My older son’s school offers sex-ed in two tranches: at the end of fifth grade, and in seventh grade. The first part seems to have explained the biology fairly well, and let him at least talk about sex — so pretty good, I would say.
The school also has some policies regarding sexual behavior. For instance, certain types of clothing are not allowed, as they are deemed inappropriately erotic for young teenagers. Fine. But does the justification for this rule follow from anything they are taught in class? I would venture to say — almost certainly not.
And yet, would it be that difficult to add a bit of socio-economic (or cultural) content to sex-ed? It is not hard to grasp that, if monogamy and promiscuity are the extremes of human sexual strategy, they make uneasy neighbors. Also, we needn’t teach Freud (or not very much) to illuminate how social structure is built out of units — like couples and families — whose glue is often sexual relationships.
Tolerance is taught; but prudence seems to be only taught in terms of the dangers of unsafe sex, and the need to respect oneself and others. Nothing is said about why a social system (such as a school) might want to constrain even safe sex. Or, on the other hand, why a larger society might be more stable if its members follow diverse strategies. (Or individuals follow mixed strategies.)
Beyond economics, there is a great opportunity to teach how sex fits together with culture, but I don’t suppose that many schools will be wading into that soon. Nevertheless, for young minds starting to think not only about sex, but to think for themselves in general (though not necessarily at the same time as speaking — alas a difficult art), tools for thinking about their own sexuality on the basis of their biology are good. They should also be given tools to think about how their sexuality is part of how they relate to their community, and economics could provide a “neutral” framework for this discussion.