Get Real (Middle School)

Developers
Planned Parenthood League of Massachusetts
Program Summary
Get Real (Middle School) is a 3-year curriculum for middle school youth designed to delay sex and increase correct and consistent use of protection methods when a person becomes sexually active. The program emphasizes responsible decision-making, applying the decision-making model to real-life situations, and increasing healthy communication with partners and family members on sexual health. Get Real is delivered in nine 45-minute lessons each in grades 6, 7, and 8.
Intended Population
The program was designed and tested for youth in grades 6, 7, and 8.
Program Setting

The program was designed and evaluated as a classroom-based curriculum.

Contact and Availability Information

Program Contact Information
Email: sales@etr.org
Phone: (800) 321-4407
Website: https://www.etr.org/ebi/programs/get-real/

Training Contact Information
Email: training@pplm.org
Phone: (617) 616-1600 x1938
Website: www.getrealeducation.org

Sample of Curriculum Available for Review Prior to Purchase
Yes
Languages Available
English
Monitoring and Evaluation Tools
Monitoring and evaluation tools available
Yes
Monitoring and evaluation tool usage required
No
Information about available monitoring and evaluation tools (if applicable)

Get Real (Middle School) offers an implementation fidelity log educators can use to describe how much of each module they implemented and to comment on whether they implemented other components such as audience and setting, scheduling, program educators, preparation, and pedagogy.

Program Core Components

Last updated in 2023

The data presented on this page reflects responses from the program’s developer or distributor to a program component checklist that asked them to report on the individual components within their TPP program. The same program component checklist was sent to the developer or distributor of every active TPP program with evidence of effectiveness. The program component table provides data on seven types of program components including content, delivery mechanism, dosage, staffing, format, environment, and intended population characteristics; whether the component was present or optional in the program; whether the component is considered to be core to the program; and the lesson number or activity where the component can be found in the program. For more details, refer to the FAQ.

