I 
115TH CONGRESS 
1ST SESSION H. R. 3602 
To provide for the overall health and well-being of young people, including 
the promotion of lifelong sexual health and healthy relationships, and 
for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
JULY 28, 2017 
Ms. LEE (for herself, Ms. DEGETTE, Mr. ELLISON, Mr. TONKO, Mr. TAKANO, 
Mr. HUFFMAN, Ms. NORTON, Mr. MCNERNEY, Ms. SPEIER, Miss RICE 
of New York, Mr. DEUTCH, Ms. CLARK of Massachusetts, Mr. GRIJALVA, 
Mr. BLUMENAUER, Mr. AGUILAR, Ms. ROYBAL-ALLARD, Mr. LARSEN of 
Washington, Mr. KIHUEN, Ms. CLARKE of New York, Mr. KHANNA, Ms. 
TITUS, Mr. NADLER, Mr. MCGOVERN, Mr. RYAN of Ohio, Mr. PRICE of 
North Carolina, Ms. KELLY of Illinois, Mr. LOWENTHAL, Mr. SCHIFF, 
Ms. DELAURO, Mr. DANNY K. DAVIS of Illinois, Ms. HANABUSA, Mr. 
CARBAJAL, Ms. SCHAKOWSKY, Mr. EVANS, Mr. CONYERS, Mr. WELCH, 
Ms. BONAMICI, Ms. JUDY CHU of California, Ms. SLAUGHTER, Mr. 
LEWIS of Georgia, Ms. ADAMS, Mr. CICILLINE, Ms. FRANKEL of Florida, 
Mrs. CAROLYN B. MALONEY of New York, Mr. POCAN, and Mr. 
SERRANO) introduced the following bill; which was referred to the Com-
mittee on Energy and Commerce, and in addition to the Committee on 
Education and the Workforce, for a period to be subsequently determined 
by the Speaker, in each case for consideration of such provisions as fall 
within the jurisdiction of the committee concerned 
A BILL 
To provide for the overall health and well-being of young 
people, including the promotion of lifelong sexual health 
and healthy relationships, and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
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SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Real Education for 
Healthy Youth Act of 2017’’. 
SEC. 2. PURPOSES; FINDING; SENSE OF CONGRESS. 
(a) PURPOSES.—The purposes of this Act are to pro-
vide young people with comprehensive sex education pro-
grams that— 
(1) promote and uphold the rights of young 
people to information in order to make healthy deci-
sions about their sexual health; 
(2) provide the information and skills all young 
people need to make informed, responsible, and 
healthy decisions in order to become sexually healthy 
adults and have healthy relationships; 
(3) provide information about the prevention of 
unintended pregnancy, sexually transmitted infec-
tions, including HIV, dating violence, sexual assault, 
bullying, and harassment; and 
(4) provide resources and information on topics 
ranging from gender stereotyping and gender roles 
and stigma and socio-cultural influences surrounding 
sex and sexuality. 
(b) FINDING ON REQUIRED RESOURCES.—In order 
to provide the comprehensive sex education described in 
subsection (a), Congress finds that increased resources are 
required for sex education programs that— 
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(1) substantially incorporate elements of evi-
dence-based programs or characteristics of effective 
programs; 
(2) cover a broad range of topics, including 
medically accurate and complete information that is 
age and developmentally appropriate about all the 
aspects of sex, sexual health, and sexuality; 
(3) are gender and gender identity-sensitive, 
emphasizing the importance of equality and the so-
cial environment for achieving sexual and reproduc-
tive health and overall well-being; 
(4) promote educational achievement, critical 
thinking, decisionmaking, self-esteem, and self-effi-
cacy; 
(5) help develop healthy attitudes and insights 
necessary for understanding relationships between 
oneself and others and society; 
(6) foster leadership skills and community en-
gagement by— 
(A) 
promoting 
principles 
of 
fairness, 
human dignity, and respect; and 
(B) engaging young people as partners in 
their communities; and 
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(7) are culturally and linguistically appropriate, 
reflecting the diverse circumstances and realities of 
young people. 
