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

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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.

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Notes

  1. Racial segregation in South Africa began in colonial times under the Dutch Empire, and continued when the British took over the Cape of Good Hope in 1795. Apartheid as an officially structured policy was introduced after the general election of 1948. Legislation classified inhabitants into four racial groups – “black”, “white”, “coloured”, and “Indian”.

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Authors and Affiliations

  1. School of Psychology, National University of Ireland Galway, University Road, Galway, Ireland

    Julia S. Louw

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  1. Julia S. Louw
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Correspondence to Julia S. Louw.

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Funding

This study was part of the author’s doctoral dissertation programme that was funded by the Ford Foundation Fellowship in the United States.

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance to the ethical standards of the institutional and national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Louw, J.S. A Qualitative Exploration of Teacher and School Staff Experiences when Teaching Sexuality Education Programmes at Special Needs Schools in South Africa. Sex Res Soc Policy 14, 425–433 (2017). https://doi.org/10.1007/s13178-016-0271-8

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