Many aspects of a health curriculum deal with sensitive subjects that require a careful approach to teaching. The comfort level of students, parents, teachers, and administrators with health-related content must be addressed. The following will help you deal with sensitive issues.

Review District Policies

While curriculum content and activities are carefully developed for age and developmental appropriateness, it is a good idea to review your school district's policies. Your school district may have specific policies in place for topics such as areas of family life, substance use prevention, and mental/emotional health. Review these policies before beginning a unit of instruction.

Involve Teachers, Parents, and Administrators

If you foresee problems with health-related content, hold a special meeting with parents and other family members to introduce the content. Reassure parents and other caregivers that their children's privacy will be maintained. Depending on your district's policies, family members may request that students be excused from some lessons. Develop alternatives for these students that maintain their dignity and self-confidence.

As a teacher, you may also need to discuss your own comfort level. Speak with colleagues about developing ideas for maintaining your comfort.

Establish Classroom Guidelines

Classroom atmosphere is critical when teaching sensitive topics. Establish classroom conditions and ground rules that contribute to feelings of security, autonomy, purpose, and personal competence. Try arranging your classroom in a circle or horseshoe configuration to encourage interaction and open discussion.

Begin by having students establish class ground rules. These may include:

• Treat each other with courtesy and respect.
  
• Listen carefully to others.
  
• Allow others to speak without interruption.
  
• Be supportive of others. No name-calling or put-downs.
  
• No question is stupid or wrong.
  
• Students have the right to pass during any discussion or activity that involves personal opinions, feelings, or experiences.

When students ask questions about sensitive issues, consider the following:

• What is the student really asking?
  
• Why is the student asking the question?
  
• What does the student already know?
  
• How much information does the student need?

Instead of: "Kathy, what would you do if you felt depressed?"
Say: "Class, what might a person do if he or she needed help with depression?"

If you don't know the answer to a student's question, simply admit it. Then introduce or reinforce ideas on how to obtain reliable health information. Referring to reliable health information sources is also a great way to deflect questions about your own personal health habits or choices.

Handling Student Disclosure

If students begin to disclose information about personal or family problems during class, tell these students that you will discuss the situation privately with him or her. Then immediately establish a time for this discussion. Follow these guidelines when discussing students' personal concerns:

• Listen carefully; ask questions only to clarify information.
  
• Praise the student for telling someone about his or her concerns.
  
• Validate the student's perceptions.
  
• Reassure the student that it is not his or her fault.
  
• Encourage the student to talk to parents or other appropriate family members.
  
• Contact parents or other family members about the child's concerns, if appropriate.
  
• Be sure to follow district policy and state laws regarding reporting the disclosure to appropriate authorities.