masturbation, and sexual desire will be discussed as normal occurrences. Currently, in many abstinence-only programs, teachers are instructed to say nothing more about masturbation other than it is something some people do and others don't, further muddling a youth's perception of their sexual selves. It is important to help students become sexually self-aware, and have alternate sexualities discussed openly, as they may Trinchieri 9be examining their own sexuality. Often homosexuality and bisexuality are forbidden subject matter in a sex ed classroom. Although teachers may never verbalize it, students leave the classroom with an understanding that heterosexuality is simply better than other sexual identities because the latter are not discussed. "To pretend that [sexuality] differences do not exist is unfair to students, who will eventually find themselves with individuals possessing a variety of beliefs regarding sexual relationships" (Elia). Furthermore, to ignore such differences is unfair to students who differ from the "norm," and causes them to feel invisible and unappreciated. Bisexuals, gays, lesbians, or those who simply do not fit typical gender-role stereotypes are discriminated against and physically and verbally abused in the schools. Sexuality education could address discrimination, and encouraging tolerance, if not acceptance, of these people. This multidimensional approach, teaching students that sexuality is something of the body and the mind, would be a significant benefit to the social and emotional well being of adolescents. For far too long, Sex Ed has been taught in only the most physical terms, the earliest programs merely speaking to the boys about nocturnal emissions and to the girls about menstruation. "Physical education teachers were responsible for teaching sexuality education--not because they had special training but because usually the only time during the school day when students were segreg...