(c) SENSE OF CONGRESS.—It is the sense of Con-
gress that— 
(1) federally funded sex education programs 
should aim to— 
(A) provide information about a range of 
human sexuality topics, including— 
(i) human development, healthy rela-
tionships, personal skills; 
(ii) sexual behavior including absti-
nence; 
(iii) sexual health including preventing 
unintended pregnancy; 
(iv) sexually transmitted infections in-
cluding HIV; and 
(v) society and culture; 
(B) promote safe and healthy relation-
ships; 
(C) promote gender equity; 
(D) use, and be informed by, the best sci-
entific information available; 
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(E) be culturally appropriate and inclusive 
of youth with varying gender identities, gender 
expressions, and sexual orientations; 
(F) be built on characteristics of effective 
programs; 
(G) expand the existing body of research 
on comprehensive sex education programs 
through program evaluation; 
(H) expand training programs for teachers 
of comprehensive sex education; 
(I) build on programs funded under section 
513 of the Social Security Act (42 U.S.C. 713) 
and the Office of Adolescent Health’s Teen 
Pregnancy Prevention Program, funded under 
title II of the Consolidated Appropriations Act, 
2010 (Public Law 111–117; 123 Stat. 3253), 
and on programs supported through the Cen-
ters for Disease Control and Prevention (CDC); 
and 
(J) promote and uphold the rights of 
young people to information in order to make 
healthy and autonomous decisions about their 
sexual health; and 
(2) no Federal funds should be used for health 
education programs that— 
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(A) withhold health-promoting or life-sav-
ing information about sexuality-related topics, 
including HIV; 
(B) are medically inaccurate or have been 
scientifically shown to be ineffective; 
(C) promote gender or racial stereotypes; 
(D) are insensitive and unresponsive to the 
needs of sexually active young people; 
(E) are insensitive and unresponsive to the 
needs of survivors of sexual violence; 
(F) are insensitive and unresponsive to the 
needs of youth of all physical, developmental, 
and mental abilities; 
(G) are insensitive and unresponsive to the 
needs of youth with varying gender identities, 
gender expressions, and sexual orientations; or 
(H) are inconsistent with the ethical im-
peratives of medicine and public health. 
SEC. 3. GRANTS FOR COMPREHENSIVE SEX EDUCATION 
FOR ADOLESCENTS. 
(a) PROGRAM AUTHORIZED.—The Secretary, in co-
ordination with the Associate Commissioner of the Family 
and Youth Services Bureau of the Administration on Chil-
dren, Youth, and Families of the Department of Health 
and Human Services, the Director of the Office of Adoles-
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cent Health, the Director of the Division of Adolescent 
and School Health within the Centers for Disease Control 
and Prevention and the Secretary of Education, shall 
award grants, on a competitive basis, to eligible entities 
to enable such eligible entities to carry out programs that 
provide adolescents with comprehensive sex education, as 
described in subsection (f). 
(b) DURATION.—Grants awarded under this section 
shall be for a period of 5 years. 
(c) ELIGIBLE ENTITY.—In this section, the term ‘‘el-
igible entity’’ means a public or private entity that focuses 
on adolescent health and education or has experience 
working with adolescents. 
(d) APPLICATIONS.—An eligible entity desiring a 
grant under this section shall submit an application to the 
Secretary at such time, in such manner, and containing 
such information as the Secretary may require, including 
an assurance to participate in the evaluation described in 
section 6. 
