Ep. 25 Sex Education

So many people have a story about sex ed in middle or high school that they remember, for better or worse. On this episode, Mikayla Comer interviews two Well Peers, Nora and Carly. They reflect back to their high school sex ed experience and share what that experience was like for them and how it has impacted them as college students. This episode also explores the importance of comprehensive sex education and why it's necessary for young adults. 

Find the link to the Safer Sex Supplies Custom Order form --> here.
And here's the link to make a Sexual Health Coaching appointment --> here!
Sex Education Article --> here.

Find a full transcript to this episode --> here.

Be well, Dukes!

All episodes of Season 1 (2020 - 2021) were recorded  when The Office of Health Promotion or, The Well, was a part of the University Health Center and located in the Student Success Center. As of summer 2021, The Well no longer exists and we are now UREC Health Promotion. Check out Season 2 Episode 1 to learn more about these changes or visit JMU University Recreation's website.

Transcript

Links

Sexual Health Coaching: https://www.jmu.edu/healthcenter/TheWell/healthy-sexuality/sexual-health-coaching.shtml#:~:text=Sexual%20Health%20Coaching%20is%20an,sexual%20debuts%2C%20relationships%20and%20more.

Safer Sex Supplies Custom Ordering: 

https://www.jmu.edu/healthcenter/TheWell/healthy-sexuality/safer-sex-center.shtml

Sex Ed Article:

https://siecus.org/new-research-quality-sex-education-has-broad-long-term-benefits-for-young-peoples-physical-and-mental-health/ 

Transcript

0:02 Intro: Hi there! Welcome to Well Dukes, brought to you by the Well. Each week, you’ll hear conversations from a variety of JMU staff and students that we hope challenges what you know, think, or do in regard to your own health, and helps you be Well Dukes. 

0:22 Jordan: Hello, Hello, everyone. Welcome to another episode of the Well Dukes podcast. I'm Jordan.

0:26 Mikayla: And I’m Mikayla. 

0:28 Jordan: And this week, Michaela interviewed two Well Peers. And they talked about their experiences with sexual health education and how those experiences have impacted their college experience.

0:39 Mikayla: Yeah, so I sat down with Carly Sines and Nora Renn, who are both Junior Health Sciences majors. And we had a conversation about their experiences with sexual health education in high school. And we also talked about the different types of sexual health education, what's included in each type, and how a positive affirming and comprehensive sexual health experience can really impact a student beyond that experience.

1:01 Jordan: Yay, sex ed! love talking about it. Let's get to it.

[Musical Interlude]

1:07Mikayla: Hi, Nora and Carly, thank you so much for being here with me today.

1:11 Carly: Thank you for having us, Mikayla.

1:13 Nora: Yeah, thanks!

1:15 Mikayla: So we are here today to talk about sexual health experiences and how that relates to college students. So really the experience that you all have in high school in terms of your sexual health education, how does that impact students now? So we're going to talk a little bit about different types of sexual health education experiences, and lean into what you all personally experienced in high school and how that information was shared with you. But before we do that, I want to take a step back and really, and to give our listeners a definition for each different type of sexual health education. So we break this down into abstinence-only education, abstinence-plus education, and comprehensive sex education. So abstinence-only-- this information is coming from the Advocates for Youth organization. So they say abstinence-only education classifies as teaching students that abstinence is the expected standard of behavior for teens, usually excludes any information about the effectiveness of contraception or condoms to prevent unintended pregnancies and STIs. Then we have abstinence-plus education, which stresses abstinence, but also includes information on contraception and condoms. And then we have comprehensive sex education, which provides medically accurate, age appropriate information about abstinence, as well as safer sex practices, including contraception and condoms as effective ways to reduce unintended pregnancies and STIs. Comprehensive programs usually include information about healthy relationships, communication skills, human development, among other topics as well. So hearing those definitions, I want to hear from both of you. What was your experience like in high school? How was that information shared with you? And was it an abstinence-only education, a comprehensive education, abstinence-plus? What did that look like for you?

3:08 Carly: Um, so my sexual health, like, education was very limited. At my high school, it started in high school, I didn't start in middle school or whatever. And it was only required for one semester, my sophomore year, and it was just health, not necessarily a focus on sexual health or sex education. And it was only two weeks of that semester. So it's very brief. And I really do not remember anything from it. It wasn't, like, comprehensive. It wasn't topics that were built over time. It was just like, if sex happens, but abstinence is best. Pretty much, that was it. There was mentions of, like, condoms and stuff, but there wasn't anything that went further. It was like yes, this exists. That's it. That's pretty much my sex education in high school.

