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Teen Talk Middle School Family Guide Welcome to Teen Talk Middle School! The purpose of this family guide is to support families as they engage in conversation about Teen Talk Middle School topics with their young people. It includes information about each lesson’s topics, as well as suggested conversation starters around each topic. The Teen Talk Middle School course is ideally taught over 10 one-hour sessions. This summary is a sample of how instructors may organize the topics in a Teen Talk Middle School (TTMS) course. Sequencing of course content may be changed to suit a school’s specific needs and schedule. Lessons may be combined if appropriate. Students complete an Intro Survey on the first day and an Exit Survey on the last day to identify knowledge gains and student’s opinions about the Teen Talk course. Wondering how to get started with these conversations? Parents often note that engaging in brief, frequent chats with their young person is less intimidating for everyone than having one “The Talk”! If you’re feeling unsure of where and when to have these conversations, we recommend having them in the car, or while on a walk. This way, you and your young person are facing forward rather than making direct eye contact, and focused on something external at the same time, which can help to take the pressure off. We also recommend using generalized language such as “some people might do xyz” rather than referring to your own direct experiences around these topics to limit embarrassment for your young person. Finally, remember that while you may have strong feelings on these topics, it is important to make space for your young person’s thoughts and feelings. Try to avoid lecturing, and instead focus on conversation, and being an “askable adult” for their future questions and needs. We at Health Connected hope this guide brings you closer to your young person and encourages sharing experiences in the future.

Teen Talk Middle School Family Guide, 2027

Lesson 1: Values & Resources This lesson establishes the foundation of safety and openness for the entire course. Instructors introduce the group norms so TTMS is a supportive space for all learners. Personal values are defined and students begin to clarify where their own values come from and how they may influence topics like sexuality. It is critical that students have opportunities to consider their own values about gender, sexuality, and relationships in a facilitated classroom environment, to help build confidence in communicating their values with peers and partners. Students are encouraged to communicate with trusted adults via the trusted adult interview, “Back in the Day.” Students also learn about their legal right to access confidential medical care, and a clinic list and helpful resources are provided (CA Family Code Section 6925). An intro survey is taken to compare with an exit survey during the final session to measure knowledge gains.

Suggested Questions for Parents/Guardians to Ask: Ask the following questions with a relaxed, curious, and playful approach. Let your young person do most of the talking and follow their lead. Most young people want to engage more openly with their parents/guardians about sexual health, but anticipate awkwardness, so they avoid it. Perhaps start with one easy question and let your student know that you’ll both improve as Teen Talk progresses. If nothing else, they will get the message that you are open to talking, available, and interested. I noticed you had Teen Talk today. How did your class respond? Did they take it seriously? Were they having fun? Were people contributing and asking questions? Did anything funny happen? What did you think about it? It’s helpful to lead with less intimate questions or questions about the group, and finish off with a personal question. What is one of our family’s values? Why is it important to talk about personal values in the first lesson of Teen Talk? Creating space for young people to clarify their personal values is good preparation for future lessons on sexual health. The construction of an internalized set of personal values to guide decisions and actions is influenced most by parents and guardians. Middle school students are usually at the beginning of this important developmental task, so it is appropriate to share one or two of your family values (fundamental beliefs that guide and motivate our behavior and help us prioritize what’s important, e.g., truth, security, adventure, etc.) you hold, why they are important, and how they influence your behavior. Be as brief as possible and ask for feedback from your student. Were you surprised about the access you have to sexual health services? You are trying to draw out how they feel about minors accessing health services without their parent’s permission, and perhaps the age of access. Why would someone not want their parent’s help? Finish with the reassurance that you want to support them if they ever need help, and how important this law is to protect and help young people who feel like they cannot go to their parents/guardian for help.

Teen Talk Middle School Family Guide, 2027

Lesson 2: Human Bodies This lesson explains sexual and reproductive anatomy using biological terminology and simple internal and external diagrams. Although the diagrams depict typical male and female anatomy, there is discussion about body diversity, and a positive approach towards human variation is modelled. Anatomical language and knowledge provide a foundation for the discussion on conception and pregnancy, and for future lessons on contraception and sexually transmitted infections. The lesson is supported by slides and labelling worksheets. Sometimes the students have already covered reproductive anatomy in science class, in which case, Health Connected educators conduct a shorter anatomy review lesson.