Category Component Core Component Component present Notes Lesson number(s) / activities where present
Content Contraception - Condoms No Yes (evaluated version) Grade 7, Lesson 7.8, page 7-77/ Grade 8, Lesson 8.4, page 8-31
Content Anatomy/physiology No Yes (evaluated version) Grade 6, Lesson 6.4, page 6-29 and Lesson 6.5, page 6-41
Content Other No
Content Volunteering/civic engagement No
Content Spirituality No
Content Morals/values No Yes (evaluated version) Grade 6: Lesson 6.3, page 6-19, Lesson 6.8, page 6-73
Content Identity development No
Content Social support/capital No
Content Social influence/actual vs. perceived social norms No
Content Social competence No
Content Parenting skills No
Content Normative beliefs No
Content Leadership No
Content Gender roles No Yes (evaluated version)
Content Gender identity No Yes (evaluated version) Grade 7, Lesson 7.3, page 7-21
Content Cultural values No
Content Connections with trusted adults Yes Yes (evaluated version) All lessons
Content Conflict resolution/social problem solving No
Content Communication skills Yes Yes (evaluated version) Grade 6: Lesson 6.2, page 6-11, Lesson 6.3, page 6-19, Lesson 6.9, page 6-81/ Grade 7, Lesson 7.5, page 7-41, Lesson 7.7, page 7-61, Lesson 7.9, page 7-93/ Grade 8: Lesson 8.7, page 8-69
Content Boundary setting/refusal skills Yes Yes (evaluated version) Grade 6: Lesson 6.2, page 6-11, Lesson 6.3, page 6-19, Lesson 6.9, page 6-81/ Grade 7, Lesson 7.5, page 7-41, Lesson 7.6, page 7-53, Lesson 7.9, page 7-93/ Grade 8: Lesson 8.2, page 8-11, Lesson 8.4, page 8-31, Lesson 8.7, page 8-69, Lesson 8.9, page 8-85
Content Substance use cessation No
Content Substance use - Other drugs No
Content Substance use - Alcohol No
Content Substance use - Abstinence No
Content Brain development and substance use No
Content Vocational/skills training No
Content Supplemental academic services No
Content School engagement No
Content Graduating from high school No
Content College preparation No
Content Alternative schooling No
Content Self-regulation Yes Yes (evaluated version)
Content Self-esteem No
Content Self-efficacy/empowerment No Yes (evaluated version)
Content Resilience No
Content Risk of STIs and Pregnancy No Yes (evaluated version) Grade 7, Lesson 7.7, page 7-61/ Grade 8, Lesson 8.5, page 8-45, Lesson 8.6, page 8-57
Content STIs - Screening No Yes (evaluated version) Grade 7: Lesson 7.7, page 7-61/ Grade 8: Lesson 8.5, page 8-45
Content STIs - Prevention No Yes (evaluated version) Grade 7: Lesson 7.7, page 7-61/ Grade 8: Lesson 8.5, page 8-45
Content STIs - Information No Yes (evaluated version) Grade 7: Lesson 7.7, page 7-61/ Grade 8: Lesson 8.5, page 8-45
Content Sexual risk reduction No Yes (evaluated version) Grade 6, Lesson 6.8, page 6-73/ Grade 7, Lesson 7.5, page 7-41/ Grade 8, Lesson 8.5, page 8-45
Content Sexual risk discontinuation No Yes (evaluated version) Grade 6, Lesson 6.8, page 6-73/ Grade 7, Lesson 7.5, page 7-41/ Grade 8, Lesson 8.5, page 8-45
Content Sexual risk avoidance No Yes (evaluated version) Grade 6, Lesson 6.8, page 6-73/ Grade 7, Lesson 7.5, page 7-41/ Grade 8, Lesson 8.5, page 8-45
Content Sexual orientation No Yes (evaluated version) Grade 7, Lesson 7.3, page 7-21
Content Sexual health Yes Yes (evaluated version) All lessons
Content Contraception - Pills, patches, rings, and shots No Yes (evaluated version) Grade 7, Lesson 7.8, page 7-77/ Grade 8, Lesson 8.4, page 8-31
Content Contraception - Long-acting reversible contraceptives No Yes (evaluated version) Grade 7, Lesson 7.8, page 7-77/ Grade 8, Lesson 8.4, page 8-31
Content Contraception - Other No Yes (evaluated version) Grade 7, Lesson 7.8, page 7-77/ Grade 8, Lesson 8.4, page 8-31
Content Meditation No
Content Puberty/development No Yes (evaluated version) Grade 6, Lesson 6.6, page 6-53
Content Reproduction No
Program Objectives
The program seeks to delay sex and increase correct and consistent use of protection methods when a person becomes sexually active by:
  • Connecting self-awareness, self-management, social awareness, and relationship skills to responsible decision making.
  • Naming reasons abstinence is the healthiest choice for youth their age.
  • Describing consequences of sexual activity and ways to reduce the risk of negative consequences.
  • Applying a decision-making model to real-life situations.
  • Demonstrating assertive communication and refusal skills for delaying sexual intercourse and avoiding unprotected sexual activity.
  • Increasing their opportunities for conversations with their parents and other caring adults about personal, family and community beliefs about sexual health.
Program Content
Get Real (Middle School) is a 3-year, 27 lesson curriculum focused on delaying sex and increasing protection method use. The program is based on a behavior/determinant/intervention (BDI) theoretical model. The following four premises are built into the curriculum:
  • Sexual health is an integral part of health education.
  • Parents and other caring adults are students’ primary sexuality educators.
  • Relationship skills are a key element of a comprehensive sexuality education curriculum.
  • While abstinence from sex is the healthiest choice for avoiding sexually transmitted infections and unintended pregnancy, adolescents require a comprehensive understanding of sexual health, sexuality and protection methods, which they will need when they become sexually active.

Get Real consists of nine sessions in 6th, 7th, and 8th grade. The lessons are organized as follows:

  1. Sixth Grade Lessons: Communication and refusal skills; Relationships and boundaries; Anatomy and reproduction; Puberty; Abstinence; and Decision making and values.
  2. Seventh Grade Lessons: Media literacy and sexuality; Sexual identity; Creating a safe school environment; Deciding about sexual behavior; Defining and maintaining abstinence; Introduction to STIs and protection methods.
  3. Eighth Grade Lessons: Healthy and unhealthy relationships; Addressing obstacles to abstinence; Comprehensive protection methods; STI/HIV transmission; Living with HIV; Refusal skills; Goals and decision making; and A Get Real capstone project. 

All grade levels begin with a lesson on creating the classroom climate.

Program Methods
The program is delivered through brainstorming activities, games, discussion, skill practice, role play, guest speakers, short lectures, and group work.
Program Structure and Timeline
The Get Real (Middle School) curriculum is delivered in twenty-seven 45-minute sessions over three years, with nine lessons each in grades 6, 7, and 8. If necessary, the lesson can last longer if the discussion goes on past the 45-minute mark, or two lessons may be taught in one 90-minut block. 
Staffing
Teachers chosen to implement Get Real (Middle School) should have a high level of comfort in discussing sexuality with students. Educators interested in implementing this program should be skilled in using interactive teaching methods and guiding group discussions, and should be familiar with the program content.
Staff Training

Get Real (Middle School) teachers are required to attend the Get Real curriculum training offered by Planned Parenthood League of Massachusetts, ETR or a certified Get Real replication partner. Training involves a self-guided online course, followed by a two-day in-person training.