4:07 Mikayla: Yeah, so, very limited. Very limited base information. Abstinence-only is kind of what that sounds like to me.

4:13 Carly: Yeah. And it was also very heteronormative, there was no room for, or there was no talk about people in the LGBTQ+ community and what a sexual, like, relationship or encounter looks like in that community. And I thought that was very limited as well. So…

4:43 Mikayla: Yeah. Nora, how about you?

4:46 Nora: So in contrast to your education, Carly, mine, I would consider to be much more comprehensive. It first started, I would say, our very first introduction to like reproductive health would have been fourth grade. And that's when we learned about like, periods and puberty and just like, you know, overall changes of puberty. And then in eighth grade, we did kind of like a baby sex ed, we learned some more about our bodies and what we're like the changes we're going through and that kind of thing. And then in junior year, so 11th grade, that's when we had like the full sex ed. And that was quite comprehensive. We touched a lot on, like, the different contraception methods, the effectiveness of each of them, your options. We also talked a lot about, like, condoms and dental dams and STD safety. Another thing we talked about a lot was the male and female reproductive anatomy, as well as menstrual cycles and how to, like, calculate menstrual cycle and how to calculate your fertile window. And we also, it was conjoined, like, boys and girls together so like boys also learned all about the menstrual cycle, which I thought was really great. Because I don't think most young men understand at all the menstrual cycle and like the course that has over, you know, every month. And then we also talked a lot about healthy relationships, dating violence, the effect of alcohol and drugs on healthy sexual relationships. And then another interesting thing we talked about was the arousal process, more specifically to men, but just the process of arousal all the way through climax, and what that looks like. And the last thing we talked about was, how to talk with your parents, and with your partner about contraception and where you could go to get contraception. And where you could go, if you did have an accidental pregnancy. We didn't really talk about abortion. But we did talk about where you could go to get help if you did become pregnant. And we talked a lot about Planned Parenthood as well.

7:09 Mikayla: So it sounds like you both had very, very different experiences, for sure. And Nora, I would definitely classify your experience as a comprehensive sexual health education, which ideally is what we want folks to be to be learning, we want them to learn this, especially in high school. But that's kind of the goal of what we do in our programming is if students are not getting that information in high school, we definitely want them to be coming to JMU and being able to interact with our office and our programming. And with Well Peers programming that really explains how your body works, how your partner's body works, and how you can protect both of your... both of yourselves. So thank you for sharing those experiences with me. Just the three of us, we've had very different experiences. And I think that's very representative of what we're seeing, is when we have all these students coming to JMU, we're seeing a lot of different levels of knowledge in terms of sexual health. So I kind of want to open it up to you all. How do you feel like those sexual health experiences in high school-- how do they impact college students? Whether that's comprehensive, abstinence-only, or abstinence-plus. How does that impact a college student?

8:08 Nora: I think that the abstinence-only especially kind of education definitely puts students at a disadvantage. Coming into college, I think that, um, it can, unfortunately land some people who aren't educated in an unhealthy relationship. And I think that it also lends itself to higher rates of-- I guess it's not teen pregnancy, but unexpected pregnancies, and just overall worse health. So I knew a lot of people coming into college who I met as freshmen who knew a lot less than I did about sexual health. And I remember being a little shocked by like, some of the things that they thought or like, had questions about. So I feel like it really, there really is a huge difference, like, freshmen coming into college of, like, who knows what and like, I feel like knowing too little, definitely can affect you negatively.

9:19 Carly: Yeah, I agree with Nora a lot. I mean, if you come from an abstinence-only sex education, you're not given the tools to use in order to like properly make or make decisions about healthy sexual relationships, or if you decide to do that or not. And it leaves also space when you don't have that, those tools. And you leave space for misinformation, and leave space for like sex stigma, or stigma surrounding sex. And just ignorance too, like, not wanting to know or like, I guess wanting to know, but not, again, like misinformation and everything, I guess, is what I'm trying to say. And so that could lead people down the wrong path. And like Nora said, like, those unhealthy relationships, or unexpected pregnancies, and it really affects students who don't have that comprehensive sex education. 

10:19 Mikayla: Yeah. So Nora, we were having a conversation earlier, and you had mentioned that you feel like when you were going through your classes at JMU, especially being those health sciences courses, that everything was kind of a review for you, if it wasn't a review, it was kind of more of a deeper understanding of the concepts that you had already been taught. Did I kind of capture that accurately?