Suggested Questions for Parents/Guardians to Ask: These questions are just a guide, and may vary considerably depending on the previous conversations you have had with your young person. Young people are seeking straightforward, honest answers from trusted adults, so if you’d like to be the primary resource for your young person, try to have an easygoing, relaxed approach to model how you will respond to questions about bodies and sexual health in the future. Did you have an anatomy lesson today in Teen Talk or have you already learned about it in science class? What was the reaction of the class when they saw the diagrams of the body? How did you feel? Why do you think it’s helpful for students to have visual aids like that? Some young people are uncomfortable talking about specific parts of the body. These questions help recognize the necessity of the learning but also validate the young person’s feelings. Perhaps talk about how using anatomical names for body parts becomes easier with practice and that your young person can feel free to use these terms. What do you think is the most fascinating part of conception? You can use this section to practice anatomical language or use the opportunity to talk about your family’s values surrounding conception and reproduction. Some young people will mention something scientific, like cell division, for example. Don’t worry if you aren’t an expert, your young person will love teaching you for a change! What is the Anonymous Question Box? How many questions were answered today? Do you have any questions for me? Having explicit permission to talk with you about the content of Teen Talk can open the door to many meaningful conversations. Using the course as a springboard can often make the transition into conversations about bodies and sex easier and more comfortable.

Teen Talk Middle School Family Guide, 2027

Lesson 3: Human Bodies This lesson establishes a common language and understanding about gender identity and sexual orientation so that students may be informed and respectful, regardless of personal opinions and values. The compulsory inclusion of gender identity and sexual orientation by the Californian Healthy Youth Act (CA Education Code, Sections 51930 (b)(2-3); 51933(d)(1,5-6)) aims to promote empathy and understanding in an effort to improve the wellbeing of all students, particularly those who identify as LGBTQ+. The differences between sex, gender identity, gender expression, and sexual orientation are explored using a PowerPoint presentation, and are supported by short, age-appropriate videos and activities. Terms defined include intersex, cisgender, transgender, non-binary, heterosexual, gay, lesbian, bisexual, and asexual.

Suggested Questions for Parents/Guardians to Ask: Conversations about gender and sexual identity are steeped in beliefs and values. Young people inherit values from parents, family, and culture, but will begin to establish an internalized set of personal values over the next few years. The discussions you have are therefore important opportunities to listen carefully and communicate openly so you can be a sounding board and a resource for your young person. Can you teach me some of the terms used in today’s lesson? Language about gender and sexual orientation is always changing. Can you update me? Even if you are completely up to date with language, students love the opportunity to teach their parents something. What did you learn that you didn’t know already? Did anything about the gender and sexuality galaxies surprise you? How does this knowledge affect the way you might interact with someone who identifies as LGBTQ+ in the future? You may want to bring up topics such as pronouns, gender expression, stereotypes, and assumptions to help foster a respectful viewpoint. What are some other traits that contribute to a person’s identity? How might these traits influence a person’s experience of the world? While gender and sexual identity are important contributors to a person’s identity, they are not the only ones. Think about other aspects of identity your family might share and those that are unique to your family members. Is your school a supportive place for LGBTQ+ people and for people who identify differently than their peers? How do you think the representation of LGBTQ+ people in the media have changed the way your peers perceive gender and sexuality? This final question is difficult, but young people constantly surprise us with their thoughtfulness and insight.

Teen Talk Middle School Family Guide, 2027

Lesson 4: Abstinence, Consent & Intimacy This lesson is designed to provide anticipatory guidance so that young people have information and skills prior to making important decisions about sexual behavior. When most students think of abstinence, or “not having sex,” they think about abstaining from vaginal intercourse. Expanding the definition of “sex” to include anal sex, oral sex, and sexual touching provides gravitas to behaviors that students might think of as “safe” or “not real sex.” Straightforward, but brief, information helps students to make informed and consensual decisions in the future. Important concepts such as personal values, consent, risks (sexually transmitted infections/pregnancy), and responsibilities are discussed. Instructors stress to students that NO sexual behaviors with a partner (abstinence) is the only certain way to prevent unintended pregnancy and significantly reduce the risk of STIs. Reasons to abstain from sexual behavior, and alternative ways to show affection, are discussed and encouraged. Education prior to experience promotes thoughtful, consensual, and responsible sexual decision-making in the future.

