National Aboriginal Health Organization

Sexual Health Toolkit Part 1 (STIs/HIV AIDS/Explaining STI tests)


Sexual health requires a positive and respectful approach to sexuality and sexual relationships. It also means having the possibility of pleasurable and safe sexual experiences – free of coercion, discrimination or violence (PHAC, 2003, p. 5).

In historical First Nations views, sexuality was not shameful and children were taught openly about their bodies, sexual and reproductive passages, and moontime (ANAC, 2002).

Young people who drink alcohol are more likely to have multiple sex partners (Harrison & Kassler, 2000, p. 346).
Alcohol is commonly viewed as a “sex facilitator” and its use is seen as a way to relax and improve communications.
For women, drinking alcohol increases the risk of becoming victims of sexual violence and therefore increases the risk of STIs and pregnancy. About 1 of 4 rape victims reports that drugs or alcohol were a factor. But, many of these rapes are unreported so the number is probably much higher (Sexualityandu, 2008).

Great resource for students to use or to print and share in the classroom. Part 1 discusses facts about STIs and material is aesthetically engaging!

Sexual Health Toolkit Part 2 (Healthy Relationships/Sexual Abuse & Drug Facilitated Sexual Assault/Body Image & Sexual Health/Sexuality/Traditional Views on Sexual Health)

What I love about Part 2:

Signs your relationship may be unhealthy (gives students a more of a modern twist, similar to what you would see in magazines, therefore may result in more engagement)

Discussion about body image, “It also means having feelings of strength, attractiveness, and control without trying to have an unrealistic “perfect” body.” Body image is discussed primarily in the younger grades in Health Curricula however still incredibly important at the secondary level.

This part is especially valuable in any subject area:  “For First Nations people, we are rarely shown in the media in a positive way. Take some time with your friends or classmates to look at the ways we are shown in the media. Ask yourselves, what is missing? Are these depictions accurate? Who is writing this? There are also many examples of good role models. These are First Nations people who are working for their communities.”

Sex versus gender and many other important definitions for students to know and understand. Another way to make your classroom inclusive, using terms such as “The term two-spirited is described as acknowledging the gender inclusiveness of traditional First Nations cultures and the balance between the male and female spirit, or “those who walk between genders” (Horsefall,n.d.; Minwaashin Lodge, 2006-2009).

What I love less about Part 2: I have reached an uncomfortable bump in my project!!! Finally, I was waiting for one of those:)
Page 12! One part,” if we are uncomfortable with our bodies, it can be hard to know what feels good during sex”. I think I would probably choose to leave this out and maybe discuss it in a different manner such as talking openly about sex and boundaries..  The next part that makes me feel uncomfortable is discussing masturbation, however, as the resource says,  it is one of the safest ways to explore your body.

Other comments: I find it extremely useful that this resource has many references not only for educators but also links to websites that students can use.  In many cases, students can find themselves on websites that don’t have current and or even accurate information. It is important that we provide them with many resources so we are allowing them to be curious and look into different areas where they may have questions in.

I would definitely use these two resources in my Health class! Would love to hear your feedback!



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