High School FLASH, 3rd Edition
Public Health - Seattle and King County
High School FLASH is a sexual health education curriculum designed for classroom settings in grades 9–12. The program aims to (1) prevent unintended pregnancy, HIV and other sexually transmitted diseases (STDs), and sexual violence; (2) increase knowledge about reproductive and sexual health; and (3) improve family communication about relationships and reproductive health. FLASH covers the following topics: healthy relationships, communication, decision making, online safety, coercion and consent, pregnancy, the reproductive system, sexual orientation, abstinence, birth control and condoms, HIV and STD prevention, STD testing, and improving school health.
The program is designed for and was evaluated with high school students in grades 9–12.
The program is designed for and was evaluated in high school classrooms, though it has been implemented in a wide variety of settings.
For curriculum, materials, and pricing information, please contact:
Website https://kingcounty.gov/flash.
Email FLASH@kingcounty.gov.
For training and support, please contact:
Website https://kingcounty.gov/flash.
Email FLASH@kingcounty.gov.
High School FLASH provides observation and fidelity forms for each lesson. In addition, it provides core components, adaptation guidance, a logic model, and medical accuracy overview.
Last updated in 2024
The data presented on this page reflect 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 information on seven types of program components including content, delivery mechanism, dosage, staffing, format, context, 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.
In the drop-down menu below, under “Has component,” there are four options that indicate a component as present in the program: (1) “Yes” indicates that the component is present in at least one version of the program (whether that be the program version that was evaluated, the current version, or both versions); (2) “Yes (both versions)” indicates that the component is present in both the evaluated version of the program and the current version of the program; (3) “Yes (current version)” indicates that the component is present in the current, but not the evaluated, version of the program; and (4) “Yes (evaluated version)” indicates that the component is present in the evaluated version of the program, only. Note that for dosage components, the dosage itself is described in the Notes when available.
Some of the components identified are noted as core components of the evidence-based program, but this does not necessarily mean that these components have been rigorously tested and show evidence of effectiveness. Most often developers denoted components as core based on theory or experience in the field. Click here for the list of evidence-based components.
For more details about program components, refer to the FAQ page.
| Category | Component | Core Component | Component present | Lesson number(s) / activities where present |
|---|---|---|---|---|
| Delivery mechanism | Other | No | No | |
| Dosage | Frequency | Yes | ||
| Dosage | Intensity | Yes | ||
| Dosage | Duration | Yes | ||
| Dosage | Other | |||
| Staffing | Deliverer: Community health worker | Optional | ||
| Staffing | Deliverer: Faith-based individual | Optional | ||
| Staffing | Deliverer: Health educator | Yes (evaluated version) | ||
| Staffing | Deliverer: Mental health provider | Optional | ||
| Staffing | Deliverer: Mentors | No | ||
| Staffing | Deliverer: Parents/family | No | ||
| Staffing | Deliverer: Peers | No | ||
| Staffing | Deliverer: Primary care provider | No | ||
| Staffing | Deliverer: Social worker and/or counselor | Optional | ||
| Staffing | Deliverer: Teachers | Yes (evaluated version) | ||
| Staffing | Deliverer: Other | |||
| Staffing | Experience: Credentials | No | ||
| Staffing | Experience: Education | Yes (evaluated version) | ||
| Staffing | Experience: Other | |||
| Staffing | Number of staff providing services | Yes (evaluated version) | ||
| Staffing | Training: Additional training required | No | ||
| Staffing | Training: Developer-led training required | No | ||
| Staffing | Training: Other | Yes (current version) | ||
| Staffing | Other | |||
| Format | Group size: Full-group activity | Yes | Yes (evaluated version) | Lessons 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
| Format | Group size: Independent/individual activity | Yes (evaluated version) | Lesson 11 | |
| Format | Group size: Small-group activity | Yes | Yes (evaluated version) | Lessons 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
| Format | Group size: Other | |||
| Format | Mode: In-person | No | Yes (evaluated version) | All lessons |
| Format | Mode: Phone (audio) | No | No | |
| Format | Mode: Phone (text) | No | No | |
| Format | Mode: Phone (app) | No | No | |
| Format | Mode: Online/computer (asynchronous) | No | No | |
| Format | Mode: Online/computer (synchronous) | No | Optional | |
| Format | Mode: Other | |||
| Format | Other | |||
| Context | Context: Environmental supports | No | No | |
| Context | Context: Environmental constraints | No | No | |
| Context | Context: Other | |||
| Context | Setting: After school | No | Optional | |
| Context | Setting: Community based | No | Optional | |
| Context | Setting: Correctional facility | No | Optional | |
| Context | Setting: Faith based | No | Optional | |
| Context | Setting: Health care clinic | No | No | |
| Context | Setting: Home-based case management | No | No | |
| Context | Setting: Home/housing | No | No | |
| Context | Setting: In school (during the school day) | No | Yes (evaluated version) | |
| Context | Setting: Mental health clinic | No | Optional | |
| Context | Setting: Residential facility | No | Optional | |
| Context | Setting: School-based health clinic | No | No |
The program aims to (1) prevent unintended pregnancy, HIV and other STDs, and sexual violence; (2) increase knowledge about reproductive and sexual health; and (3) improve family communication about relationships and reproductive health.