(e) PRIORITY.—In awarding grants under this sec-
tion, the Secretary shall give priority to eligible entities 
that— 
(1) are State or local public entities; 
(2) are entities not currently receiving funds 
under— 
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(A) section 513 of the Social Security Act 
(42 U.S.C. 713); 
(B) the Office of Adolescent Health’s Teen 
Pregnancy Prevention Program, funded under 
title II of the Consolidated Appropriations Act, 
2010 (Public Law 111–117; 123 Stat. 3253), 
or any substantially similar successive program; 
or 
(C) the Centers for Disease Control and 
Prevention’s Division of Adolescent and School 
Health; and 
(3) address health inequities among young peo-
ple that face systemic barriers resulting in dis-
proportionate rates of not less than one of the fol-
lowing: 
(A) Unintended pregnancies. 
(B) Sexually transmitted infections, includ-
ing HIV. 
(C) Dating violence and sexual violence. 
(f) USE OF FUNDS.— 
(1) IN GENERAL.—Each eligible entity that re-
ceives a grant under this section shall use the grant 
funds to carry out an education program that pro-
vides adolescents with comprehensive sex education 
that— 
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(A) is age and developmentally appro-
priate; 
(B) is medically accurate and complete; 
(C) substantially incorporates elements of 
evidence-based sex education instruction; or 
(D) creates a demonstration project based 
on characteristics of effective programs. 
(2) CONTENTS OF COMPREHENSIVE SEX EDU-
CATION
PROGRAMS.—The comprehensive sex edu-
cation programs funded under this section shall in-
clude instruction and materials that address— 
(A) the physical, social, and emotional 
changes of human development including, 
human anatomy, reproduction, and sexual de-
velopment; 
(B) healthy relationships, including friend-
ships, within families, and society, that are 
based on mutual respect, and the ability to dis-
tinguish between healthy and unhealthy rela-
tionships, including— 
(i) effective communication, negotia-
tion and refusal skills, including the skills 
to recognize and report inappropriate or 
abusive sexual advances; 
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(ii) bodily autonomy, setting and re-
specting personal boundaries, practicing 
personal safety, and consent; and 
(iii) the limitations and harm of gen-
der-role stereotypes, violence, coercion, bul-
lying, harassment, and intimidation in re-
lationships; 
(C) healthy decisionmaking skills about 
sexuality and relationships that include— 
(i) critical thinking, problem solving, 
self-efficacy, stress-management, self-care, 
and decisionmaking; 
(ii) individual values and attitudes; 
(iii) the promotion of positive body 
images; 
(iv) developing an understanding that 
there are a range of body types and en-
couraging positive feeling about students’ 
own body types; 
(v) information on how to respect oth-
ers and ensure safety on the internet and 
when using other forms of digital commu-
nication; 
(vi) information on local services and 
resources where students can obtain addi-
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tional information related to bullying, har-
assment, dating violence and sexual as-
sault, suicide prevention, and other related 
care; 
(vii) encouragement for youth to com-
municate with their parents or guardians, 
health and social service professionals, and 
other trusted adults about sexuality and 
intimate relationships; 
(viii) information on how to create a 
safe environment for all students and oth-
ers in society; 
(ix) examples of varying types of rela-
tionships, couples, and family structures; 
and 
(x) affirmative representation of vary-
ing gender identities, gender expressions, 
and sexual orientations, including individ-
uals and relationships between same sex 
couples and their families; 
(D) abstinence, delaying age of first sexual 
activity, the use of condoms, preventive medica-
tion, vaccination, birth control, and other sexu-
ally transmitted infection prevention measures, 
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and the options for pregnancy, including par-
enting, adoption, and abortion, including— 
(i) the importance of effectively using 
condoms, preventive medication, and appli-
cable vaccinations to protect against sexu-
ally transmitted infections, including HIV; 
(ii) the benefits of effective contracep-
tive and condom use in avoiding unin-
tended pregnancy; 
(iii) the relationship between sub-
stance use and sexual health and behav-
iors; and 
(iv) information about local health 
services where students can obtain addi-
tional information and services related to 
sexual and reproductive health and other 
related care; 
(E) through affirmative recognition, the 
roles that traditions, values, religion, norms, 
gender roles, acculturation, family structure, 
health beliefs, and political power play in how 
students make decisions that affect their sexual 
health, using examples of various types of races, 
ethnicities, cultures, and families, including sin-
gle-parent households and young families; 
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(F) information about gender identity, 
gender expression, and sexual orientation for all 
students, including— 
(i) affirmative recognition that people 
have different gender identities, gender ex-
pressions, and sexual orientations; and 
(ii) community resources that can pro-
vide additional support for individuals with 
varying gender identities, gender expres-
sions, and sexual orientations; and 
(G) opportunities to explore the roles that 
race, ethnicity, immigration status, disability 
status, economic status, homelessness, foster 
care status, and language within different com-
munities affect sexual attitudes in society and 
culture and how this may impact student sexual 
health. 
