to their gender identity and sexual orientation.”
Q: What instruction is provided around consent?
Per state law (RCW 28A.300.475), students must receive instruction on Affirmative Consent and Bystander Training starting in the 2020-2021 school year.
Specific lessons on Affirmative Consent are found in the middle and high school sexual health programs. Grades K-5 cover the concept of consent in other topic areas through lessons on refusal skills and sexual abuse prevention. In addition, HealthSmart includes lessons around conflict resolution, making safe choices, and seeking help from trusting adults.
- Elementary: Grade 1, Lesson 20, Grade 3, Lesson 16 (abuse prevention)
- Middle School: HIV/STI, Lesson 3 (affirmative consent); also reinforced in HIV-STI Lesson 4 (healthy romantic relationships), Lesson 10 (resisting sexual pressure–includes practice in accepting refusals), Lesson 13 (negotiating condom use) and in ABST Lesson 10 (feelings and relationships), Lesson 14 (resisting sexual pressure–includes practice in accepting refusals).
- High School Lessons: HIV-STI Lesson 4 (affirmative consent), Lesson 12 (negotiating condom use) and in ABST Lesson 15 (resisting sexual pressure–includes practice in accepting refusals)
Q: What way do you talk about sexual health and development in a gender neutral way?
Elementary lessons include both puberty lessons about a boy’s & girl’s body, and also include a gender-neutral lesson, using the language “a body with a penis” and “a body with a vagina”.
Middle and High School Lessons teach anatomy with the language “a body with a penis” and “a body with a vagina”.