Teachers are also provided two follow-up sessions when they begin teaching Get Real in the classroom and receive ongoing online support through the Teacher Resources area of the Get Real website: www.getrealeducation.org. Teachers who complete the training are eligible for continuing education credits.

Program Materials and Resources
ETR provides a supplemental activity kit to accompany the middle school curriculum that includes scenario cards, wall signs, and posters.
Additional Needs for Implementation
Core intervention materials consist of a binder with lessons, test question blanks, student workbooks and teacher's guides for grades 6, 7, and 8, and a protection methods kit.
Fidelity
None specified.
Technical Assistance and Ongoing Support
Ongoing support is provided to teachers through the Get Real website at www.getrealeducation.org. Features of the website include:
  • Digital access to Get Real lessons, Family Letters, Family Activities and Teacher’s Guide
  • A library of thoughtfully selected resources and the most up-to-date information in the field of sexuality education
  • A database of vetted answers to frequently asked student questions
  • An online community for Get Real educators to share ideas, resources, and classroom successes and challenges 
  • A blog that provides views from the classroom and best practices directly from PPLM’s Get Real educators
Allowable Adaptations
If necessary, lessons can be taught in 90-minute blocks.
Adaptation Guidelines or Kit
Unknown
Study Findings

Evidence by Outcome Domain and Study

Citation Sexual Activity Number of Sexual Partners Contraceptive Use STIs or HIV Pregnancy

Grossman, J. M., Tracy, A. J., Charmaraman, L., Ceder, I., Erkut, S. (2014). Protective Effects of Middle School Comprehensive Sex Education with Family Involvement. Journal of School Health, 84, 739-747.

Erkut, S., Grossman, J. M., Frye, A. A., Ceder, I., Charmaraman, L., Tracy, A. J. (2013). Can sex education delay early sexual debut? Journal of Early Adolescence, 33(4), 482-497.

Grossman, J. M., Frye, A., Charmaraman, L., Erkut, S. (2013). Family homework and school-based sex education: Delaying early adolescents' sexual behavior. Journal of School Health, 83, 810-817.

 		Potentially favorable evidence n.a. n.a. n.a. n.a.
KEY
Evidence Indication
Favorable findings
Two or more favorable impacts and no unfavorable impacts, regardless of null findings
Potentially favorable findings
At least one favorable impact and no unfavorable impacts, regardless of null findings
Indeterminate findings
Uniformly null findings
Conflicting findings
At least one favorable and at least one unfavorable impact, regardless of null findings
Potentially unfavorable findings
At least one unfavorable impact and no favorable impacts, regardless of null findings
Unfavorable findings
Two or more unfavorable impacts and no favorable impacts, regardless of null findings
Note: n.a. indicates the study did not examine any outcome measures within that particular outcome domain, or the study examined outcome measures within that domain but the findings did not meet the review evidence standards.
Detailed Findings
Citation Details

Grossman, J. M., Tracy, A. J., Charmaraman, L., Ceder, I., Erkut, S. (2014). Protective Effects of Middle School Comprehensive Sex Education with Family Involvement. Journal of School Health, 84, 739-747.

Erkut, S., Grossman, J. M., Frye, A. A., Ceder, I., Charmaraman, L., Tracy, A. J. (2013). Can sex education delay early sexual debut? Journal of Early Adolescence, 33(4), 482-497.

Grossman, J. M., Frye, A., Charmaraman, L., Erkut, S. (2013). Family homework and school-based sex education: Delaying early adolescents' sexual behavior. Journal of School Health, 83, 810-817.

The program was evaluated in a cluster randomized controlled trial involving 24 middle schools in the greater Boston area. In the study, twelve middle schools were randomly assigned to a treatment group that implemented the Get Real program and twelve schools were randomly assigned to a control group that continued delivering their regular sex education programming. Surveys were administered at the beginning of sixth grade (baseline), beginning of seventh grade, and at the end of 8th grade (after the program ended). The study found that at the end of the eighth grade, students in the schools that delivered the program were statistically significantly less likely to initiate sexual activity.

Notes

Some study entries may include more than one citation because each citation examines a different follow-up period from the same study sample, or because each citation examines a different set of outcome measures on the same study sample. A blank cell indicates the study did not examine any outcome measures within the particular outcome domain or the findings for the outcome measures within that domain did not meet the review evidence standards.

Information on evidence of effectiveness is available only for studies that received a high or moderate rating. Read the description of the review process for more information on how these programs are identified.