SEC. 4. GRANTS FOR COMPREHENSIVE SEX EDUCATION AT 
INSTITUTIONS OF HIGHER EDUCATION. 
(a) PROGRAM AUTHORIZED.—The Secretary, in co-
ordination with the Secretary of Education, shall award 
grants, on a competitive basis, to institutions of higher 
education or consortia of such institutions to enable such 
institutions to provide young people with comprehensive 
sex education, described in subsection (e)(2). 
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(b) DURATION.—Grants awarded under this section 
shall be for a period of 5 years. 
(c) APPLICATIONS.—An institution of higher edu-
cation or consortia of such institutions desiring a grant 
under this section shall submit an application to the Sec-
retary at such time, in such manner, and containing such 
information as the Secretary may require, including an as-
surance to participate in the evaluation described in sec-
tion 6. 
(d) PRIORITY.—In awarding grants under this sec-
tion, the Secretary shall give priority to an institution of 
higher education that— 
(1) has an enrollment of needy students as de-
fined in section 318(b) of the Higher Education Act 
of 1965 (20 U.S.C. 1059e(b)); 
(2) is a Hispanic-serving institution, as defined 
in section 502(a) of such Act (20 U.S.C. 1101a(a)); 
(3) is a Tribal College or University, as defined 
in section 316(b) of such Act (20 U.S.C. 1059c(b)); 
(4) is an Alaska Native-serving institution, as 
defined in section 317(b) of such Act (20 U.S.C. 
1059d(b)); 
(5) is a Native Hawaiian-serving institution, as 
defined in section 317(b) of such Act (20 U.S.C. 
1059d(b)); 
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(6) is a Predominately Black Institution, as de-
fined in section 318(b) of such Act (20 U.S.C. 
1059e(b)); 
(7) is a Native American-serving, nontribal in-
stitution, as defined in section 319(b) of such Act 
(20 U.S.C. 1059f(b)); 
(8) is an Asian American and Native American 
Pacific Islander-serving institution, as defined in 
section 320(b) of such Act (20 U.S.C. 1059g(b)); or 
(9) is a minority institution, as defined in sec-
tion 365 of such Act (20 U.S.C. 1067k), with an en-
rollment of needy students, as defined in section 312 
of such Act (20 U.S.C. 1058). 
(e) USES OF FUNDS.— 
(1) IN GENERAL.—An institution of higher edu-
cation receiving a grant under this section shall use 
grant funds to integrate issues relating to com-
prehensive sex education into institution of higher 
education in order to reach a large number of stu-
dents, by carrying out one or more of the following 
activities: 
(A) Developing or adopting educational 
content for issues relating to comprehensive sex 
education that will be incorporated into student 
orientation, general education, or core courses. 
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(B) Developing or adopting, and imple-
menting schoolwide educational programming 
outside of class that delivers elements of com-
prehensive sex education programs to students, 
faculty, and staff. 
(C) Developing or adopting innovative 
technology-based approaches to deliver sex edu-
cation to students, faculty, and staff. 
(D) Developing or adopting, and imple-
menting peer-outreach and education programs 
to generate discussion, educate, and raise 
awareness among students about issues relating 
to comprehensive sex education. 
