Advancing Condom Availability in Chicago Public Schools: Lessons From a Multi‐Sector Partnership

ABSTRACT

Background

Condom availability programs (CAPs) in schools are a strategy intended to reduce rates of sexually transmitted infections (STIs) and unintended pregnancies among youth. Despite evidence on comprehensive sexual health education and contraceptives, these initiatives often face inconsistent implementation.

Contribution to Practice

This retrospective case study examines the evolution of CAP in Chicago Public Schools (CPS), emphasizing on the cooperation between CPS and the Chicago Department of Public Health (CDPH). This case study details the transition of ad‐hoc distribution to a universal condom distribution. Through interagency collaboration, CPS and CDPH developed a sustainable and scalable model for increasing access to sexual health resources into school settings.

Implications for School Health Policy, Practice, and Equity

This initiative highlights the importance of policy‐driven health intervention in school settings and how structured collaboration can ensure equitable access to condoms. This demonstrates how institutional relationships can work together to enhance adolescents' health and wellbeing.

Conclusion

The success of a universal CAP in school districts illuminates the value of cross‐sector partnerships that strengthens health equity and can serve as a blueprint for other districts who face similar challenges in adolescent reproductive health services.

1. Adolescent Health and Condom Availability

Access to sexual and reproductive health care during adolescence can be a powerful mechanism to ensure a smooth transition to adulthood. Consistent and correct use of contraceptive methods, such as condoms, can decrease sexually transmitted infections (STIs) transmission and unintended pregnancies [1]. In addition to contraceptive methods, comprehensive sexual health education (SHE) can also decrease the risk of negative sexual health outcomes [2, 3]. The combination of providing condoms and comprehensive SHE can increase access to sexual health services among adolescents thereby protecting against negative physical and mental health outcomes [4, 5, 6, 7]. These interventions may be especially important for minoritized students who experience STIs transmission and unintended pregnancies at higher rates due to a long history of disinvestment in communities of color that resulted in minimal access to already limited resources [8, 9, 10, 11, 12, 13].

Despite the fact that comprehensive SHE and condom provision for adolescents has many benefits, it often faces scrutiny and controversy [14]. Condom availability programs (CAPs) in schools have existed since the 1990s as a form of adolescent health promotion [15, 16]. CAPs were designed to support the sexual health of students and ensure equitable access to condoms for all. Making condoms available to students can increase the likelihood that they engage in safer sex practices, thereby lowering their risk for STIs and unintended pregnancies, so that they can focus on their academic and personal goals.

2. Condom Availability in Chicago

Chicago Public Schools (CPS) is one of the largest school districts in the United States, and serves a diverse student body [17]. Student self‐reported condom use trends from 2013 to 2023 remain consistent, with approximately 57% of students reporting having used a condom during their last sexual intercourse [18, 19, 20]. Among those who are sexually active, students self‐reported birth control use trends also remained consistent around 20% [18, 19, 20]. During roughly the same time period, in Illinois, particularly in Cook County where Chicago is situated, adolescents and young adults have experienced rising rates of chlamydia and gonorrhea, often ranking at or above the national average [21, 22, 23]. From the time period of 2015–2020, there was a 19% increase rate of chlamydia, and this trend is reflected in Cook County where chlamydia rates have remained consistently high [24]. Despite the COVID‐19 pandemic, chlamydia cases continued to increase, and gonorrhea cases remained relatively stable, albeit, high [25]. This puts adolescents at risk for adverse health and academic outcomes, especially those adolescents who have minimal access to health care services, resources, and community supports. Adverse health outcomes such as unmanaged or inadequately treated symptoms and conditions can lead to class absence and missed curriculums [26, 27].

While comprehensive sexual health education has been mandated in CPS since 2013, there remains an opportunity to ensure all schools are implementing the policy and accompanying curriculum for all grades, and condom availability was not required in the policy and therefore was limited [28, 29]. Some schools have SBHCs and others have relationships with community clinics, yet these types of relationships vary widely across district schools [30]. By integrating condom distribution alongside mandated sex education, it strengthens the efforts to promote safer sexual behaviors. Both components complement each other in supporting adolescent health and reducing the rates of STI and unintended pregnancies.

