What influences sexual risk taking?
Activities within this learning activity sequence have been adapted from the Talking Sexual Health teaching and learning
resource for secondary schools. This learning activity sequence aims to develop student understanding about risk taking
behaviour in relation to sexual health. Students investigate the consequences of risk taking behaviour on a young person's sexual
health. This learning activity sequence also investigates the influence of alcohol and drugs on decision making in relation to sexual
activity.
Teacher note
Teachers and Executive should be guided by the Department's advice document About sexuality and sexual health education in
NSW government schools when planning and implementing any sexuality or sexual health education lesson.
Sexual health education can be a controversial issue in schools. According to the NSW Department of Education’ Controversial
Issues in Schools policy, it is essential to maintain communication between the school and the parents in relation to the school’s
educational program, in particular the PDHPE program. Informing parents of the content of the PDHPE program before beginning
the program allows parents to exercise their rights of withdrawing their child from a particular session or sessions on certain
controversial issues. In this regard, a parent’s wish must be respected.
For more information view the Controversial Issues in Schools policy and Implementation Procedures.
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Central concepts
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Consequences of risk taking
behaviour in relation to sexual activity
The effect alcohol or drugs can have
on decision making in relation to
sexual activity
The range of sexual practices that
place people at risk of contracting a
STI and those that are safe and safer
Behaviours and attitudes which place
young people at risk of BBVs
Behaviours and strategies that assist
in preventing STIs, BBVs and
HIV/AIDS
Why does this learning matter?
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Young people are at a high risk of
sexually transmissible infections due to
partner change and sexual
experimentation.
Young people exhibit behaviours which
place them at high risk of blood borne
viruses such as tattooing and piercing.
Alcohol and drug use increases risk
taking behaviour.
Young people are at more risk of being
involved in sexual activity under the
influence of alcohol and drugs, therefore
the link between drug use and sexual
activity should be explored.
Evidence of learning
Students’ can:
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identify risk taking behaviours
identify the consequences of risk taking
behaviour on young people (positive and
negative)
explain the effect of alcohol and drugs
on decision making in relation to sexual
activity
outline the consequences of unsafe
sexual activity
propose strategies that assist in the
prevention of STIs including HIV/AIDS
and BBVs
Outcome 5.6 analyses attitudes, behaviours and consequences related to health issues affecting young people.
Students learn about:
Sexual health
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power, gender and risk taking
sexual choices and their consequences
Students learn to:
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identify and evaluate safe sexual health practices,
including methods of contraception
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analyse how sexual attitudes, behaviours and sexuality
are influenced by gender expectations and assumptions
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Outcome 5.7 analyses influences on health decision-making and develops strategies to promote health and safe
behaviours.
Students learn about:
Students learn to:
Influences on health decision making and risk behaviours
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Individual factors e.g. values and attitudes
Sociocultural factors e.g. family, peers, gender, culture
Political factors e.g. laws and regulations
Economic factors e.g. personal and community
Environmental factors e.g. pollution, weather, built
environment
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recognise that health decisions and risk behaviours are
not simply an individual responsibility but are shaped by a
range of influences
analyse the range of influences that impact on an
individual's ability to behave in healthy and safe ways in
relation to sexual health
Outcome 5.12 adapts and applies decision making processes and justifies their choices in increasingly demanding
contexts.
Outcome 5.16 predicts potential problems and develops, justifies and evaluates solutions.
Creating a safe learning environment
Teachers should be aware that the issues discussed in these activities may be confronting for some students. It is important to
establish a safe and supportive classroom environment, where class expectations are clearly communicated. It is essential that
students are encouraged to listen to and respect the values, beliefs and opinions of others. More information can be found on the
Teaching Sexual Health website.
It is recommended that staff use a question box to allow for students to ask difficult questions anonymously through the unit. The
question box provides staff with information on student prior and post knowledge by assessing the questions which arise through
the question box. Students should be provided with a piece of paper at the beginning of each lesson which they can write their
question on and submit. All students should submit a piece of paper, even if it is blank to ensure anonymity.
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Assumed knowledge and understanding
This learning activity sequence assumes that students have some understanding of:
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sexual behaviours
STIs and BBVs
gender expectations
the short term effects of alcohol
the decision making process
Sample activities
Resources
1. Introduce the unit and develop a supportive environment within your classroom. As a class, brainstorm some
clear expectations which will be in place during the unit. For example, always support each other, respect
other’s cultural traditions, beliefs, values and languages, everyone has the right not to offer an opinion.