(2) CONTENTS
OF
SEX
EDUCATION
PRO-
GRAMS.—Each institution of higher education’s pro-
gram of comprehensive sex education funded under 
this section shall include instruction and materials 
that address the requirements under section 3(f). 
SEC. 5. GRANTS FOR PRE-SERVICE AND IN-SERVICE TEACH-
ER TRAINING. 
(a) PROGRAM AUTHORIZED.—The Secretary, in co-
ordination with the Director of the Centers for Disease 
Control and Prevention and the Secretary of Education, 
shall award grants, on a competitive basis, to eligible enti-
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ties to enable such eligible entities to carry out the activi-
ties described in subsection (e). 
(b) DURATION.—Grants awarded under this section 
shall be for a period of 5 years. 
(c) ELIGIBLE ENTITY.—In this section, the term ‘‘el-
igible entity’’ means— 
(1) a State educational agency; 
(2) a local educational agency; 
(3) a tribe or tribal organization, as defined in 
section 4 of the Indian Self-Determination and Edu-
cation Assistance Act (25 U.S.C. 5304); 
(4) a State or local department of health; 
(5) a State or local department of education; 
(6) an educational service agency; 
(7) a nonprofit institution of higher education; 
(8) a national or statewide nonprofit organiza-
tion that has as its primary purpose the improve-
ment of provision of comprehensive sex education 
through training and effective teaching of com-
prehensive sex education; or 
(9) a consortium of nonprofit organizations that 
has as its primary purpose the improvement of pro-
vision of comprehensive sex education through train-
ing and effective teaching of comprehensive sex edu-
cation. 
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(d) APPLICATION.—An eligible entity desiring a 
grant under this section shall submit an application to the 
Secretary at such time, in such manner, and containing 
such information as the Secretary may require, including 
an assurance to participate in the evaluation described in 
section 6. 
(e) AUTHORIZED ACTIVITIES.— 
(1) REQUIRED ACTIVITY.—Each eligible entity 
receiving a grant under this section shall use grant 
funds for professional development and training of 
relevant faculty, school administrators, teachers, and 
staff, in order to increase effective teaching of com-
prehensive sex education students. 
(2) PERMISSIBLE
ACTIVITIES.—Each eligible 
entity receiving a grant under this section may use 
grant funds to— 
(A) provide research-based training of 
teachers for comprehensive sex education for 
adolescents as a means of broadening student 
knowledge about issues related to human devel-
opment, healthy relationships, personal skills, 
and sexual behavior, including abstinence, sex-
ual health, and society and culture; 
(B) support the dissemination of informa-
tion on effective practices and research findings 
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concerning the teaching of comprehensive sex 
education; 
(C) support research on— 
(i) effective comprehensive sex edu-
cation teaching practices; and 
(ii) the development of assessment in-
struments and strategies to document— 
(I) student understanding of 
comprehensive sex education; and 
(II) the effects of comprehensive 
sex education; 
(D) convene national conferences on com-
prehensive sex education, in order to effectively 
train teachers in the provision of comprehensive 
sex education; and 
(E) develop and disseminate appropriate 
research-based materials to foster comprehen-
sive sex education. 
(3) SUBGRANTS.—Each eligible entity receiving 
a grant under this section may award subgrants to 
nonprofit organizations that possess a demonstrated 
record of providing training to faculty, school admin-
istrators, teachers, and staff on comprehensive sex 
education to— 
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(A) train teachers in comprehensive sex 
education; 
(B) support Internet or distance learning 
related to comprehensive sex education; 
(C) promote rigorous academic standards 
and assessment techniques to guide and meas-
ure student performance in comprehensive sex 
education; 
(D) encourage replication of best practices 
and model programs to promote comprehensive 
sex education; 
(E) develop and disseminate effective, re-
search-based 
comprehensive 
sex 
education 
learning materials; 
(F) develop academic courses on the peda-
gogy of sex education at institutions of higher 
education; or 
(G) convene State-based conferences to 
train teachers in comprehensive sex education 
and to identify strategies for improvement. 
