“Sexual development includes not only the physical changes that occur as children grow, but also the sexual knowledge and beliefs they come to learn and the behaviors they show.” (The National Child Traumatic Stress Network, 2009)

为了进一步反思你观察到的性行为，并确定你应该采取什么行动，请考虑以下学生因素：

Culture & Family Norms:

不同意见是群体内不同经验和观点的结果。有些家庭在教孩子们生殖器的单词时，会使用特定于儿童的语言。你可能听过家庭说“尿尿”是指阴茎或外阴；这是一个儿童特定单词的常见示例。其他家长和许多专家认为，孩子们学习正确的术语对于身体所有部位都很重要。如果你不习惯这样做，听年轻学生用“乳房”或“阴囊”等词汇，可能会让你措手不及，语言是家庭规范和文化影响孩子行为、了解身体和性发展的一种方式。请参阅文件，Sexual Development and Behavior Terminology, in the Learn section for a list of anatomically correct words and definitions. When thinking about a family’s culture and norms, also consider other factors they have experienced such as trauma, deployment, and their formal and informal supports.

发展：

在青春期间,所有的行为,包括性behavior, is influenced by development. There may be differences between a student’s chronological age and their developmental abilities. A student who is chronologically 8-years-old but has cognitive and social-emotional skills similar to a 4-year-old may not feel shyness or modesty about others seeing their body. If this student frequently walks out of the bathroom with their lower body exposed, you would view this behavior with the understanding that the child’s social-awareness and self-awareness are less like that of an 8-year-old and more like that of a younger child. For this specific student, this may be a normative behavior. If the same behavior were observed in a developmentally typical 8-year-old, however, the behavior would likely be viewed differently.

行为功能：

当你观察性行为的学生ill want to consider the function or reason for the behavior. Think about why the student may have engaged in the behavior and how it benefits them, or what they get out of it. The same behavior in two different students can have different functions. For example, the function of the behavior for a student who creates a sexually explicit drawing following a trauma is different from a student who draws sexually explicit images on another student’s folder to get a reaction from them. Also, think about the cognitive and social-emotional development of students to analyze whether behaviors are reactions to the environment or more planned out occurrences. Even when sexual behaviors appear to be more planned out and intentional, many students, even those in high school, do not fully understand the implications and why they engage in such sexual behavior.

频率和参与：

For most young children, normative sexual behaviors are usually random and infrequent, motivated by curiosity and play. In later developmental stages it’s expected that the frequency or participation in sexual behaviors will increase due to the physiological changes that characterize those years; although, they are less likely to occur in public. Knowing how many times a behavior occurs over a period of time and whether the student limits other activities due to more interest than is typical for sexual behavior will help you think about frequency and participation in the context of individual student’s development.

For example, a 14-year-old student masturbating in private a few times per week is normative sexual behavior because it aligns with their current developmental stage and does not interfere with involvement or participation in other activities. But a 14-year-old student that leaves class several times daily to masturbate in the bathroom may be exhibiting a different type of behavior on the continuum. While there is no definitive line, consider the context of the behavior and how it may influence participation in other activities to help guide your thinking.

环境：

当性行为发生时，想想行为发生的环境。一个12岁的孩子，只有在自己的卧室里独自一人时才自我刺激，这就是规范行为的一个例子。卧室是儿童或青少年探索身体和性行为的安全和适当的场所。如果同一个孩子在学校期间在同龄人和老师在场的情况下参与这种行为，那么您可能会考虑不同类型的行为和行动步骤。另一个需要考虑的重要因素是学生的发展年龄。你可能知道一个学生的年龄，或者他们有多少岁，然而，发展年龄更复杂。儿童的发育年龄是指他们在其正常工作的大致年龄。所有儿童和青少年的发展速度不同；有些发展领域可能比其他领域更先进或更迟。重要的是要考虑学生的发展能力，而不是仅仅关注他们的年龄。如果你的学校发生性行为，在根据他们的年龄做出假设之前，考虑学生的发展和功能水平。比如，你班上一个7岁的学生语言迟钝，所以你可能会认为“他的语言技能比7岁的3岁更相似”

对他人的影响：

Think about how sexual behaviors impact others when responding to and creating action plans. A 16-year-old who watches sexually explicit videos on their phone with two close friends has a different effect on others than if the same individual sent a sexually explicit video and images to everyone in his school on social media.Who受影响且hoW其他个人受到学生的性行为的影响，有助于您确定如何支持。考虑参与是否（a）使用互动或武力或操纵，（b）受影响的学生是否恼火，干扰或受到伤害，（c）青年的年龄，规模和发育差异。

Ease of Redirection:

Behavior that is common and typical is easily redirected, meaning that students stop unwanted behavior with developmentally fitting guidance and expectations. This is also true for normative sexual behavior. For example, two 6-year-old students are playing a game of “doctor” or “nurse” and are touching each other’s bodies during recess. Rather than asking them to “stop,” you can redirect them by suggesting more appropriate activities such as taking turns pushing each other on the swings. This provides these students guidance on acceptable touch and play while still fulfilling their need to be physically active. Students with sexual behavior that is outside of normative are less responsive to redirection and may express strong emotions such as anger when redirected.

For adolescents, kissing or hugging is considered a normative sexual behavior and can be redirected. For example, on the way to your classroom you notice two 17-year-old students kissing in the hallway. You remind them that they’re at school and discuss appropriate touch in school settings, such as holding hands instead.