10:39 Nora: Yeah, you did. Um, I just felt, like, as a health science major when I went through HTH 100 and I think that was the health class that really focused on sexual health, but, um, when I took that I didn't feel like I necessarily learned anything new. I've learned some new things that have to do with sexual health. I'm in classes like Chronic Disease or in class like Infectious Disease, things like that. But as far as, like, the concrete understanding of how sex works, how to be in a healthy relationship. Those kinds of things, definitely was a review. I mean, I definitely deepened my understanding of some things. But there were a lot of people in the same class who, it was all new to them. And I'm really glad that JMU has that class. Not every school does. Um, and I think it really puts students even at those other universities who don't have a health class at a disadvantage, because all of our incoming freshmen learn about healthy relationships, they learn about healthy sex, they learn, you know, just about health in general. And I think it's really great for JMU’s student body.

11:44 Carly: Yeah, I was one of those students who was in the HTH 100, who knew nothing. And I'm so grateful for that class. I mean, I took it my first semester, so, at JMU as a freshman, and so it really helped also, with my transition between like, you know, being with my parents, and not being kinda... a little sheltered and not understanding a lot of stuff about health, including sexual health to, “Oh, that's how it's done. Or like, that makes so much sense. I wish I knew this before I came to college, but I'm glad I know it now.” And I, and I learned it early on.

12:23 Mikayla: Yeah, absolutely. And so I feel like just even having your experiences, kind of, Nora having that review, and you're like, “Okay, these things sound familiar to me, it just kind of confirms my previous understanding.” And then Carly, you're coming in like, “Well, I've never even heard of this before.” So if that's happening with just our three experiences, I can only imagine what that looks like with all the other students on campus as well. Have you ever heard from like, friends of yours, or maybe like classmates that you went to high school with? Y'all had conversations of like, I didn't know any of this until I got here? or What is that? What does that look like as a student?

12:56 Nora: Well, as I mentioned to you, before, Mikayla, my boyfriend and I went to the same high school, and we talk about all the time how different our education was, as opposed to like, other, you know, other schools’ students, people who have learned from other high schools, and we feel like we've, at a young age, learned a lot more. But yeah, in general, I just think that other, like, people agree, who went to my high school that we learned a lot. And I think it's definitely been for the better.

13:30 Mikayla: Yeah, absolutely. And that's something too that, I feel like, students have the right to know this information, and they have the right to get it from a reputable source. And so if we're not even teaching students the basics, we should at least be able to give them the resources to find this information for themselves. And that definitely was not my experience. So if students aren't receiving this education in the classroom, I'm specifically thinking about, like, high schoolers and students that haven't yet come to college. Where are they getting that information from?

14:00 Nora: So I thought it was an interesting question. Because I, I do know that a lot of students get their information from pornography, from Google, from their friends. And although I don't think it necessarily cuts down on like pornography use, I feel like, those students may see it through a different lens, and recognize that it's not reality. Um, but definitely like turning to friends. I mean, even in my high school, when we had comprehensive sex ed, we learned about sex, but then when other students started to have their own experiences, they all had, you know, something to say, and it wasn't always correct. So I do think it cut down on it a good amount, but I don't know that it resolved the issue completely. But I do think it gave students this toolset to be able to decipher and go, “Oh, that doesn't sound right or not. I don't know about that.” Where I feel like if you didn't have comprehensive sex ed, whatever your friends said, whatever the internet said, whatever you saw, is going to be reality for you. You're going to think that's how it works. And I feel like that can land you in hot water really quick.

15:15 Mikayla: So Nora brought up a really great point with, especially pornography, students really relying on those images or those videos to learn how their bodies work or what their bodies should look like in their heads, or what their body should look like. But what do you think an issue is with relying on pornography to receive sexual health education? 

15:36 Carly: Well, you know, I think of pornography as like, Hollywood, you know, nothing is real in Hollywood. And the same thing is with pornography. So it creates these unrealistic expectations. And if you don't have that comprehensive sex education, you can't, like Nora was saying, you can't tell what's real, what's not. So porn is like an exaggeration of sex, I would say, or at least some of it is. And, again, it just creates these unrealistic expectations on like, how the body is supposed to look, how sex is supposed to be, what happens during sex and just yeah. That's what I think about pornography.

