The self-defense unit in Methacton High School’s 11th and 12th grade physical education classes sparked conversations among students about how sexual assault education is presented in school and who it is intended to serve.

While this program is aimed to build awareness and teach basic safety strategies, its structure and messaging have raised questions about whether the current approach is effective.

Q and A (All questions are from students that went through the unit, parents of those students, or the teachers)

Q: How is the self-defense unit structured?- Parent 

A: The unit lasts one week, beginning with an instructional video shown to females in the wrestling gym followed by a discussion and facts about sexual assault. The next day is hands-on learning guided by Valley Forge Martial Art instructors. Day three goes over how to escape basic holds. The entire unit is completed with a board breaking activity. 

Q: Why are males and females separated on day one? – Student 

A: Mrs. Quintois and Mrs. Alderfer said, “The separation was well thought out and intentional due to the staggering statistics related to the higher frequency of sexual assault in females compared to males” and “the separation would make the girls more comfortable with the topic.” 

Q: What happens to the boys? – Parent 

A: During the first day of class, the males remain in the main gymnasium to play dodgeball. During the second class, they watch the sexual assault video. The males play another type of game in the main gymnasium on the final day.

Q: Why does the unit focus primarily on female students? 

A: Mrs. Quintois and Mrs. Alderfer said, “This portion is recommended for female students due to the prevalence of sexual assault”.

Q: Do other health lessons separate by gender ? – Parent 

A: Mrs Quintois said, “No. Other health-related classes, such as the sophomore health class, the first aid and CPR class, and ĺessons from victim services for upperclassmen are integrated.  

Q: Why didn’t girls receive the same physical training boys did on day two? – Student 

A: Female students practiced basic strikes with the martial arts instructors. The male students who participated were taught by a separate instructor on the side and given assignments described as being focused on situations more relevant to males being assaulted. 

Q: Would you (females) want to do the more physical stuff the boys were shown? – Teacher 

A: Student A (Female) : I don’t see why not

Student B (Male): Yeah, I agree we should be together. 

Student C (Female): Yes I would. 

(Students wished to remain anonymous)

Q: Why didn’t more males join the self-defense unit? – Student 

A: Some males said they felt it was too late to join due to the females reporting directly to the wrestling gym, or that they did not want to be the only few leaving and arriving late to the session. 

Q: Why were concerns raised about clothing expectations? – Parent and Students 

A: Some female students reported being told to “cover up” due to the presence of male instructors. This caused mixed feelings. Some believed it was a misunderstanding relating to just wearing appropriate clothing for class. Others felt it was an implied responsibility for the girls to prevent discomfort. Mrs. Quintois later said that the intention was simply to remind the females to wear clothes suitable for class and does not recall using the statement “cover up”.

Q: What could be changed in the future? – Student 

A: Mrs. Alderfer suggested that there could be a Google Form for all students to complete regarding the interest of who would like to take the course. She indicated they could explore the possibility of teaching a mixed class in the future. 

Methacton and other schools such as the University of Oregon say it is important for boys and girls to learn self-defense so everyone can be aware of the situation at hand and how to identify it in the future. J.A. Hollender, who conducted a study about self-defense from the University of Oregon, said that The Empowerment Self Defense classes “contribute to social change by transforming gendered ideologies and practices,” helping students gain a shared understanding and respect to personal boundaries. This unit has been taught at Methacton since 2013 and still has the same purpose which is to help prepare students to be safe in post-high school life.