The fear of children getting victimized by strangers is the basis for several current pieces of legislation, specifically Megan’s law, despite the lack of corresponding empirical data. This legislation causes significant negative consequences for those who are on the registry, especially for juvenile offenders as they have unique challenges they face regarding labeling and societal reintegration. As most juveniles receive most of their sex education in school, and a lack sex education is a contributing factor to the commission of sex offenses, this study aims to explore a proactive method of preventing sex offenses. This study includes exploratory interviews with sex education teachers to highlight the critical gap between training for sex education and teaching sex education, and the difference between teaching sex education and knowledge about sex offenses. This study opens the dialogue regarding these connections and calls for proactive thinking in preventing juvenile sex offenses.

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