FLASH covers the following topics: healthy relationships, communication, decision making, online safety, coercion and consent, pregnancy, the reproductive system, sexual orientation, abstinence, birth control and condoms, HIV and STD prevention, STD testing, and improving school health.
The program is delivered through large and small group discussions, interactive activities, role-plays, demonstrations, skills practice, worksheets, and family homework assignments.
The program consists of 15 50-minute sessions, offered daily to weekly. It can be adapted for block schedules and multi-hour workshops. FLASH is most commonly delivered over three to five weeks, but implementation is flexible.
The program is delivered by classroom teachers or community-based educators.
FLASH educator training is available but not required. The following resources are available:
- Self-guided FLASH teacher training modules (asynchronous)
- FLASH training offered by FLASH instructors (live, remote)
- FLASH professional development assessment tool
Website https://kingcounty.gov/flash.
Email FLASH@kingcounty.gov.
The curriculum is available in two formats:
- Printed curriculum in a three-ring binder with tabs
- Online paperless curriculum (only the student materials can be printed from the online version)
The following materials and resources are available:
- Implementation toolkit
- Student- and parent-facing materials in English and Spanish
- Pre-tests and post-tests for each lesson, aligned to national health standards
- Materials for review committees and parent preview
- All lessons are available in asynchronous format for independent study to provide flexibility during the pandemic.
None
The following resources are available:
- Implementation toolkit
- Facilitator forms for each lesson
- Observation forms for each lesson
- Logic model
- Red/yellow/green light adaptation guidance
- Core components
- FLASH evaluation overview
- Medical accuracy overview
- Trauma-informed overview
- Age appropriateness overview
Contact the developers at FLASH@kingcounty.gov for assistance.
High School FLASH is a flexible curriculum. Please see the red/yellow/green light adaptation guidance at https://kingcounty.gov/flash.
| Citation | High-Quality Randomized Trial | Moderate-Quality Randomized Trial | Moderate-Quality Quasi-Experiment | Low Study Rating | Did Not Meet Eligibility Criteria |
|---|---|---|---|---|---|
| Coyle et al., 2021 |
| Citation | Setting | Majority Age Group | Majority Racial/Ethnic Group | Gender | Sample Size |
|---|---|---|---|---|---|
Coyle et al., 2021 |
In school: High school | 14 to 17 | African American or Black | Male and female youth | 1734 |
Evidence by Outcome Domain and Study
| Citation | Sexual Activity | Number of Sexual Partners | Contraceptive Use | STIs or HIV | Pregnancy |
|---|---|---|---|---|---|
Coyle et al., 2021 |
|
n.a. |
|
n.a. | n.a. |
| Citation | Details |
|---|---|
Coyle et al., 2021 |
The program was evaluated using a randomized controlled trial involving 9th and 10th graders recruited from seven school districts in the midwestern and southern regions of the United States. Teenage birth rates were at or above the national average in these school districts. Twenty schools were randomly assigned to either a treatment group that received the 15-session FLASH program or a control group that received a five-session, knowledge-based sexual health curriculum. Surveys were administered three months and 12 months after the end of the FLASH program. The study found that among the subgroup of youth who were sexually inexperienced at baseline, youth participating in FLASH were significantly less likely to report having had vaginal sex without condoms or other birth control in the prior three months than youth in the control group were (effect size = -0.67). This impact was measured three months after the program ended. The impacts were no longer statistically significant by the 12-month follow-up, however. Three and 12 months after the end of the FLASH program, the study found no statistically significant program impacts for the full sample on the prevalence of vaginal sex in the past three months or the prevalence of vaginal sex without contraception in the past three months. The study also found no statistically significant effect on initiation of vaginal sex among the sexually inexperienced sample, either at the three-month or the 12-month follow-up. The study also examined program impacts on measures of increased knowledge and attitudes about STI testing and increased comfort with communication with parents about sexual health. Findings for these outcomes were not considered because they fell outside the scope of the review. |
Language directly from the program model developer or authors.