This paper describes the history and evolution of the CAP: Condoms4Schools in CPS, including the progression from prior CAP pilots to the implementation of a newly formulated sexual health policy requiring that condoms be made available in all district schools, serving grades 5 and up, and that condoms are to be provided to schools at no cost by the Chicago Department of Public Health (CDPH). The policy, adopted in 2020, is supported by the CPS Office of Student Health and Wellness (OSHW). The purpose of this retrospective case study is to: (1) describe the history and evolution of the Condoms4School in CPS and (2) describe the collaborative process of planning and policy adoption leading up to its passage in 2020.

3. The Partnership: CPS and CDPH

CPS and CDPH have each recognized their shared goal in reducing rates of STIs among Chicago youth, and identified increased and universal condom availability in schools as a solution they could collaborate on to address this issue. Their particular roles and the ways they have leveraged those roles have evolved over time and this is described in greater detail below.

3.1. CPS OSHW Vision and Strategy

The shared goal aligned closely with OSHW's vision and strategy. Making condoms freely available in all schools is a community health approach that aligns closely with the Whole School Whole Community Whole Child (WSCC) framework, which CPS OSHW has adopted as a model for addressing school health [31, 32], Core components of OSHW's Whole Child approach include creating safe and supportive environments in schools to support learning, growth, and wellbeing among all students. Making condoms available in schools aligns with WSCC in a variety of ways. Making condoms available can: (1) allow for more accessible access to the means to practice safer sexual health behaviors, (2) lessen stigma around the use of condoms, (3) engage community and families to whom condoms are also available, and (4) send the message that the health of young people is prioritized and young people are cared about by their school communities. By addressing the sexual health needs as part of holistic student care, schools can serve as a vital community resource, ultimately reinforcing a public health approach.

3.2. CDPH Vision and Strategy

With a comprehensive approach to the community, the commitment of reducing rates of STIs among Chicago adolescents is aligned with CDPH's four key principles. The four key principles include (1) deconstructing racist systems by assessing and restructuring policies and practices to dismantle systems that benefit privilege groups, (2) trauma prevention and trauma‐informed services by ensuring that services are revolved with a deep understanding of its impacts, (3) cultural responsiveness to ensure that all individual's unique needs are not only respected, but addressed, and lastly, and (4) health equity in all communities so all communities have the opportunity to thrive through addressing disparities [33].

To reduce unintended pregnancy rates and STIs transmission among adolescents, CDPH identified increasing sustainable condom availability in schools as a key strategy. Ultimately, this ensures that children and adolescents have all the resources they need to make healthy choices. Integrating condom availability in schools aligns with the Health in All policies approach by promoting cross‐sector collaboration to address social determinants of health, and ensures equitable access to reproductive health resources for Chicago. By increasing condom availability, it helps to enhance access to condom resources in underserved populations. It diminishes barriers related to cost, social stigma, and education, and as a result, promotes safer sex behaviors.

4. Key Program Activities

CPS and CDPH recognized the growing prevalence of STIs among adolescents, and in response, decided to serve as a mechanism for condom availability for residents, schools, and school‐based health centers through the provision of free condoms. The evolution of CAP: Condoms4School happened in a series of phases beginning in the late 2000s and culminating in the current implementation of the policy requiring condoms in schools, passed in 2020. These phases are shown in Table 1.

TABLE 1.

Timeline of activity related to condom availability, 2013–2024.

