Teachers navigating the sociocultural challenges of teaching sexuality education to South African learners

Abstract

Objective: Globally, South Africa has the highest rate of HIV infection, nevertheless, society and communities seem hesitant to entrust teachers with the responsibility to teach their children about sexuality issues. This study examined how Further Education and Training Life Orientation teachers navigate the sociocultural complexities of teaching sexuality education. Design: A qualitative, narrative study was conducted. Data were generated using narrative frames, collages, and lesson observations. Setting: Six Life Orientation teachers from six schools in the province of KwaZulu-Natal, South Africa participated. Results: Life Orientation teachers faced a range of sociocultural challenges when teaching sexuality education. The following strategies were used to mitigate these challenges: avoiding teaching about contradicting cultural and religious beliefs; using social media platforms; involving specialists, peer educators and role models; and adopting pastoral and parental roles. Conclusion: Collaborative opportunities between Life Orientation teachers, specialists, role models and community members or organisations could offer a supportive role and influence the teaching of sexuality education positively. Social media platforms and innovative teaching strategies could enhance the quality and teaching of sexuality education.