Influences on health decision making and risk behaviours
2. Divide the class in half. Students in group 1 brainstorm risk behaviours young people engage in. Students in
group 2 brainstorm decisions young people will make. Share ideas as a class and allow members of both
groups to add to the list.
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Groups swap brainstorm topics. Group 1 discuss and record what influences young people when they
make decisions. Group 2 discuss and record what influences young people to engage in risk behaviours.
Share ideas as a class.
Example responses for both groups include their family expectations, peer influence, fitting in, media and
media images, alcohol and drug use, gender, laws, values and beliefs.
Emphasise how decision making styles and risk taking behaviours will vary for each individual. However,
there are some common elements which influence our decisions and behaviour throughout life. These
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include our personal beliefs, the positive and negative outcomes of the decision and the physical,
emotional and social consequences.
Emphasise that risk should not always be viewed as negative, but can form part of a young person’s move
towards self identity and developing resilience through coping with challenge and change. The
consequences of each risk behaviour will be directly linked to the degree of risk.
3. In groups of 4-5, students use graffiti sheets to brainstorm a list of questions young people should consider
when making decisions around sexual activity.
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It is important to emphasise the responsibilities and possible outcomes associated with engaging in sexual
activity. Some questions may include: How do I feel about this decision? Am I emotionally, mentally and
physically ready? Am I feeling pressured? Am I feeling confident about my decision? How will this impact
on my relationship with others? Do I trust and feel safe and comfortable with my partner? How will I protect
myself and my partner from STIs and pregnancy? Will my values and beliefs be affected by this decision?
Will other relationships be affected by this decision? What are the positive and negative risks and
consequences of this decision?
Emphasise with students that the decision to be sexually active requires careful consideration and only the
individual can make that decision when they feel ready.
4. Students brainstorm the risks and outcomes (physical, mental, emotional and social) associated with engaging
in sexual activity. Examples should include feeling closer to your partner, STIs, BBVs, pregnancy, regret,
pleasure, reputation, intimacy, emotional aspects, guilt and rumours.
5. Students discuss how alcohol and drug use affects decision making?
 Discuss the link between use of alcohol and drugs and the increased risk of young people making
decisions.
 Alcohol and drug use can result in young people having reduced inhibitions resulting in young people doing
things they may not do sober.
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Alcohol and drug use has been linked to young people being more likely to engage in sexual activity, less
likely to practice safer sex and more at risk of unwanted sex and sexual assault.
6. Students work in groups of 3-4 to explore the sexual risk scenarios. In groups, students answer the questions
based on the young people in the scenario.
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What are the influences on the characters in the scenario?
What are the short term and long term risks involved in the scenario?
What are the consequences of the decisions made in the scenario?
How will the decisions impact on the physical, social and emotional health of the character?
Are there any legal or economic consequences of the decision?
What strategies could be used to reduce the impact of this decision on the young people involved?
Scenarios – influences on decision making and risk behaviour
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Zen, who is 18, has been seeing Adriana for a few months and is keen to make the relationship more serious.
He feels like Adriana is interested in starting something more serious too. He is committed to having safe sex,
but doesn’t know what Adriana thinks about contraception. Zen is inexperienced when it comes to sex and
feels unsure about how to make the decision about contraception and whether he is ready to engage in sex.
He wants to talk to someone about his situation. He is pretty confident around his friends and thinks they will
make fun of him if he brings it up in conversation. He has a strong relationship with his parents but feels that
their culture stops him telling his parents about his situation and sexual feelings.
Brad and Nadia are alone in a car after being at the movies together. The couple have been dating for the past
4 months and have developed a close relationship. The couple begin kissing and touching, and the situation
quickly escalates to clothes being removed, until both are almost naked. Brad says to Nadia “I don’t want to go
any further”. Nadia continues kissing Brad and says “I am really turned on now. You’ll like it I promise”. After a
few more minutes, Brad grabs his clothes and gets out of the car.
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Adapted from Talking Sexual Health, Activity 8, Unit 3 Point of no return.
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Kelly has just received results from the doctor. The STI test has confirmed that Kelly has chlamydia. Kelly is
shocked as there were no obvious signs or symptoms and Kelly only had unprotected sex once with Pat. If
Kelly tells Pat about the STI, he might never speak to Kelly again. Kelly is worried about their parents and
friends finding out – what will they think. After a few days, Kelly decides it is probably best to tell Pat but can’t
face him. Kelly sends a text to tell Pat he should probably get tested.