Phase	Activities
Ad‐hoc (2013–2018)	CPS Sexual Health Education Policy was updated in February 2013 mandated comprehensive, medically accurate, age‐appropriate sexual health education to be taught in grades K‐12, with lessons on STIs and proper condom use beginning in 5th grade. This policy did not include language on CAPs, and condom availability in schools was left up to principal discretion. Condom distribution done only in schools on an ad‐hoc basis ∘ Request made to CDPH via fax, phone, or email either directly or facilitated by CPS OSHW staff Condoms made available as needed for optional educational classroom demonstrations on proper condom use during sexual health education lessons Principal approval required for any condoms in schools and educational classroom demonstrations during sexual health education Principals independently decided whether to have condoms available or not; many principals exercised the right to not have them in schools. Many cited the lack of a policy regarding CAPs as the reason for this. Access to condoms in schools was uneven and at the principal discretion, which required staff to advocate for condom availability and seek out condoms from CDPH CDPH began to offer condoms and wall‐mounted condom dispensers at no cost to all school‐based health centers in CPS CDPH and CPS began to test‐pilot CAP in 2 high schools with wall‐mounted dispensers, condoms, and lube Public education campaigns encouraging condom use and STI/HIV testing: ∘ CPS disseminated the “Get Yourself Tested” campaign in priority high schools ∘ CDPH released its “Chicago Wears Condoms” campaign on public transit and in priority high schools
Preparation period (2019)	CPS OSHW Sexual Health team and CDPH established mutual goal of universal condom availability across all Chicago schools Developed online condom ordering form and streamlined process between CDPH and CPS Feedback collected from a variety of schools who had and had not implemented CAP over the past years
Policy planning and adoption (2020)	2020, CPS OSHW policy development and advocacy Policy engagement included: ∘ Parent and caregiver engagement ∘ Principal advisory committee ∘ SHAC engagement ∘ Board member engagement ■ Faith‐based leaders committee Public comments ∘ Community concerns around gender‐based violence Passage of policy unanimously by board approval December 2020 ∘ Policy to take effect in SY 21–22 ∘ CDPH added by name to policy as provider of condoms, requiring both dollars for condoms and staff time Policy implementation plan
Initial policy rollout (2021–2022)	CPS OSHW, CDPH collaborated to launch district wide in September 2021, 633 schools received condoms Schools could request more condoms on an ongoing basis through the school year as‐needed
Policy implementation (2023–present)	CDPH formally established ‘Condoms4Schools Program’ citywide ∘ Offers condoms to all schools in Chicago serving grades 5 and up regardless of affiliation Added internal condoms, dental dams, and lube Advocated for City funding for School‐based ‘Condoms4Schools’ added to the City budget, ~$20 k/year Moved to new a twice a year ordering process using a centralized electronic ordering system

4.1. Ad‐hoc Phase

Beginning in the early 2000s through 2019, CPS worked together with CDPH to provide condoms to schools by request on an ad hoc basis. During this time period, approval of the school principal was required for condoms to be distributed at their school. CPS and CDPH attempted several pilots over the years to increase condom requests, however, this ad hoc approach resulted in sporadic adoption across the district (see Table 1). Further, even among schools where condoms were made available, turnover of school‐based staff made it difficult to maintain availability in schools year after year. There may have been schools using other approaches unknown to the authors, but these approaches were neither documented nor codified.

The district's SHE policy, passed in 2013, required comprehensive SHE for all grades and included age‐appropriate instruction on contraceptive use, including condoms [34]. The accompanying curriculum included an educational external condom demonstration as an optional curricular component [34]. This lesson covered the steps for proper and effective external condom use and allowed students to practice opening condoms and putting them on models in the classroom. Principal approval was required and instructors had to pre‐order condoms from CDPH to conduct this lesson (see Table 1). Thus, fewer students were able to receive education on correct condom use if the school principal did not approve, or if a teacher could not order the condoms in time. This further resulted in uneven exposure to this form of experiential learning across the district.