SEC. 6. IMPACT EVALUATION AND REPORTING. 
(a) MULTI-YEAR EVALUATION.— 
(1) IN
GENERAL.—Not later than 6 months 
after the date of the enactment of this Act, the Sec-
retary shall enter into a contract with a nonprofit 
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organization with experience in conducting impact 
evaluations, to conduct a multi-year evaluation on 
the impact of the grants under sections 3, 4, and 5, 
and to report to Congress and the Secretary on the 
findings of such evaluation. 
(2) EVALUATION.—The evaluation conducted 
under this subsection shall— 
(A) be conducted in a manner consistent 
with relevant, nationally recognized professional 
and technical evaluation standards; 
(B) use sound statistical methods and 
techniques relating to the behavioral sciences, 
including quasi-experimental designs, inferential 
statistics, and other methodologies and tech-
niques that allow for conclusions to be reached; 
(C) be carried out by an independent orga-
nization that has not received a grant under 
section 3, 4, or 5; and 
(D) be designed to provide information 
on— 
(i) output measures, such as the num-
ber of individuals served under the grant 
and the number of hours of instruction; 
(ii) 
outcome 
measures, 
including 
measures relating to— 
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(I) the knowledge that individ-
uals participating in the grant pro-
gram have gained in each of the fol-
lowing age and developmentally appro-
priate areas— 
(aa) growth and develop-
ment; 
(bb) relationship dynamics; 
(cc) ways to prevent unin-
tended pregnancy and sexually 
transmitted infections, including 
HIV; and 
(dd) sexual health; 
(II) the age and developmentally 
appropriate skills that individuals par-
ticipating in the grant program have 
gained regarding— 
(aa) negotiation and commu-
nication; 
(bb) 
decisionmaking 
and 
goal-setting; 
(cc) interpersonal skills and 
healthy relationships; and 
(dd) condom use; and 
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(III) the behaviors of adolescents 
participating in the grant program, 
including data about— 
(aa) age of first intercourse; 
(bb) condom and contracep-
tive use at first intercourse; 
(cc) recent condom and con-
traceptive use; 
(dd) substance use; 
(ee) dating abuse and life-
time history of sexual assault, 
dating violence, bullying, harass-
ment, stalking; and 
(ff) academic performance; 
and 
(iii) other measures necessary to 
evaluate the impact of the grant program. 
(3) REPORT.—Not later than 6 years after the 
date of enactment of this Act, the organization con-
ducting the evaluation under this subsection shall 
prepare and submit to the appropriate committees of 
Congress and the Secretary an evaluation report. 
Such report shall be made publicly available, includ-
ing on the website of the Department of Health and 
Human Services. 
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(b) SECRETARY’S REPORT TO CONGRESS.—Not later 
than 1 year after the date of the enactment of this Act, 
and annually thereafter for a period of 5 years, the Sec-
retary shall prepare and submit to the appropriate com-
mittees of Congress a report on the activities to provide 
adolescents and young people with comprehensive sex edu-
cation and pre-service and in-service teacher training 
funded under this Act. The Secretary’s report to Congress 
shall include— 
(1) a statement of how grants awarded by the 
Secretary meet the purposes described in section 
2(a); and 
(2) information about— 
(A) the number of eligible entities and in-
stitutions of higher education that are receiving 
grant funds under sections 3, 4, and 5; 
(B) the specific activities supported by 
grant funds awarded under sections 3, 4, and 
5; 
(C) the number of adolescents served by 
grant programs funded under section 3; 
(D) the number of young people served by 
grant programs funded under section 4; 
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(E) the number of faculty, school adminis-
trators, teachers, and staff trained under sec-
tion 5; and 
(F) the status of the evaluation required 
under subsection (a). 
