A Qualitative Exploration of Teacher and School Staff Experiences when Teaching Sexuality Education Programmes at Special Needs Schools in South Africa

Abstract

Teachers and health care professionals are seen as valuable collaborators in delivering sensitive topics to learners. A qualitative exploration of how teachers and school staff described their teaching experiences when teaching sexuality education programmes was conducted at Special Needs Schools in South Africa. A total of 78 participants (68 teachers and 10 school staff) completed three open-ended response questions that were part of a survey questionnaire on knowledge, attitudes, beliefs and perceptions (KABP) of teaching practises related to teaching sexuality education. In spite of learners’ disabilities, specifically their cognitive level of functioning, participants noted the importance and the right of learners with disabilities to receive this information. Participants reported that some learners are well informed about the topic of sexuality and are already sexually active. Though they acknowledged various challenges in teaching this topic, participants also expressed the urgency for an updated and relevant curriculum to be implemented. It is imperative to provide sufficient support to learners with disabilities in the form of sexuality education, in order to help them understand their sexuality better. This will lead to meaningful participation and engagement, ensuring that learners with disabilities are treated with dignity and respect.