Beginning in 2016, CPS OSHW began fielding the Healthy CPS survey to all schools to understand compliance with over 50 federal, state, and local health and wellness policies [35] (Table 1). According to the Healthy CPS survey for the 2017–2018 school year, 11.5% of respondents (N = 75 schools) indicated that condoms were available to students at their schools. In the 2018–2019 school year, the survey indicated that 16% of schools (104 schools) reported that condoms were available at no cost as part of the additional resources provided to promote student health and wellness [36]. While this shows an increase in the availability of condoms, it still reflects the sporadic and inconsistent implementation of such resources across the district. Additionally, 2019 CPS Youth Risk Behavior Surveillance datarevealed that 40% of sexually active students had not used a condom during their last sexual intercourse [18].

Given this opportunity for improvement, CPS and CDPH made a decision to work together more intentionally with universal district‐wide CAP as a shared priority (see Table 1) Therefore, the two partners began to plan for a policy that would require condoms to be distributed in schools.

4.2. Preparation Phase

CPS OSHW and CDPH recognized the significant need for improvement in this area. They began an effort to prepare for what needed to be included in the policy (see Table 1).

4.2.1. Ordering System Pilot

CPS and CDPH collaborated to develop an ordering system for schools to request condoms. The main goal of the ordering system was to identify strategies to help schools implement programs effectively, with the findings used to inform policy decisions, as well as future training and technical assistance schools. Condoms and dispensers were delivered directly to the participating schools along with posters with customized messages to inform students about the availability of condoms. Supplies delivered to schools included both external and internal condoms, including lubricated, non‐latex, XL, flavored, in assorted colors as well as dental dams.

The late 2010s served as a critical preparation period for policy advocacy in which the foundational logistical and operational structures were established. This included the development of a centralized ordering system for schools to place condom orders, a standardized delivery cadence to be housed during the school year, and logistical preparations like utilizing the CDPH warehouse for distributions and deliveries of condoms. Additionally, during this time period, informal feedback from previous implementation efforts was used to refine the process and strengthen the efficiency of the workflow process of condom distributions and the policy rollout (see Table 1).

4.2.2. Feedback Review and Assessment

Approaches and deliveries were adjusted based on ongoing conversations with schools that had implemented CAP before 2019 regarding their experiences. Staff members shared that condom dispensers were locked after school hours, but keys were continuously lost. In response, CDPH asked manufacturers to remove the lock and key mechanism in the dispensers. In another discussion, staff in K‐8 schools expressed concerns that younger children mistook colored condoms for candy. In response, the program stopped the distribution of color condoms to elementary schools to de‐incentivize younger children who are unaware of what condoms are.

Another concern raised by some pilot schools was the age of students and access to condoms. However, CDPH emphasized that Condoms4School serves not only students, but also the broader community, including both staff and adults. The messaging for CAPs' audience was adjusted accordingly. The pilot illuminated numerous communication challenges such as the need for clearer guidance on dispenser accessibility, educational messaging, and community engagement strategies. The ways this feedback informed the policy rollout are described in greater detail below.

4.3. Policy Planning and Adoption: Condoms4School

4.3.1. Policy Planning and Development and Adoption Process

CPS and CDPH staff collaborated, using their experience and lessons learned gained from previous condom availability pilots, to craft a district‐wide policy mandating condom availability in all schools. This collaborative effort sought to address the challenges of the inconsistent implementation and ensure equitable access to preventive health resources for all students and the community. The process of the policy began with securing a time on the Chicago Board of Educations' meeting agenda to formally introduce and discuss the policy for the purpose of raising awareness of policy changes and new mandated services. (see Table 1) CPS and CDPH collaborated together to draft the policy language, incorporating evidence‐based recommendations, best practices, and feedback from previous condom distributions and discussions. The language was aligned with the SHE goals while centering the students' needs. Stakeholder engagement was critical to gauge buy‐in and other changes. Stakeholder engagements included active and continuous discussions with school staff, administrators, faith‐based representatives, and community leaders on their perspectives of condom distributions in school‐settings and the community (see Table 1). Ultimately, there were no significant spiritual or religious concerns and objections. In addition to the stakeholder engagement, there was a 30‐day public comment period to allow for additional feedback that might have been missed. With a unanimous board vote, the policy was officially adopted.