SEC. 7. NONDISCRIMINATION. 
Programs funded under this Act shall not discrimi-
nate on the basis of actual or perceived sex, race, color, 
ethnicity, national origin, disability, sexual orientation, 
gender identity, or religion. Nothing in this Act shall be 
construed to invalidate or limit rights, remedies, proce-
dures, or legal standards available under any other Fed-
eral law or any law of a State or a political subdivision 
of a State, including the Civil Rights Act of 1964 (42 
U.S.C. 2000a et seq.), title IX of the Education Amend-
ments of 1972 (20 U.S.C. 1681 et seq.), section 504 of 
the Rehabilitation Act of 1973 (29 U.S.C. 794), the Amer-
icans with Disabilities Act of 1990 (42 U.S.C. 12101 et 
seq.), and section 1557 of the Patient Protection and Af-
fordable Care Act (42 U.S.C. 18116). 
SEC. 8. LIMITATION. 
No Federal funds provided under this Act may be 
used for health education programs that— 
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(1) withhold health-promoting or life-saving in-
formation about sexuality-related topics, including 
HIV; 
(2) are medically inaccurate or have been sci-
entifically shown to be ineffective; 
(3) promote gender or racial stereotypes; 
(4) are insensitive and unresponsive to the 
needs of sexually active young people; 
(5) are insensitive and unresponsive to the 
needs of pregnant or parenting young people; 
(6) are insensitive and unresponsive to the 
needs of survivors of sexual abuse or assault; 
(7) are insensitive and unresponsive to the 
needs of youth of all physical, developmental, or 
mental abilities; 
(8) are insensitive and unresponsive to individ-
uals with varying gender identities, gender expres-
sions, and sexual orientations; or 
(9) are inconsistent with the ethical imperatives 
of medicine and public health. 
SEC. 9. AMENDMENTS TO OTHER LAWS. 
(a) AMENDMENT TO THE PUBLIC HEALTH SERVICE 
ACT.—Section 2500 of the Public Health Service Act (42 
U.S.C. 300ee) is amended by striking subsections (b) 
through (d) and inserting the following: 
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‘‘(b) CONTENTS
OF PROGRAMS.—All programs of 
education and information receiving funds under this sub-
chapter shall include information about the potential ef-
fects of intravenous substance abuse.’’. 
(b) AMENDMENTS TO THE ELEMENTARY AND SEC-
ONDARY EDUCATION ACT OF 1965.—Section 8526 of the 
Elementary and Secondary Education Act of 1965 (20 
U.S.C. 7906) is amended— 
(1) by striking paragraph (3); 
(2) by redesignating paragraphs (4) and (5) as 
paragraphs (3) and (4), respectively; 
(3) in paragraph (4), by inserting ‘‘or’’ after 
the semicolon; 
(4) in paragraph (5), by striking ‘‘; or’’ and in-
serting a period; and 
(5) by striking paragraph (6). 
SEC. 10. DEFINITIONS. 
In this Act: 
(1) ADOLESCENTS.—The term ‘‘adolescents’’ 
means individuals who are ages 10 through 19 at 
the time of commencement of participation in a pro-
gram supported under this Act. 
(2) AGE
AND
DEVELOPMENTALLY
APPRO-
PRIATE.—The term ‘‘age and developmentally appro-
priate’’ means topics, messages, and teaching meth-
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ods suitable to particular age, age group of children 
and adolescents, or developmental levels, based on 
cognitive, emotional, social, and behavioral capacity 
of most students at that age level. 
(3) 
APPROPRIATE
COMMITTEES
OF
CON-
GRESS.—The term ‘‘appropriate committees of Con-
gress’’ means the Committee on Health, Education, 
Labor, and Pensions of the Senate, the Committee 
on Appropriations of the Senate, the Committee on 
Energy and Commerce of the House of Representa-
tives, the Committee on Education and the Work-
force of the House of Representatives, and the Com-
mittee on Appropriations of the House of Represent-
atives. 