16:24 Mikayla: Yeah. And I feel like oftentimes when we have students that either attend our programming or attend sexual health coaching, they're coming to us with questions that, that can't be answered in pornography. You know, there isn't. How do you put on a condom? How does, how do birth control pills work? If I have this body part and my partner has this body part? What protection methods do we need? What is a dental dam? How does it work? If I don't have a dental dam with me, and I only have an external condom? How do I convert that condom into a dental dam? Right? So these are the questions that we oftentimes get from students because there is that lapse in education. And that's why the work that we do is so important. And that's the reason we want students to reach out and to engage in what we do is: this information is so important. And it's not just about sex. And Nora really leaned into that with what she had just said. And so something that supports that is a resource that we will have a link to in the description for this episode, to the Sex Ed for Social Change organization. And essentially, it's an article that says why comprehensive sex education is so important and how it transcends beyond the classroom in terms of just sexual health topics. So a quote from that article is, “As with all other areas of comprehensive curriculum, building an early foundation and scaffolding, learning with developmentally appropriate content and teaching are key to long term development of knowledge, attitudes, and skills that support healthy sexuality. Further, if students are able to avoid early pregnancy, STIs, sexual abuse, and interpersonal violence and harassment, while feeling safe and supported within their school environment, they are more likely to experience academic success and a foundation for future stability.” That quote really stuck with me because it's, it's not just teaching students how their bodies work. It's so much more than that you're teaching the students the skills. You're teaching them how to ask for consent, and how to give consent, how to have conversations with a partner, how to talk about uncomfortable topics with someone that you want to be intimate with, or how do you decide what birth control method is right for you. And if you don't have the basic knowledge and skills to be able to do that, look how it can impact a student. And a key phrase here is students are more likely to experience academic success and a foundation for future stability, just as a result of a comprehensive sexual health experience. So with all of that being said, and just how important these topics are, and why we should be talking about them and and how a comprehensive sexual health education can impact college students, I want to open it up to you what is something that you wish you would have known coming into JMU, especially with a limited sexual health education experience, Carly?

19:14 Carly: I guess something I really wish I knew was more about, like, birth control and contraception, like, I didn't know much about it. And I was kind of, like, confused on where I should go with that. Exactly. And it left me like, kind of lost and I was like, “I don't know what to do.” But again, like that HTH100 really helped me point me in the right direction. I'm like, “Okay, this next step I need to do.” But in addition to that, also, like, what a healthy relationship looks like. Not just like, you know, an intimate relationship and stuff, but also like just relationships with anyone. I guess what I'm trying to say is I just wish I knew what a sexual healthy sexual relationship would entail. And what would an example of that look like? Yes.

20:20 Mikayla: Yeah, absolutely. So students who access our services, whether you're coming into it with a frame of mind of “I want to remain abstinent.” That's okay. And if you're coming to us and you're saying, “I am very sexually active and I have multiple partners,” that's okay. We're going to take that and provide you the information that's the best for you. And you get to decide what works best for you in that moment and take the rest of those skills and knowledge and apply that to your journey as you see fit. So Carly and Nora thank you so much for talking with me today and sharing your experience and, and really highlighting how healthy sexuality education can positively impact folks and how everyone is just in a different place with their journey and how much they know and that's okay too.

[Musical Interlude]

21:01 Jordan: Mikayla, that was a great conversation. I gotta say I'm, I'm kind of envious of Nora and the sex education that she received. I think that is amazing that at a younger age, she was able to get all that information like consent and healthy relationships and, and even learning about the menstrual cycle and how to plan when your period might be coming and when you'd be fertile. And even just explaining all of that, because some of that information I myself didn't even get until I was well into college. So I think that it is awesome that there are states and school systems that are teaching that and it also kind of gives me hope that maybe more will start adopting it because it seems like it's really benefited Nora. It also made me think too, about how mine was not like that at all. I think mine maybe aligned a little bit more with Carly's and that I had a very, kind of, more just puberty, our bodies are changing type class when I was in, I believe like fourth grade. And then in fifth grade was when it was a class. Also with boys that kind of just talked, it was definitely taking more of a like, “So your bodies are changing. And like the hormones you might have, you know, you might have this urge and like don't touch people in their genitals” type, you know, but still not really talking about sex. Definitely not about condom use. And then it wasn't until part of our freshman year of high school in our health class, it was just a piece of the curriculum in health class. So it was maybe one or two classes in health and it was mostly about yeah, STIs, we saw the pictures. Just a very, you know, and I remember that my teacher was not comfortable talking about it at all. So we didn't have someone come in and do it. It was our health teacher who was also a gym teacher. Yeah, very a la mean girl style, like don't have sex or else you'll get an STI. Here's the condom. Except they didn't pass out condoms either, so.