Suggested Questions for Parents/Guardians to Ask: This is the ideal opportunity to speak with your young person, as the most difficult aspects of the discussion have been expertly explained in the classroom, paving the way for a conversation about your family’s values regarding sexual behaviors. Parent/young person conversations about sex are a protective factor in delaying sex. Teens who report having good conversations with their parents about sex are more likely to delay sex, have fewer partners, and use condoms and other birth control when they do have sex (Guilamo-Ramos, Jaccard & Dittus, 2010). What does the word ‘abstinence’ mean? Begin with a simple comprehension question to ease into the conversation. Why might someone decide not to have sex, even if they really care for the person they are dating? This is an important opportunity to discuss your family’s values regarding the purpose and context of sex. 76% of young people say it would be easier to delay sexual activity if they were able to have more open and honest communication with parents (Albert, 2010). What are some things someone should think about before making the decision to have sex? If they choose not to have sex, what are some ways they could still be intimate with a partner? Students should be able to provide ideas such as personal values, STIs, unplanned pregnancy, and issues regarding emotional readiness. Parents can use this question to further reiterate emotional readiness, social pressures, and cultural and religious beliefs about sex.

Albert, B. (2010). With one voice: America’s adults and teens sound off about teen pregnancy – a periodic national survey. The National Campaign to Prevent Teen and Unplanned Pregnancy. Guilamo-Ramos, V., Jaccard, J. & Dittus, P. (2010). Parental monitoring of adolescents: Current perspectives for researchers and practitioners. New York: Columbia Univ. Press.

Teen Talk Middle School Family Guide, 2027

Lesson 5: Birth Control Abstinence is promoted as being the best way to prevent a pregnancy. Students are also informed of other FDAapproved methods that are proven to be very effective at preventing pregnancy should they become sexually active in the future. Teens who discuss sex, STIs and birth control with their parents are twice as likely to use condoms the last time they had sex (Weinman, Small, Buzi & Smith, 2008). Please take the opportunity to continue the conversation outside the classroom to improve the odds of your young person using contraception if, or when, they become sexually active.

Suggested Questions for Parents/Guardians to Ask: Ask the following questions with a relaxed, curious approach. This birth control lesson is very content heavy, so retention of the information will be dependent on your young person’s development, interest, and experience. Remember - this information is intended as anticipatory guidance for most middle school students and will be reviewed again in high school. Why is acquiring and using birth control the responsibility of both people and not just one person in a romantic relationship? This is an important question as it encourages young people to think about the implications of their choices, while also highlighting that both people in a romantic relationship have the responsibility of making sure adequate birth control method(s) are used. What are some important things to consider before using birth control? This is a chance for you to talk about your family values around sex and birth control. Include where these values come from, the reasons behind them, and why they are important for you. Why is it important to talk with your partner about topics like birth control? This is a good opportunity to talk about the importance of having enough trust in a partner to enable honest and open communication about topics like birth control. If the conversation is going well, you might even talk about other topics partners talk about in healthy relationships like personal boundaries, consent, and how respect manifests itself in a relationship. If someone didn’t have money to purchase birth control, where could they go to get it for free? Where is the closest place to our house? Your young person might have located a clinic during class that is nearby, or you can go online and find one. You might like to talk about using your own family practitioner as a resource. Weinman, M.L., Small, E., Buzi, R.S. & Smith, P.B. (2008). Risk factors, parental communication, self and peers’ beliefs as predictors of condom use among female adolescents attending family planning clinics. Child and Adolescent Social Work Journal, 25(157). Doi: 10.1007/s10560008-0118-0

Teen Talk Middle School Family Guide, 2027

Lesson 6: Pregnancy Options The California Education Code requires that instructors objectively discuss all legal options available to a person who becomes pregnant – parenting, abortion, adoption, and safe surrender. This is an important opportunity for students to reflect on their own values about pregnancy, while learning to be respectful of the values of others. Health Connected encourages families to have conversations that are informed by their values and beliefs. This lesson is typically combined with either the birth control or sexually transmitted infections lesson. It is usually not a full session in and of itself.

Suggested Questions for Parents/Guardians to Ask: Ask the following question with a relaxed, curious approach. This question can be included with those from the accompanying lesson. This is a topic where personal values are really important. How have your own values about pregnancy options been made clearer? How have they been challenged? This is a valuable opportunity to share your family values about these options with your young person. Don’t assume they know the opinions you hold or what informs your opinions. Ask them if they would like further clarification – this is not necessarily an easy or short conversation.

