Navigating between faith and duty: Teaching inclusive sexuality education in South African schools

Abstract

South Africa, home to one of the world’s most progressive constitutions, is committed to promoting equality, human rights, and the well-being of its citizens. However, the implementation of inclusive sexuality education in schools has become a contested issue, particularly at the intersection of religious beliefs, cultural values, and professional obligations of teachers. This editorial explores the tensions experienced by teachers navigating between their faith and their duty to deliver an inclusive, rights-based sexuality curriculum. This paper highlights the necessity of equipping learners with accurate, age-appropriate, and inclusive information about gender, sexuality, consent, and relationships. However, strong resistance from religious communities, parental groups, and conservative teachers has generated fear, misinformation, and policy pushback. The editorial argues that while faith and cultural identity are valid and deeply personal, they must be balanced with the constitutional mandate to uphold learners’ rights to education, safety, and health. It calls for open dialogue, teacher support systems, inclusive policy design, and faith-sensitive training that can help reconcile this divide. Ultimately, it contends that teaching inclusive sexuality education is not about undermining faith, but about fostering respect, dignity, and informed decision-making among youth. In this delicate balancing act, the role of the teacher is both challenging and pivotal, standing at the crossroads of faith and duty in shaping an inclusive and just education system.