American Research Journal of Humanities and Social Sciences

The U.S. Supreme Court's decision in Dobbs v. Jackson Women’s Health Organization fundamentally altered the constitutional framework governing reproductive rights by overturning Roe v. Wade. Beyond its legal consequences, the ruling has generated important questions about democratic governance, civic equality, and educational policy. This study critically examines how the post-Dobbs legal environment influences democratic education, with particular attention to comprehensive sexuality education (CSE) and reproductive health literacy in the United States. Drawing on legal scholarship, educational policy, and democratic theory, the paper argues that unequal access to scientifically accurate sexuality education and reproductive healthcare may weaken informed citizenship and reduce opportunities for meaningful democratic participation. The analysis further considers the uneven implementation of state policies following the Dobbs decision and their implications for educational equity, public health, and the civic development of young people, especially those from historically marginalized communities. The article concludes that strengthening evidence-based sexuality education, safeguarding access to reproductive health information, and promoting educational policies grounded in constitutional principles and human rights can contribute to a more informed, equitable, and participatory democracy.

Keywords: Dobbs v. Jackson Women's Health Organization; Roe v. Wade; Reproductive Rights; Comprehensive Sexuality Education (CSE); Democratic Education.