4.3.2. Policy Adoption

As of December 2020, CPS policy required all schools serving 5th–12th grades to make condoms available at no cost (see Table 1). To align with the scope and sequence of the CPS SHE curriculum and the National Sexuality Education Standards and associated topics of STI prevention, CPS determined that condoms be made available to schools that serve 5th grade or higher, as 5th grade is when students first learn about human sexual reproduction and sexually transmitted infections, such as HIV [37]. OSHW modified the SHE Policy, Section 704.6 to include Condoms4School, and implementation began in the 2021–2022 school year [34]. Starting in fall 2021, schools that taught fifth grade and above were required to have condoms freely accessible for students in an open, unlocked container or dispenser [34, 38].

5. Policy Implementation

Upon passage of the policy in 2020, the official launch of Condoms4School was fully rolled out in the fall of 2021. As the condom supplier, CDPH continued their role in purchasing the condoms, storage, and providing physical space for condom orders to be packaged and labeled for schools. CPS OSHW focused on developing communications about policy requirements for schools, and became the frontline contacts for all coordination and logistics of the distribution of condoms to schools. (see Table 1) This collaboration capitalized on CDPH's logistical capabilities and CPS's operational expertise that ultimately created a smooth workflow and relationship that both ensured efficient delivery and consistent adherence to the policy goals. The combination of their strengths fostered a robust partnership to maximize the program's impact on the schools and its communities.

5.1. Condom Distribution

CPS and CDPH collaborated to distribute condoms to 633 schools in the district, that included all charter, option, and district‐run high schools that served 5th grade and above. Elementary schools received packages of 250 condoms, and high schools received 1000 condoms and a wall‐mounted condom dispenser. From fall 2021 through the spring of 2023, condoms orders were fulfilled for individual schools on an as‐needed basis through an online condom supply request form.

In the beginning of the fall of 2023, CPS and CDPH agreed to transition to a biannual fulfillment system for condom replenishment orders, with a mass distribution of condoms once in the fall to all requests, and once in the spring. Schools are informed that the condom order form will be open through a specific date in the fall, and then all requests received by that date are fulfilled at once, and then the process repeats in the spring. In addition, CDPH holds quarterly or as‐needed condom events for staff and or school/community volunteers about how to access condoms through the program.

5.2. Guidance and Supports Provided to Schools

A comprehensive school‐based digital toolkit provides the essential resources on the Condoms4School program, including the program background, statistics, condom storage, accessibility guidelines, ordering condom instructions, parent communications, frequently‐asked questions, and the latest CPS Sexual Health Policy details [39]. The toolkit can be accessed online. Staff accessing the toolkit are also provided with a direct link to request more condoms and related supplies, including promotional posters, both in English and Spanish, that direct students to condom locations, and “Know Your Rights” postcards with information on youth rights to confidential sexual health services in Illinois. Furthermore, coupled with the school‐based digital toolkit, an online condom availability webinar was provided to school‐based staff via school staff platform to understand the importance of CAP in school settings, the updated CPS SHE policy, and how to effectively execute Condoms4School. Staff were also able to receive technical assistance via email through OSHW if there were school‐specific inquiries. Parents were also informed through an online parent session in partnership with the CPS Family and Community Engagement team.

In addition to Condoms4School, CPS OSHW recognized the need for a dedicated school‐based role for handling the logistics and support to ensure the school follows the CPS SHE policy. This role also ensured the awareness of sexual health resources that are available to youth both at the school and their community. This led to the creation of the position: “sexual health services (SHS) designee.” The SHS designee's primary responsibilities include supporting both students and staff by ensuring there is access to condoms and providing referrals to external health services as needed. Each school is required to have a SHS designee to act as the primary contact, but to also alleviate any administrative burden on the school. SHS designees are either volunteers or were appointed by an administrator, and are required to complete an annual online training to fulfill the role's requirements and be knowledgeable of any current changes and resources.