Teen Talk Middle School Family Guide, 2027

Lesson 7: Sexually Transmitted Infections The best way to prevent pregnancy and sexually transmitted infections (STIs) is NOT having any type of sex with a partner (abstinence). Comprehensive sexual health education aims to prepare students with knowledge and skills so they might make informed, safe choices in the future. Providing education on both abstinence and ways to minimize risk of STIs and pregnancy is an approach that is more effective, realistic, and complies with the California Healthy Youth Act. Students learn about the prevention, symptoms, and treatment of STIs and the importance of STI testing. A condom demonstration is included in this lesson to promote safe and effective condom use to help prevent the transmission of STIs and protect against pregnancy. The demonstration may, or may not, involve student participation. Health Connected encourages student participation to increase learning outcomes.

Suggested Questions for Parents/Guardians to Ask: Ask the following questions with a relaxed, curious approach. It is important to maintain a positive attitude towards sexual behavior (within the context of your family’s values and beliefs) whilst recognizing the responsibilities that a sexual relationship brings. While not engaging in sexual behaviors with a partner is presented as the most effective way to prevent getting or passing STIs, most trusted adults want their young people to have healthy and satisfying sexual relationships eventually. Why might learning about condoms in middle school be helpful even though most students are not having any type of sex? This is an opportunity to affirm abstinence as well as reinforcing how having knowledge prior to experience can help a person make informed, responsible, and intentional decisions. How can being in a committed relationship decrease a person’s risk of getting an STI? This will be review for your young person, as they will discuss this in class. However, the question is worth asking because it is an opportunity for parents/guardians to impart their family values about sexual relationships into the discussion. If appropriate, and the conversation is going well, you can talk about the responsibilities of a sexual relationship, and why delaying sex is a good idea. What is the most common STI symptom? This is a bit of a trick question; given the most common symptom is “no signs or symptoms at all.” Again, this is a review question but a worthwhile opportunity to make sure your young person knows that the only way to truly know that they do not have an STI is to be tested by a medical professional at a medical facility. If appropriate, and the conversation is going well, you can talk about the responsibilities of a sexual relationship and why delaying sex is a good idea.

Teen Talk Middle School Family Guide, 2027

Lesson 8: Sexual Violence Prevention In this lesson, we provide legal definitions of sexual harassment, sexual assault, rape, and human trafficking to help ensure that young people are informed about legal boundaries for themselves, their partners, and their peers. Scenarios, or short ‘real-life’ stories are used to provide students with a situation to analyze and think critically about in small groups and discuss as a class. Students also review consent prior to learning about sexual violence prevention. They learn about how to support a friend who may be experiencing sexual violence. They also learn about laws about sexual images such as the Child Sexual Abuse Material Federal Law, the Cyber Exploitation California Law, and the Sextortion California Law. Instructors are aware that this topic may be difficult for an individual who has experienced or witnessed a sexual crime. They carefully observe students, and are sensitive to those who exhibit signs of past trauma. Students who may have experience or anxiety around this topic are welcome to preview the scenarios before class to decide if they feel safe and comfortable participating in this session with their peers.

Suggested Questions for Parents/Guardians to Ask: Despite the serious nature of the topic, remain curious and calm. It’s important to not make assumptions, to listen carefully, and gently question your young person further if appropriate. Some adults have experienced sexual harassment and assault, which can make talking about this subject particularly difficult. Make sure to take care of your own mental health and be mindful that the following discussion might be better coming from a different trusted adult. Today’s topic was a serious one. Can you tell me what you understand about consent? This may or may not be the first time your young person learns about consent, and hopefully will not be the last. Teen Talk emphasizes that consent is not only important in sexual situations, but in all social situations where there may be physical contact or the sharing of personal possessions or information. If you were ever to be sexually harassed or assaulted, what would you need from me? How could I help you in the best way? The intention of this question is to gently gain insight into your young person’s experience. Perhaps they have never thought about certain experiences they have had as sexual harassment or sexual assault, and now they have new understanding. If your young person does disclose that they have experienced sexual harassment, it is vital that you manage the strong emotions that rise up within you. Pause, take a deep breath, and listen. Then ask gentle questions about how your young person feels now. If you feel that your young person would benefit from therapy, gently suggest this. If your young person has experienced sexual assault, as difficult as it is, your reaction needs to project support, empathy, and love. The resource below is a helpful first contact, but your family will need further community service resources, including law enforcement: RAINN (Rape, Abuse, Incest National Network) at www.rainn.org or 1-800656-HOPE If a student is sexually harassed or assaulted at school, who could they go to for help? Title IX is a federal civil rights law that prohibits discrimination on the basis of sex in any educational program or activity that receives federal funding. Under Title IX, schools are legally required to respond and remedy hostile educational environments and failure to do so is a violation of the law. Your school district will have a Title IX coordinator who is listed on the official school district website. For help filing a complaint, visit: www.stopsexualassaultinschools.org/filing-complaints Teen Talk Middle School Family Guide, 2027