7. Consequences of risk taking sexual behaviour - impact of STIs on young people.
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True stories activity. In groups of 6-8, students read one of the stories provided. Students reflect on the story
and answer the following questions in pairs.
 What factors contributed to this young person contracting a STI/BBV?
 What are the implications of having a STI/BBV on this young person’s life? Highlight the physical, social,
emotional and economic implications.
 Would these implications differ if the young person was of the opposite sex?
 Would there be extra difficulties for this young person if they lived in a rural area?
 What impact will this STI/BBV have on this person’s current and future sexual relationships?
 Propose the actions that could have been taken to prevent this person contracting an STI/BBV.
8. Consequences of risk taking sexual behaviour - impact of pregnancy on young people.
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Use a clip from the MTV show 16 and pregnant or a similar scenario or TV clip as stimulus for student
discussion. Students reflect on the clip and answer the following questions in pairs.
 What are the physical, emotional, social and financial consequences of pregnancy on a young person and
their family?
 What choices and options do young people have if they have an unplanned pregnancy (parenting, adoption,
© NSW Department of Education 2015
True stories
activity
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abortion)? What are the consequences of each choice?
 What changes would a young person have to make to their lives if they were to raise a child?
 What type of support is required for a young person to raise a child successfully?
9. Impact of being sexually active on emotional and social health.
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In groups of 4, students brainstorm the emotions and thoughts a young person would experience before
and after engaging in sexual activity. Consider both positive and negative emotions and thoughts.
 Reflect on your list, do you think the emotions and thoughts for males engaging in sexual activity are the
same or different as female emotions and thoughts? Explain your answer.
 In their groups, students discuss the impact engaging in sexual activity would have on the social health and
relationships of a young person? Students should be encouraged to consider both the positive and negative
impacts, e.g. closeness, popularity, reputation, embarrassment.
 What factors would influence how engagement in sexual activity impacts on young person and others? (e.g.
relationships, values, pressures, confidence, knowledge and understanding, communication between
partners)
 Would being sexually active have the same impact on the social health and relationships of young males as
it would young females? Explain your answer.
10. Analyse how sexual attitudes, behaviours and sexuality are influenced by gender expectations and
assumptions
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In groups of 3-4, students listen to and analyse the lyrics of songs promoting messages around sexual
behaviour and sexuality.
Examples of songs may include:
 Promiscuous girl by Nelly Furtado featuring Timbaland - Lyrics can be found at
http://www.sing365.com/music/Lyric.nsf/Promiscuous-Girl-lyrics-NellyFurtado/F1451474CB608B6648257101000E1B73, the song can be viewed at
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http://www.youtube.com/watch?v=0J3vgcE5i2o
 Bust a move by Young MC - Lyrics can be found at
http://www.lyricsmode.com/lyrics/y/young_mc/bust_a_move.html, the song can be viewed at
http://www.youtube.com/watch?v=xy4FXhkm6Nw
 Dirty picture by Taio Cruz featuring Kesha - Lyrics can be found at http://www.songlyrics.com/taio-cruz/dirtypicture-lyrics/, song can be viewed at http://www.youtube.com/watch?v=RgnXl7fz0Bc
 Blurred lines by Robin Thicke and Pharrell https://www.youtube.com/watch?v=yyDUC1LUXSU
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Students consider where they get their ideas and messages about sexual behaviour, gender expectations and
sexuality by answering the following questions in pairs.
 What references to sexual behaviour and risk taking are made in the song?
 What assumptions are made about gender and sexual behaviour by the song?
 What messages could young people receive from popular music and TV shows in relation to sexual
behaviour and sexuality?
 Are these messages realistic or not?
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Students use Wordle to create a word collage to represent how they view sexuality. Students list words they
associate with sexuality and sexual behaviour. Publish their work and share with others in the class.
11. Reducing the risk
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Students use Freemind or Microsoft Word SmartArt to mind map ways to reduce risk and promote
positive outcomes in relation to sexual health. Examples should include communicating with your partner,
accessing information to be informed, identifying the risks and consequences of sexual behaviour, trusting
your instincts, know your body, use contraception, stay with friends, stay in control if choosing to use
alcohol and drugs.
© NSW Department of Education 2015
Wordle