Table 4:

How NSES-CSE addresses the majority of risk factors for SV perpetration

Selected risk factors for perpetration, grouped by category, that could be mitigated by NSES-CSE	Examples of how NSES-CSE addresses selected risk factors in this category
Gender, sex, violence	By the end of 2nd grade, children discuss the similarities and differences in how boys and girls may be expected to act; provide examples of how friends, family, media, and culture can influence the ways girls and boys think they should act; and learn about gender and gender roles.
• Having sexual fantasies supportive of SV
• Willingness to commit SV
• Victim blame
• Rape myth acceptance	By the end of 5th grade students can define sexual orientation; demonstrate ways to show respect and treat others with dignity; and compare the positive and negative ways friends and peers can influence relationships.
• Hostility towards women/adversarial sexual beliefs
• Traditional gender role adherence	By the end of 8th grade, students explore gender expression and analyze the potential impact of individual, family, and cultural expectations on gender, gender roles, and gender stereotypes; they begin to analyze the impact of gender inequities on relationships, including on power dynamics, communication, and decision-making; they can differentiate between sexual orientation, gender identity and gender expression; and they can demonstrate respectful communication with people of all gender identities, gender expressions, and sexual orientations
• Hypermasculinity
• Acceptance of violence
• Dominance
• Competitiveness
• Peer approval of forced sex
• Peer pressure for sexual activity
• Peer sexual aggression
• Casual relationship status
• Interrelationship conflict
Child sexual abuse	By the end of 2nd grade, children learn the correct names of their body parts and that they have the right to tell others not to touch their bodies when they do not want to be touched; students identify a parent or other trusted adults in whom they can confide if they are feeling uncomfortable about being touched; and they practice how to respond if someone touches them in a way that makes them uncomfortable.
• Previous childhood sexual abuse
Sexual behavior • Multiple sexual partners • Impersonal sex • Early initiation of sex • Sexual risk taking • Being positive for an STI	By implementing the gender transformative components and child sexual abuse components above, there may be effects on sexual behavior based risk factors. Sex education programs that address gender and power are markedly more successful at results on pregnancy and STI reduction than programs that don’t.
	Furthermore, in the NSES, young people learn about the health benefits of condoms and contraception. By the end of 8th grade, students learn: the meaning of sexual abstinence and delay, how to apply a decision making model to help them examine the benefits of delaying sexual initiation, to apply their communication and decision-making skills to sexual situations, and to assess the health benefits, risks and effectiveness rates of various methods of contraception.
	By the end of 12th grade, students analyze influences that impact people’s decisions regarding sexual activity, and demonstrate ways to show respect for the personal boundaries of others.
Social-emotional intelligence • Delinquency • Empathetic deficits • Cue misinterpretation • Gang membership	By the end of 2nd grade, students should be able to identify healthy ways to express feelings, show respect, and control their behaviors.
	By the end of 5th grade, students practice recognizing and managing their emotions, learn healthy ways to communicate differences of opinions, explore the differences between healthy and unhealthy relationships, and practice skills necessary to treat themselves and others with dignity and respect.
	By the end of 8th grade, students learn to communicate respectfully, negotiate conflict fairly, apply effective decision-making strategies, and demonstrate ways to show empathy and treat each other with dignity and respect.