23:11 Mikayla: So I have to agree. My experience was nothing like Nora's, we did have the fourth grade initial girls in one class, boys and the other, periods are a thing, this is what they are, why they happen. Fifth grade, I remember we had the conversation of why we should wear deodorant and how our bodies are changing. But even that conversation was split between the girls and the boys. And like Nora had said, that conversation was very heteronormative. And then it wasn't until I was in seventh and eighth grade that we had, I think it was eighth grade when I think back on it, we had a sex ed kind of week in gym class. And I will say my experience was rather damaging. We had a very, it was all four gym teachers that taught us. Each one took on a different section. But it was very much scare tactic based. So I remember the activities that we did, there was one activity called the tape activity. And they had volunteers come up to the top or the front of the auditorium. And they had this piece of tape and they put it on one person's arm. And then they peel it off the tape and stuck it to another person's arm and peeled off the tape and kept doing that on people's arms down the line. And they asked us what are you observing here? What is the message and so we were like, “Oh well, the tape’s not as sticky as it used to be.” And they were trying to make the connection of, if you have sex and if you have sex with multiple partners, the less... Not, not the less sticky you'll become but the less useful you are. And the idea is that you are used once you've had sex. [Jordan: Wow.] So that was very impactful. And I will never forget that. And then we also... [Jordan: Clearly!] Yeah, I am 25 years old and I can picture everything about that moment. 

24:56 Jordan: Were you a volunteer in that?

24:58 Mikayla: No, no, absolutely not. Oh no, I was mortified. Oh my gosh, yeah. And then they had the next day was the gum activity and they had a stick of gum. [Jordan: Oh no.] And they did it to someone, and they were chewing the gum. And they said to spit out on your hand, and so the person spit out in their hand and kind of held it forward. And they asked for another volunteer, and you get another one. And they ask, would you want to chew that piece of gum? And of course, the middle school response is “Ew, no, that's gross.” Once again, reinforcing the concept that if you have sex, you're the equivalent of a chewed up piece of gum, no one's gonna want you because you're used. So, that's the messaging that I received. Yeah, and it's a combination of that, STI pictures... Their approach was more of don't have sex till marriage, and you won't have a problem. That was a solution. We didn't talk about condoms. We didn't talk about protective measures. And we all signed a pledge at the end of the week that said, we will not have sex until marriage. So eight-year-olds signing a contract is a very interesting concept.

26:04 Jordan: If only we could all just really just have our lives completely figured out for us eight years old, I knew exactly how it would go like that. 

26:12 Mikayla: Right? It was just so, so weird. And I just, I remember talking to my friends in high school, and even college and just being like, Do you remember that? And even so my first job out of undergrad was teaching Middle School sex ed, and traveling around and doing that, and I actually got to go back to my school that I had, that I received this education. And it was just night and day, and one of the gym teachers was still there. And I remember having a conversation with him. And he was like, “Oh, how this has changed over the years.” I was like, it needed to. But yeah, so I would say the long term effects of my experience was definitely that guilt and shame piece surrounding sex. Jordan, you and I were having a conversation earlier, and you made a really great point about how your perception becomes your reality. And that was so the case for me. I perceived sex as a dirty thing. And so I always viewed it as a very dirty concept. We don't talk about it, we don't ask questions about it. And I did not know what a condom was, what it looked like, what it really did until I was 20 years old. And that's only because I was a health sciences major. And I took human sexuality. And I learned everything through that class. So I feel for the folks that don't have the outlet to receive this information at some point. Because a lot of students look back and their experience is this super scary, intimidating, guilt ridden experience of sex ed. And that's all the information they have to go on. And that's when unintended things happen.

