The greatest thing about creating your own curriculum and programming is that it can be reflective and responsive.

My framework reflects my values and responds to my students. I’ll break down the core components of my pedagogical framework here:

• Trauma-conscious
  This approach means I am aware and informed of how trauma could affect my students’ learning experience. This practice is absolutely vital when we talk with young people about sexuality, relationships, touch, consent, abuse, etc.
  During class, this looks like: 

  • Normalizing the discomfort or embarrassment students might be feeling

  • Establishing community agreements among students

  • Encouraging students to take breaks as needed

  • Taking movement & breathing breaks together as a class

  • Helping students make an after-class self-care plan, acknowledging the physical & emotional toll challenging subjects can have

  • Holding space for students who have experienced abuse or violence

• Anti-oppressive
  This style of education requires a deep commitment to actively challenging different forms of oppression. I teach about oppression in my classes explicitly and acknowledge the less apparent ways oppression shapes our thoughts & behavior. Sexism, racism, transphobia, ableism, patriarchy, fatphobia, classism, misogyny, white supremacy, homophobia, etc. are all ways that systems & people oppress each other. It is all of our responsibility to unlearn these harmful lessons, dismantle these violent systems, and treat each other with justice & kindness. I help young people learn how to do this.

• Affirming
  Studies show that affirming young people in their identities decreases their likelihood of mental health struggles and suicide. Every class I teach is inclusive of my students’ various gender identities and sexual orientations. When I talk about preventing pregnancy, puberty, & menstruation, I talk about bodies & parts, rather than genders & orientations. My students should always feel seen & included in my classes.

• Rights-based
  Young people have a right to information about sex & sexuality. Whether or not sex education is age-appropriate is about delivery, not about content. Sexuality is an inherent aspect of humanity and I do not practice gatekeeping around sexual health information. 

• Skill-oriented
  Every class has a skill component. My objective is for students to leave every class knowing how to do something practical. Whether it’s making an appointment for birth control, putting an unconscious person in the recovery position, or regulating through a panic attack--we focus on real life skill acquisition.

These 5 components make up my pedagogical framework and you will find these values woven throughout every class I teach. They reflect my own personal values but they are also what my students tell me they want. Every year, my students offer detailed feedback on their learning and they tell me they want education that affirms who they are, teaches them how to do things in real life, takes care of their emotions, and helps them effect change. My students come first and they lead the way.