Why is it important to pause and think before considering posting or sharing a sexual image? This is an opportunity to underline the importance of critical thinking to keep oneself and others safe. Why might sex trafficking be hard to escape from? This will help your young person understand the importance of steering clear from the initial ‘luring’ stage.

Teen Talk Middle School Family Guide, 2027

Lesson 9: Relationships This lesson incorporates an interactive activity that challenges critical thinking and analysis to help students recognize healthy, unhealthy, and abusive behaviors in relationships. Intimate partner violence can occur among any group regardless of sexual orientation, gender, socioeconomic status, race/ethnicity, religion, or culture, and youth are one of the largest groups affected by it. Students explore how gender roles and expectations can influence behavior in a relationship, and how popular culture affects young people’s expectations of relationships and romance. Using age-appropriate discussion and resources from the One Love Foundation, students are introduced to the “10 Signs of Healthy and Unhealthy Relationships” and get to analyze “Couplet” videos to practice identifying these behaviors within relationships.

Teen Talk Middle School Family Guide, 2027

Lesson 10: Media & Body Image This lesson is often paired with the relationships lesson, as it begins with movie clips to analyze how popular media portrays romance, gender dynamics, and attractiveness. This activity creates a bridge between the previous discussion about healthy and unhealthy relationships and the common messages reinforced through media. Students are also invited to think critically about the impacts of social media and sexually explicit media (pornography) through age-appropriate discussion prompts. This lesson ends with an opportunity to reflect on body image through an impactful “Body Image Inventory” activity. Students are encouraged to think about their own experiences and feelings through an anonymous group activity. The goal is to show them that they are not alone in their struggles or uncomfortable feelings, but there are things we can do to improve our relationship with our body. Students come away from this lesson with strategies enabling them to be critical consumers of media and tips to develop a more positive self-image.

Suggested Questions for Parents/Guardians to Ask: Ask the following questions with a relaxed, curious, and playful approach. These questions are just a guide and may vary considerably depending on the previous conversations you have had with your young person. Let your young person do most of the talking and follow their lead. Did your class discuss how media conveys messages about bodies and relationships? What are some of the interesting things your class noticed about those clips or images? Have you ever noticed those things before? What were some of the differences when analyzing popular media vs. social media? Some adults choose to continue this activity with their young person at home, using everyday media as learning opportunities and discussing media messages together or as a family. For example, you can pause a movie to talk about a scene that just happened or pull up an advertisement you saw on social media and invite your young person to analyze the messages conveyed about beauty standards, gender roles, and relationship expectations. In what ways do you or your friends feel pressured to look a certain way because of media expectations? This question may make some young people feel defensive, and they may respond that they do not feel pressure. Remind your young person that you are not judging them, and that it’s really common for people of all ages to struggle with their body image and to be affected by what they see in the media. How can I help you have a more positive self-image? Be ready for your young person to mention how you may criticize their body, habits, or style (e.g., the way they dress, how they wear makeup, how much they eat, etc.). Listen to their feelings, and if appropriate, apologize. Ask them if they would like to know why you care so much about how they are perceived. See it as an opportunity to tell them how much you care for them. It is not an opportunity to lecture and get them to change their hairstyle. How did you feel talking about pornography in Teen Talk? Do you have any questions I can help answer? This can be a great opportunity to share about your family values in regards to sex, communication, and trust.

Teen Talk Middle School Family Guide, 2027

Lesson 11: Decision-Making and Communication Most middle school students are not involved in romantic or sexual relationships. However, they are often in the midst of a sexual awakening due to their physical development, making the notion of romance and sex highly attractive. In this lesson, students have the opportunity to imagine and critically evaluate situations they might find themselves in the future, so they can more confidently withstand pressure, make decisions informed by their own values and knowledge, and assertively articulate their choices. Using scenarios, students practice communicating refusal as well as how to deal with rejection. They also write scripts that they may choose to perform, illustrating how peers can effectively communicate about their sexual health values and boundaries. Other important topics such as consent, self-respect, and respect for others are integral to this lesson.