To ensure awareness, CPS OSHW disseminated information about the updated CAP and SHS designee role through multiple channels, including the Condoms4School webinar, SHE training for instructors, monthly SHE and Healthy CPS newsletter, memos in Principal and Network Chief newsletters. Information was also added to the checklist of Healthy CPS and communicated by OSHW staff when meeting with school staff.

5.3. Initial Implementation Outcomes

The updated SHE policy went into effect in the fall of 2021. To institute Condoms4School, a total of 262,600 condoms were sent to 633 schools. 170 high schools each received 1000 condoms, and 463 elementary schools each received 200 condoms. Due to the increased amount for high schools, they also received a wall‐mounted condom dispenser. All schools received posters in English and Spanish. Condoms were made available to approximately 210,355 students in Grades 5–12.

6. Lessons Learned

The CPS SHE Policy was officially updated in 2020 to require all schools that serve Grades 5 and up, making condoms freely available to all students in Grades 5–12. The policy stipulated that the condoms would be provided at no cost by CDPH. Because of the partnership with CDPH, CPS was able to codify into policy something that would not have been financially feasible for the institution without the health department's support. At the same time, CDPH was able to advocate for additional financial resources to expand their city‐wide condom‐distribution program, as a result of the updated CPS policy, aligning for the Healthy Chicago Improvement Plan. The resulting political feasibility solidified the CDPH–CPS partnership, enabling CPS to target long‐term outcomes to benefit adolescents' health.

Condoms4School is structured based on interagency collaboration to demonstrate efficient resource utilization, diverse funding sources, and adaptive learning. There are various lessons that highlight valuable strategies for CAP or similar programs that aim to improve sexual health outcomes.

6.1. Leveraging the Strengths of Each Partner

The success of Condoms4School underscores the importance of leveraging agency strengths. Both CPS and CDPH contributed unique resources and capacity necessary to implement Condoms4School. CDPH and CPS collaborated on the change to the CPS SHE policy to mandate condom availability, which created a leverage opportunity for CDPH to establish school‐based condom availability as a formalized program, as opposed to an ad‐hoc initiative. With CDPH's capacity to secure and distribute condoms and resources, and CPS' power to revise a policy to accurately reflect the needs of the community, the combination exemplifies how partnerships can optimize their operational capacities.

6.2. Capitalization of Budget and Policy Timing

The timeline of the policy adoption and shifting grantee priorities focusing on adolescents allowed for a smooth implementation. With alignment of the policy approval and rollout within the fiscal year, CPS and CDPH ensured that the funds for the program were allocated without any delays. Around the time period of CDPH and CPS utilized each other's strengths as leverage. CDPH's funder, Illinois Department of Public Health's (IDPH) Department of Women and Families, had added adolescents as a priority population under its maternal child funding stream. With that, CDPH was able to re‐prioritize grant budgets to support this burgeoning program area of school‐based condom availability. Subsequently, CDPH obtained sustained funding from the City of Chicago to supplement condom purchases.

6.3. Leveraging Complementary Funding Streams

Condoms4School was financially supported through numerous funding sources. As mentioned above, CDPH's funder, Department of Women & Families, directed through IDPH, covered certain costs as well as the Center for Disease and Control and Prevention's Division of Adolescent School Health (DASH) funding, but had some restrictions. The DASH funding did not allow for any purchases of condoms, however, training and technical assistance to support schools' implementation was allowed. The combination of funding streams with their allowances, CPS and CDPH was able to cover the necessities to build a sustainable program.

6.4. Role of Pilot Programs for Feedback and Development

Previous pilot programs provided invaluable insights related to logistics and operations. The feedback from the pilots allowed CPS and CDPH to make adjustments, such as the dispenser accessibility and condom types. It also allowed for refining the training and marketing on Condoms4School, and ultimately, an improved Condoms4School rollout.

6.5. Addressing Fear Through Data and Community Engagement

The policy process at CPS requires gathering input from a variety of valueholders to ensure that policies are informed by multiple members of the district community. Parent engagement sessions in this policy process revealed that parents were largely supportive of the policy. Having this data ready to share with the board members was paramount in alleviating any potential fear they could have experienced in supporting a potentially controversial policy.

