Science and Success, Second Edition: Sex Education and Other Programs that Work to Prevent Teen Pregnancy, HIV and Sexually Transmitted Infections

Full Study Report [HTML] [PDF]
Executive Summary [HTML] [PDF]

Program Components

• School-based program providing developmentally appropriate, social competence training for elementary school children
• Educator training in each program year
• Developmentally appropriate, voluntary parenting class

For Use With

• Elementary school children in grades one through six
• Urban and suburban children
• African American children
• Multiethnic populations – specifically white, African American, Asian American, and Native American youth
• Socio-economically disadvantaged children

Evaluation Methodology

• Quasi-experimental design, including treatment and comparison conditions in Seattle, Washington
• Elementary school children (n=643 at baseline; n=598 at follow-up at age 18; n=349 at age 21)
• Post-test at age 18 and at age 21, including self-reported measures of behavior along with California Achievement Test scores and disciplinary records

Evaluation Findings

• Delayed initiation of sexual intercourse
• Reduced number of sexual partners
• Increased condom use
• Long-term: Reduced rates of teen pregnancy and birth – females only

Evaluators' comments: A theory-based social development program that promotes academic success, social competence, and bonding to school during the elementary grades can prevent risky sexual practices and adverse health consequences in early adulthood.
Source: Lonczak, Abbott, Hawkins et al 2002

Program Description

This is a multi-year intervention, provided in grades one through six. Components include:

• Five days of in-service training for teachers in each intervention year
• Developmentally appropriate parenting classes offered to parents
• Developmentally adjusted social competence training for children in all six grades.

The intervention is based on the social development model, an integrated theory of human behavior.[21]

Each year, as the children move through the elementary grades, teachers receive in-service training on proactive classroom management, interactive teaching, and cooperative learning. First grade teachers also receive instruction in fostering children's interpersonal problem solving skills. In addition, when students are in grade six, they receive four hours of training in skills to recognize and resist social influences to engage in problem behaviors. Parents can participate in voluntary, parenting training classes.[21]

Evaluation Methodology

The full intervention group consisted of all students randomly assigned to intervention classrooms in grades one through four in eight elementary schools in Seattle, Washington, and who remained in schools assigned to the intervention in grades five and six. The late intervention group included students who received the intervention in grades five and six only. The comparison group consisted of students in schools assigned to receive no intervention in grades five and six and who were not in intervention classrooms in grades one through four.[21]

Participants in all three groups (n=643) were approximately equal by gender. Fifty-six percent were from poor families, as evidenced by their participation in the national school lunch / breakfast program. Forty-four percent were white; 26 percent, African American; 22 percent, Asian American; and five percent Native American. The intervention was evaluated when youth (n=598) were interviewed at age 18 and again at age 21 (n=349). [21]

Self-reported violent and nonviolent crime, substance use, sexual activity, pregnancy, bonding to school, school achievement, grade repetition, school dropout, and suspension and/or expulsion were assessed. In addition, data came from Youth Risk Behavior survey responses and California Achievement Test scores, as well as from court and school records regarding disciplinary actions and grade point average.[21]

Outcomes

• Behavior—
  • Delayed initiation of sexual intercourse—Fewer full intervention youth than comparison youth reported having initiated sexual intercourse by age 18 (72 versus 83 percent). By age 21, 10 percent of the full intervention group reported never having had sex, versus six percent of the comparison group.[21,22]
  • Reduced number of sexual partners—Fewer full intervention youth than comparison youth reported having had multiple sexual partners by age 21. Forty-three percent of comparison youth reported six or more partners, versus 32 percent of the full intervention group.[21]
  • Increased condom use—At age 21, the difference in condom use frequency between the full intervention group and the comparison group was significantly greater for single African Americans than for other ethnic groups. For example, 50 percent of single African Americans in the full intervention group reported always using a condom, versus 12 percent of single African Americans in the comparison group.[21]
  • Increased condom use at last intercourse—At age 21, youth in the full intervention group were significantly more likely to report condom use at last intercourse (60 percent) versus 44 percent in the comparison group. For African Americans, 79 percent of those in the full intervention group reported using a condom during last intercourse, compared to 36 percent of those in the comparison group.[21]

Long-Term Impact

• Decreased involvement in pregnancy and birth—At age 21, 56 percent of comparison females reported ever having been pregnant, versus 38 percent of females in the full intervention. By age 21, 40 percent of comparison females had given birth, versus 23 percent of females in the intervention group. The proportion of males involved in a pregnancy or birth did not differ by intervention condition.[21]
• Increased academic achievement and reduced delinquency and misbehavior—Relative to comparison youth, full intervention students reported fewer violent acts and delinquent acts, less school misbehavior, better academic achievement, less involvement in heavy drinking, and more commitment to school.[21,22]
• Late intervention findings—Evaluation found that late intervention, in grades five and six only, did not significantly affect health risk behaviors during adolescence and up to age 18.[22]

For More Information, Contact

• Social Development Research Group, University of Washington: 9725 Third Avenue NE, Suite 401, Seattle, Washington, 98115
  
  This program is not available for purchase.