Suggested Questions for Parents/Guardians to Ask: This is an opportunity for you to talk about your values and how they relate to sexual relationships. Remember that young people are emerging as independent thinkers and are resistant to being told ‘the rules.’ Parents/guardians will have more effective and harmonious discussions if they have a curious approach and explain the reasoning that informs their opinions. Can you explain the ‘Be FIRM’ and ‘AFFIRM’ strategies? Do you think they are helpful or realistic? Your young person may not remember what each letter of “FIRM” and “AFFIRM” stand for – that’s OK! The point of the discussion is to encourage them to recall and explain what they learned about refusal and rejection. Which “Dealing with Pressure” scenario did you work on today? What was writing the dialogue with your partner like? What was the biggest challenge? What was it like to perform that script for the class? Why do you think teens pressure each other about sex? If you feel comfortable, you may like to tell your young person a story of when you first experienced sexual pressure and how you managed the situation. It’s okay to talk about negative experiences in the context of encouraging empathy, understanding, and learning. However, using negative experiences to instill fear is rarely helpful. Why is choosing to enter a sexual relationship such a big decision? Encourage your young person to reflect on the lesson content, as well as their own personal reasons. This is a good opportunity to talk about values and beliefs, as well as emotional readiness. What do you think my/our (parent/guardian) values and beliefs about sexual relationships are? Sometimes we assume our young people know what our values are surrounding sexual relationships. Invite them to share what they think, then be sure to clearly state your values so there is no confusion.

Teen Talk Middle School Family Guide, 2027

Lesson 12: Decision-Making and Communication Students play a fun, educational game to review and embed the learning that occurred during the Teen Talk Middle School course. They take an exit survey to measure knowledge gain and give feedback about their learning experience. The homework activity, “Back in the Day,” is collected, and students reflect on the experience of interviewing their trusted adult. Privacy is respected and no responses are shared. Students are encouraged to involve trusted adults as important partners in their sexual health and relationships education going forward.

Suggested Questions for Parents/Guardians to Ask: Congratulations – you did it! We hope you continue to engage your young person throughout their adolescence, and beyond. What was something meaningful you learned during Teen Talk? Is there something you learned that might potentially change your behavior over the next few years? Encourage your student to link new knowledge with life application and behavior. If they cannot come up with an example, you might suggest linking new knowledge of birth control and being able to choose a birth control method that suits their body and lifestyle. Their new knowledge of STIs might prompt them to ask a future partner to be tested. Being able to imagine scenarios where peer pressure is involved might inspire them to figure out refusal strategies and assertive language before they are in the situation. Where could you go if you needed medical/sexual health advice? Can you name two people that you could go to for relationship advice? Reiterate your enthusiasm to help your student navigate the tricky bits of relationships, identity, and sexuality throughout adolescence, and help them to connect with people and resources to help them on their way. Do you think our communication about these topics has become easier and more comfortable over the last two weeks? What can we do to make it even better? This is an opportunity to acknowledge that perhaps the conversations were a bit awkward to begin with, but with practice, they have improved. Congratulate yourselves! Do I have your permission to check in with you every now and again about these topics? Explicitly asking for permission to check in regularly with your student sends a strong message of respect, as well as intentionality.

Teen Talk Middle School Family Guide, 2027

Conclusion Teen Talk Middle School is designed for at least 10 hours of instruction. This document is an example of how the Teen Talk Middle School course may be taught in the classroom. Topics may be taught in a different sequence and some lessons may be combined, depending on the many influencing factors in schools and school districts. Thank you for using this guide to bring your values, beliefs, and opinions into this important conversation. Please contact parents@health-connected.org for information on parent workshops and Family Talk workshops to support you and your teen. You can also find resources like book recommendations for young people and their trusted adults as well as recommended websites at www.health-connected.org/resources. We recommend previewing each resource, to make sure it’s a match with your family’s values. Want to get in touch with us? Reach out to parents@health-connected.org. We would love to hear what you found helpful from this guide, and how we can further support you and your young person.

Teen Talk Middle School Family Guide, 2027