(4) CHARACTERISTICS
OF
EFFECTIVE
PRO-
GRAMS.—The term ‘‘characteristics of effective pro-
grams’’ means the aspects of evidence-based pro-
grams, including development, content, and imple-
mentation of such programs, that— 
(A) have been shown to be effective in 
terms of increasing knowledge, clarifying values 
and attitudes, increasing skills, and impacting 
upon behavior; and 
(B) are widely recognized by leading med-
ical and public health agencies to be effective in 
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changing sexual behaviors that lead to sexually 
transmitted infections, including HIV, unin-
tended pregnancy, and dating violence and sex-
ual assault among young people. 
(5) COMPREHENSIVE
SEX
EDUCATION.—The 
term ‘‘comprehensive sex education’’ means instruc-
tional part of a comprehensive school health edu-
cation approach which addresses the physical, men-
tal, emotional, and social dimensions of human sexu-
ality; designed to motivate and assist students to 
maintain and improve their sexual health, prevent 
disease and reduce sexual health-related risk behav-
iors; and enable and empower students to develop 
and demonstrate age and developmentally appro-
priate sexuality and sexual health-related knowledge, 
attitudes, skills, and practices. 
(6) CONSENT.—The term ‘‘consent’’ means af-
firmative, conscious, and voluntary agreement to en-
gage in interpersonal, physical, or sexual activity. 
(7) CULTURALLY
APPROPRIATE.—The term 
‘‘culturally appropriate’’ means materials and in-
struction that respond to culturally diverse individ-
uals, families and communities in an inclusive, re-
spectful and effective manner; including materials 
and instruction that are inclusive of race, ethnicity, 
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languages, cultural background, religion, sex, gender 
identity, sexual orientation, and different abilities. 
(8) EVIDENCE-BASED.—The term ‘‘evidence- 
based’’, when used with respect to sex education in-
struction means a sex education program that has 
been proven through rigorous evaluation to be effec-
tive in changing sexual behavior or incorporates ele-
ments of other programs that have been proven to 
be effective in changing sexual behavior. 
(9) GENDER EXPRESSION.—The term ‘‘gender 
expression’’, when used with respect to a sex edu-
cation program, means the expression of one’s gen-
der, such as through behavior, clothing, haircut, or 
voice, and which may or may not conform to socially 
defined behaviors and characteristics typically asso-
ciated with being either masculine or feminine. 
(10) GENDER IDENTITY.—Except with respect 
to section 7, the term ‘‘gender identity’’, when used 
with respect to a sex education program, means the 
gender-related identity, appearance, mannerisms, or 
other gender-related characteristics of an individual, 
regardless of the individual’s designated sex at birth 
including a person’s deeply held sense or knowledge 
of their own gender; such as male, female, both or 
neither. 
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(11) INCLUSIVE.—The term ‘‘inclusive’’, when 
used with respect to a sex education program, means 
curriculum that ensures that students from histori-
cally marginalized communities are reflected in 
classroom materials and lessons. 
(12) INSTITUTION OF HIGHER EDUCATION.— 
The term ‘‘institution of higher education’’ has the 
meaning given the term in section 101 of the Higher 
Education Act of 1965 (20 U.S.C. 1001). 
(13) MEDICALLY ACCURATE AND COMPLETE.— 
The term ‘‘medically accurate and complete’’, when 
used with respect to a sex education program, means 
that— 
(A) the information provided through the 
program is verified or supported by the weight 
of research conducted in compliance with ac-
cepted scientific methods and is published in 
peer-reviewed journals, where applicable; or 
(B)(i) the program contains information 
that leading professional organizations and 
agencies with relevant expertise in the field rec-
ognize as accurate, objective, and complete; and 
(ii) the program does not withhold infor-
mation about the effectiveness and benefits of 
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