27:38 Jordan: Yeah, and even like you said, you learned about in Human Sexuality. Which we we know is just an elective course and isn't even offered to students of any major currently here at JMU. So that also leaves the question of - how are college students learning about sex? And again, if they're getting it from friends, and they're hearing their friends about or older siblings talking about it, and kind of telling them what it's like or, like you all discussed, pornography, and what we see in TV shows and movies. And that can be kind of what is starting to create the narrative and the sexual script for so many people. And sex is not intuitive. It's not - we don't know how to do it. So, we only learn by what we hear and what we see. And so then, when someone goes to have sex for the first time, right? There's probably a whole lot of questions, because it might be like, “Why isn't my body looking like this?” or, “Wait a second, I'm seeing someone else's body and it doesn't look like what I thought, you know, it looked like in porn,” or again, these you know, very kind of like edited things. And yeah, you know, so there's still that, the shame around it. And we've said this in other episodes, that sex should not be a bad thing. Sex should not be a punishment. Sex should not feel like a punishment. And so I think without the education of the potential risk, like you were saying, that's also where some of those negative feelings can happen. Rather, we want to provide education and have people know that yes, sometimes things like STI s do happen. There are ways to prevent it, but it does happen and it's okay and then someone is not a dirty or bad person for getting an STI and, and you're not - it's okay to have questions about it. Like you said, you don't know things and so someone also shouldn't be judged for not knowing, right? You know, certain parts of their anatomy or about pleasure or is it you know, how does being drunk affect our sex life? Because it can. What about different types of birth control? What are other things we need to know if someone's on birth control? It's not just as easy as like, “Oh, you take a pill and you know, you're completely protected”. Well, no, because pills don't protect against STIs also, right? There's so much to that education. And, and yeah, I mean, Nora shared she got great information, how it went beyond just even the reproductive part and the biological part, but also how to have those conversations with partners. Because that is so important. And that's just, you know, the work you and I have been doing here at the well as we try to… because they're students here that don't have that, as we saw and how, as we heard, like, Carly. And so as we much we can still getting that information to them. Wow, I cannot believe that that's what your experience was learning about sex and yeah. Man, what that could have, you know, done to someone because at that age, so impressionable. And sometimes it's not until college that people start to unlearn the behaviors and the stereotypes and the stigmas around things like sex. 

30:50 Mikayla: Right, exactly. And I think it's important too to acknowledge that waiting until marriage isn't inherently - it's not a bad thing, but it's not for everyone. And so I think that was just a very interesting concept, that, that was the solution that our school came up with. And that was the impression that was pushed onto all of the students. And like I said, in and of itself is not a bad thing. But having to recognize that that's not the reality for everyone. Not everyone's going to fall into that, that value. And that's okay, and how can we get the information to these students to make the best decisions for themselves? And we've got to be able to provide the information to students so they can make that informed decision. 

31:27 Jordan: Yeah, so I just got to ask, since you said you were a Middle School Sex Ed Teacher, that had to be entertaining. So, can you just tell, can you tell us maybe one of the really, I want to say absurd, but at that age valid, but some are just like, the random questions you get? 

31:48 Mikayla: Yes. Oh, my goodness. We would use question box questions as a way to get them to listen to me. I would always say, “If you're good, and we get through all this curriculum, you can ask me whatever questions you want, I'll answer them”. And so then you get a lot of really great questions, and they were always good. But some of those questions were: Can you get pregnant from anal sex? Will your penis fall off if you masturbate too much? Will masturbating make you go blind? That came up so much. I don't understand. No, no, there's no connection. Not even close. If someone is pregnant, can you poke the baby if you're having sex with that person? That was always a common one. Students always wanting to know if you could get pregnant in certain positions. So, like different positions during sex that you couldn't get pregnant in this position, but you could in this one. Hot tubs came up a lot. You can't get pregnant in the hot tub. Not true. You can. The hot tub has nothing to do with it. Random. 

32:48 Jordan: Like kills the sperm in it or something because it’s hot?

32:52 Mikayla: Good points! man. Yeah, no. 

32:53 Jordan: Yeah. And some of those I could you still - I could see how someone could ask that. And, man, just how lucky they were to have you to steer them on the right path and answer those questions. 

33:10 Mikayla: So for this episode, we will be providing some links in the description for a few of our resources through The Well, one of which is Sexual Health Coaching, being able to provide that free, confidential resource to students who just need to sit down with someone and maybe process some questions that they have. Or maybe they've heard a rumor and they're not sure if it's true, and they just want to debrief with someone. Sexual Health Coaching as a great resource for that. So we'll have that link, as well as the link to order custom, safer sex supplies. So if you need condoms on the go, we can fill that order for you. That link will be in there as well. And we'll also have the link to the article that we cite in our discussion with Nora and Carly. 

33:49 Jordan: And if you're listening to this episode for Health 100 credit your passcode is “Sexuality”. So remember, be well Dukes!