ucation has been implemented in the majority of schools in the U.S (Saul 3). As defined by the National Guidelines Task Force on Comprehensive Sexuality Education, sex education should encompass the "biological, sociocultural, psychological and spiritual dimensions of sexuality" (qtd. in Sexuality Information and Education Council of the United States [SIECUS] par. 3). Through their exposure to sex education, students should acquire accurate information about human sexuality and protection, develop appropriate values and attitudes about sex, as well as enhance relationships and interpersonal skills that will enable them to counter the pressures of sexual involvement (SIECUS par. 26). Nonetheless, the legitimacy of sex education in schools continues to be questioned by many parties such as parents who want to limit their children's exposure to sexuality and religious groups who believe that sex education promotes sexual behavior (Allen). This paper argues that sex education should be mandated in the schools based on the following arguments: a) provides accurate information to students; b) decr
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