Chicago Public Schools’ sexual education curriculum has raised concerns among parents with its early introduction to topics such as human anatomy, gender identity, and puberty blockers. The curriculum, uncovered by Parents Defending Education, is part of the district’s “Personal Health and Safety Education & Sexual Health Education Scope and Sequence.” Despite ongoing academic struggles among elementary students in the district, faculty and administrators have linked the “health and safety” programming to students’ learning time. The curriculum progresses from teaching basic human anatomy in kindergarten to discussing gender identity and puberty blockers by fifth grade.
Academic proficiency remains a concern in the Chicago public school system, with only 31% of elementary students considered proficient in reading and just 19% proficient in math. These statistics are below the latest national averages recorded for fourth-grade students by the National Center for Education Statistics. The discrepancies in proficiency levels highlight the ongoing challenges facing the district, as students struggle to meet academic standards. Parents and advocacy groups have criticized the district for prioritizing divisive and ideologically driven content over the foundational academic skills necessary for student success.
The sexual education curriculum in Chicago Public Schools introduces students to concepts related to gender identity, gender stereotypes, sexual orientation, and puberty blockers at an early age. By first grade, students are expected to define gender, gender identity, and gender role stereotypes. The curriculum progresses through the elementary grades, with lessons on gender stereotypes, advocacy for change, and the exploration of gender identity and expression. By fifth grade, students are taught terms such as “cisgender,” “non-binary,” and “transgender,” alongside discussions about puberty blockers and changes during puberty.
Concerns have been raised about the lack of teacher comfort with instructing students on the district’s sexual education curriculum, leading Chicago Public Schools to reportedly invite unlicensed “health educators” to deliver the content. This outsourcing of instruction has raised additional questions about the qualifications and expertise of those responsible for teaching sensitive topics to students. Despite requests for transparency and information regarding the sexual education materials, the district had repeatedly denied such requests prior to being uncovered by Parents Defending Education and other advocacy groups.
Critics argue that the focus on controversial and politically charged topics in the sexual education curriculum detracts from the core mission of schools to provide a quality education focused on academic achievement. With many students in the district struggling to meet basic proficiency levels in reading and math, there are concerns that the emphasis on ideological content may further hinder their ability to succeed academically. Parents, educators, and advocacy groups are calling for greater transparency, accountability, and a focus on academic excellence in Chicago Public Schools to ensure that students receive the education they need to thrive. As the debate over the district’s sexual education curriculum continues, it remains to be seen how Chicago Public Schools will address the concerns raised by parents and the community.
