boundaries can also help students evaluate and avoid risky or potentially dangerous situations and empower students to report sexual assault and molestation (9–12.4.2.S, Interpersonal Communication; 9–12.5.1.S, Decision Making). Students are led in a discussion that explores and identifies the physical response to feelings and emotions. From this discussion, students can learn how to be aware of the physical sensations in their body when trust and respect are present compared to when a boundary is being crossed. Students are guided in discussions about the right to refuse sexual contact, including in dating relationships, long-term relationships, and marriage. Students can advocate for violence prevention and work to create a school and community where sexual assault is not tolerated (9–12.8.1.S, Health Promotion). This also means supporting peers in making positive and healthful choices about sexual behavior Health Promotion) and protecting their rights to personal boundaries and affirmative consent. Students can research support resources such as the local rape crisis center, law enforcement agencies, and local and national organizations including hotlines and support centers and distribute the information to other students. As an engaging and entertaining activity, students can participate in a poetry slam <byh>visual art, film, music, or theater<eyh> to explore issues of sexual violence through a creative voice. As students approach adulthood, they may become involved with an older romantic interest who may already be a legal adult. Referencing earlier discussions about healthy relationships can encourage students to analyze unequal power dynamics in an relationship and relationships with large age differences. Students who are in an autonomous stage of development yet still growing in maturity may have a skewed perspective of adult intent with a minor. For example, students may believe their adult partner understands them like no one else or recognizes that they are mature for their age. This can be a red flag for sexual assault, molestation, and, potentially, sex trafficking. It is important for educators to build an awareness of sex trafficking and its impacts on youth. Sex trafficking is a growing social problem, and youth are especially at risk of being victimized. In California, the average age that a child is first brought into
Warning Signs Unhealthy Relationship (peer or romantic) Sexual Abuse Sex Trafficking (in addition to signs of sexual abuse) Applies to All No alone time Partner is always present Fear of consequences for upsetting friend or partner (e.g., not checking phone fast enough or hanging out with other friends) Seems nervous around friend or partner Criticized/humiliated in public by partner Withdrawal from friends Change in appearance Poor hygiene Change in behavior (e.g., aggression, anger, hostility, acts out sexually) Attempts at running away Unexplained injuries Sexual knowledge or behavior that is not age appropriate Sudden change in dress or appearance Dresses provocatively or inappropriately for age Unexplained money or gifts Refers to much older friend or partner Withdrawal from friends or usual activities Frequent absences from school Depressed mood or anxiety Eating or sleeping disturbances Self-harm Sudden decreased interest in school Decreased participation and grades Loss of Source: WEAVE, Inc. (2017)
<bbh>EP&C V<ebh>: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. <bbh>California Next Generation Science Standard HS-ESS3-4.<ebh> Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Supplies: Access to campus locations where they can investigate water issues on campus and opportunities to obtain data from CalEnviroScreen the California Communities Environmental Health Screening Tool available from the California Environmental Protection Agency Office of Environmental Health Hazard Assessment. Students in Ms. K’s class are learning about the effects of environmental conditions on their personal and community health. After a facilitated class discussion, several students comment on the bad taste and odor of the water that they drink from some of the school’s drinking fountains. Several students wondered out loud how safe the water is in their whole community. They asked Ms. K. if they could work on a project to investigate water quality in their community. Ms. K tells them that she is familiar with an online environmental health screening tool called, “CalEnviroScreen.” She explains CalEnviroScreen is a screening tool that evaluates the burden of pollution from multiple sources in communities and it will allow the students to study the levels of pollution in the community and how it may be affecting environmental health. Ms. K tells students that CalEnviroScreen will allow them to compare different communities in California based on potential exposures to pollutants, adverse environmental conditions, socioeconomic factors, and the prevalence of certain health conditions. She mentions that CalEnviroScreen presents data for areas called, “census tracts,” that they can use to compare results in different parts of their community or make comparisons to other communities. Ms. K divides students into teams and assigns each team to compare a census tract in their community with a census tract in a neighboring community and census tract in an