6.6. Building a Network of Champions Across Organizational Levels

There were numerous champions at multiple levels within CPS and CDPH that played a role in Condoms4School. While there was high‐level leadership that ensured the commitment across the district and institutions, mid‐level staff provided insight and knowledge of on‐the‐ground challenges that helped tailor Condoms4School to ensure sustainability and maximize accessibility. Through in‐person deliveries and hearing about experiences during the pilot program, it allowed for direct and actionable responses. The multi‐level champions highlight the importance of both strategic oversight and hands‐on knowledge of the environment for a sustainable implementation.

7. Implications for School Health Policy

The CPS, CDPH Condoms4School offers insights on how strategic partnerships between a major public school district and a city health department can successfully drive school health policy for the wellbeing of adolescent health. Through this collaboration, CPS institutionalized accessibility for condoms in Chicago to improve the sexual health of vulnerable communities. This action expanded the access to sexual health resources for students and their communities. Mandating Condoms4School into policy ensures consistent and sustained delivery of sexual health services. Alongside comprehensive SHE, all youth are provided with both the knowledge and tools to practice safe sexual health behaviors.

As noted above, creating universal accessibility aligns with many aspects of the WSCC model, ensuring access as well as addressing stigma by bringing condoms out into the open and creating accessibility for families and community members, in addition to students. The strong interagency collaboration between CDPH and CPS highlights the shared goals, efficient resource use, and coordinated service delivery. The collaboration laid out the foundation for policy change, but it also led to successful implementation. The learnings from this case could be transferable to other jurisdictions with similar large agencies and climates. CPS is currently using the Condoms4Schools framework to expand access to naloxone, further exemplifying its scalability. Other districts and health departments can learn from this leadership in advancing sustainable public health interventions.

8. Conclusion

The CPS, CDPH Condoms4School CAP illuminates the impact and value of a city health department and school district partnership in sexual health services to ensure equitable access across the diverse city. By providing a variety of condoms beyond the standard external condom, the initiative promotes inclusive sexual health services. With an enforceable policy, students have the opportunity to continue to learn how to practice safe sex behaviors and make healthy decisions when it comes to their sexual activity. Community feedback was central to shaping the policy that is both practical and responsive to the unique needs and values of the community.

With the partnership of CPS and CDPH, CAP became feasible and was successfully implemented in schools to equitably distribute condoms for the youth and community of Chicago. The Condoms4School model stands as a model program that aligns with WSCC—the program harmonizes with health education, social and emotional climate, employee wellness, community involvement, and family engagement components. The proactive approach to community engagement contributes to the community and sense of shared ownership among key stakeholders. Advocacy efforts by CPS and CDPH highlight the importance of the policy to address concerns and liabilities on the topic.

Condoms4School engages students on condom use with SHE, preparing them to make healthier choices as they transition into adulthood and reducing risky sexual behaviors. As a broader community resource, Condoms4School continues to be a resource for the students who have transitioned into adulthood or reach communities who may not be enrolled in schools. Implementing Condoms4School in a school setting can be a successful approach toward addressing inequities in health care access. Further equitable development and efforts to address health disparities in access to sexual health services push the overall social process of the ideology and social beliefs of sexual health.

Ethics Statement

All external evaluation conducted by University of Illinois at Chicago (UIC) and CPS is reviewed and determined to be non‐research by the UIC Institutional Review Board, and approved by CPS' Research Review Board.

Conflicts of Interest

The authors declare no conflicts of interest.

Liu J., Parchem S., DiPaolo M., Ramirez‐Mercado K., DeClemente T., and Jarpe‐Ratner E., “Advancing Condom Availability in Chicago Public Schools: Lessons From a Multi‐Sector Partnership,” Journal of School Health 95, no. 9 (2025): 783–790, 10.1111/josh.70046.

Data Availability Statement

The data that support the findings of this study are available from the corresponding author upon reasonable request.