Key Messages

  • Whilst there are some specific symptoms of STIs, many STIs have little or no symptoms.
  • It is important to get tested for STIs after any unprotected sex.
  • Always using a condom is the most effective way of helping to prevent transmission of STIs.

Learning Intention

To highlight and reinforce basic information about Sexually Transmissible Infections (STIs) and their transmission.

Time

20 minutes.

Required Resources

  • A rubber glove.
  • STI teacher information sheet.
Download Required Resources

Teaching Notes

This activity usually causes a lot of excitement and giggling, especially when the students realise the significance of shaking hands. It can be varied in a number of ways; by increasing or decreasing the number of ‘sexual partners’, by giving detailed information about the STIs or simply by naming them.

Students will often be quick to point out the flaw in the activity; they may not contract an STI if they shook hands with a person before they became infected. Regardless, it is an effective activity to highlight the risks and ease with which STIs could be transmitted.

Note that any people of any gender or sexuality are at risk of contracting an STI with intimate sexual contact. Discussion may include use of other barrier protection such as internal condoms or dams.

Procedure

Procedure

  1. Give a latex glove to one student and ask them to put it on. The glove represents wearing a condom.
  2. Ask all students to stand up, move around the room and shake hands with at least three people, remembering who these people are.
  3. Introduce the idea that shaking hands in this activity equates to having sex with that person.
  4. Choose an STI (e.g. Chlamydia) and tell one student that they have this infection. Ask that student and anyone who shook their hand to sit, as they, too, will have contracted that STI. Then ask those
    who shook hands with any person sitting to also sit.
  5. Repeat the process for another two or three STIs, one at a time.
  6. By this stage, almost all students in the class would have contracted at least one STI, except for the person wearing a glove, which represents a condom.
  7. Discuss the ease at which these diseases can spread, the need for an STI check-up in the case of unprotected sex (as most STIs are asymptomatic) and other ways STIs can spread. For example, oral sex, anal sex or ejaculating on broken skin.
  8. Discuss how, as a teacher, you didn’t shake any hands. Tell students that this is the same as not having sex, (abstinence), for this activity.
  9. Discuss how abstinence protects against contracting an STI.
  10. Provide information about local sexual health clinics, especially those that are youth-friendly.

Questioning

  1. If a person has never had sex can they have an STI?
  2. What is involved in STI test?
  3. What happens if STIs are not treated?
  4. How would a person tell their partner that they had an STI?
  5. What would prevent a person from wearing a condom?
  6. Would a person use a condom if they were using another type of contraception?
  7. Do same sex couple need to use condoms / barriers?

Curriculum Information