International Journal of Studies in Sexuality Education

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

Kananga Mukuna — Thu, 31 Jul 2025 00:00:00 +0200

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.

IJSSE ABSTRACTS

Kananga Robert Mukuna — Thu, 31 Jul 2025 00:00:00 +0200

The International Journal of Studies in Sexuality Education (IJSSE) (e-ISSN: 3079-5729, p-ISSN: 3079-5710) is a double-blind, peer-reviewed, fully open-access journal dedicated to advancing scholarship in the field of sexuality education. It provides a rigorous academic platform for publishing high-quality empirical, conceptual, theoretical, and critical analyses of sexuality education in all its dimensions. The editorial board welcomes submissions that explore diverse aspects of Comprehensive Sexuality Education (CSE), including learner challenges within school settings, operational guidance for implementing CSE, and frameworks grounded in human rights and individual values. Manuscripts should offer scientifically accurate and contextually relevant insights on topics such as gender norms and power dynamics in relationships (e.g., consent, coercion, intimate partner and gender-based violence, and sexual diversity); bodily autonomy, puberty, and reproductive health; interpersonal communication and decision-making; and sexual health, including STIs, HIV/AIDS, unintended pregnancy, contraception, condom use, and access to health services. A key focus of IJSSE is on gender equality, not only as a standalone subject but also integrated across all components of CSE. This emphasis supports broader efforts to keep girls in school and foster egalitarian and inclusive learning environments. The journal also values pedagogical approaches that promote safe and healthy learning conditions through participatory, learner-centered teaching methods that enhance communication, critical thinking, and informed decision-making skills. Furthermore, IJSSE encourages research highlighting youth advocacy, civic engagement, and program design that empowers learners to become agents of change within their communities. Cultural relevance and adaptability for diverse subpopulations are also considered essential in sexuality education programming. All submissions must demonstrate academic rigor, methodological soundness, and critical engagement consistent with high scholarly standards.

Teachers’ attitudes towards the teaching of LGBT learners in the school setting

Nontobeko Dumakude noxolo — Thu, 31 Jul 2025 00:00:00 +0200

This study explores the teachers’ attitudes towards teaching LGBT learners in the school setting. It employed a qualitative research approach and a case study design, employing semi-structured interviews for data collection. Four participants, two male and two female teachers, were selected from a primary school in the Eastern Free State, South Africa. The data were analysed using a thematic analysis. The findings revealed that there is a slight progress in the school as far as LGBT issues are concerned, most teachers showed that they have no problem teaching LGBT learners. They make efforts to accommodate and create a safe learning environment for such learners; however, the study also revealed that some teachers who seemed optimistic in creating a safe learning environment for LGBT learners still do not approve of people who are LGBT and hold some strong negative thoughts towards these people.

Exploring adolescent learners’ perceptions of mental health and behavioural needs in a rural school setting

Kananga Robert Mukuna — Thu, 31 Jul 2025 00:00:00 +0200

The rising prevalence of mental health issues, estimated at approximately one-fourth among youth in rural South African schools, is a growing concern. This study investigates how adolescent learners perceive mental health and behavioural problems in a rural school located in the Thabo Mofutsanyana district. It further explores the impact of these challenges on learners’ academic performance and overall well-being. Eight participants were purposively selected from a selected high school in the Eastern Free State, South Africa. Using narrative analysis, the study found that the learners demonstrated an awareness of mental health and behavioural issues and identified a link between these challenges and their academic performance. The findings highlight the need for community-based support systems that promote adolescent mental well-being. The study recommends the integration of Western and Indigenous knowledge systems to develop more holistic and culturally relevant mental health interventions for rural youth.

Exploring factors triggering mental health issues among adolescent learners at a rural school in the Thabo Mofutsanyana district

Bokang Mohlomi — Thu, 31 Jul 2025 00:00:00 +0200

It is difficult for an individual to understand mental health issues and their triggers. Mental health affects an individual before birth, in early childhood, in the adolescent stage, and even in adulthood. This study used a qualitative approach through an interpretive paradigm. It used a phenomenological design. Eight participants were purposively and conveniently selected, and they were teachers at a rural school in the Thabo Mofutsanyane district, Free State Province, South Africa. It employed semi-structured interviews as instruments for data collection. It used a narrative analysis to analyse data. This study found that multiple interrelated factors, including home dynamics, teacher behaviour, social violence, trauma, substance abuse, and cultural discrimination, play a critical role in shaping learners’ mental health in rural areas. Interventions must be multifaceted and sensitive to these contextual realities.

Adolescent learners’ attitudes towards mental and behavioural health needs at a rural high school

Lethukuthula Nkosi — Thu, 31 Jul 2025 00:00:00 +0200

This study explores adolescent learners’ attitudes about mental and behavioural health concerns at a rural high school in the Thabo Mofutsanyana district, Free State Province, South Africa. Even though mental health awareness has increased globally, South Africa's rural communities continue to receive inadequate care, especially when it comes to adolescent mental and behavioural health. This study adopted a qualitative approach through an interpretive paradigm and phenomenological design. It employed semi-structured interviews to collect data. Eight adolescent learners were selected from a rural school. The narrative findings revealed that academic pressure, abuse, poverty, peer influence, and social stigma are key contributors to mental health struggles. While some students show knowledge and sensitivity, many still react negatively and with false information. The report emphasises how urgently rural schools require professional psychological care, focused mental health teaching, and the de-stigmatisation of mental health conditions. Based on resilience theory, the study promotes strength-based treatments that empower adolescents in rural areas and foster emotional growth.

Exploring adolescent learners’ mental and behavioural health challenges at a rural high school: Behavioural and support needs

Tumisi Tsotetsi — Thu, 31 Jul 2025 00:00:00 +0200

Adolescent learners’ mental and behavioural health issues have been the primary concern over the past few years, specifically in rural high schools that are sometimes referred to as disadvantaged schools due to a lack of infrastructure, study materials, teaching staff, and services at large. This study explored adolescent learners’ mental and behavioural health issues for their behavioural and support needs in a rural high school setting. It adopted a qualitative approach and interpretive paradigm. Eight participants were purposively selected at a rural school. This study used a semi-structured interview instrument to collect data. Narrative results revealed that adolescent learners seek help for their mental and behavioural health needs by sharing with their teachers in school and consulting with the representative council of learners. At the same time, some prefer to talk with their peers because they feel comfortable and free to share their difficulties with them. It is important to consider that rural schools need support systems, which help teachers and learners to cater to their mental and behavioural health issues.

Truancy arising from walking long distances by ECD learners in the Shamva district, Mashonaland Central province, Zimbabwe

Lucky Mutonhodza — Thu, 31 Jul 2025 00:00:00 +0200

Truancy is a complex and heterogeneous problem that results from many factors. These include in-school factors, peer influence, social and familial challenges, unfavourable weather patterns, long distances to school, lack of motivation, and many other variables relevant to the learner. Lack of interest in school activities is another cause of truant behaviour amongst ECD learners. Studies have been carried out on the causes of truant behaviours by ECD learners. Lethargic teaching styles contribute to learners’ truant behaviours due to boredom, created by incompetent teachers. Teachers, school heads, and parents must know their children's or learners' behavioural patterns. Teachers should be trained to recognise the learners’ behavioural patterns and devise strategies to deal with the arising challenges, since some difficulties trigger ECD learners to play truancy. Teachers should maintain good communication between themselves, learners, and parents, which will help avoid confrontations with learners. By stopping corporal punishment, learner school attendance will improve, and learners' performance will be enhanced. The school needs to provide a conducive environment for teaching and learning. This study adopts a pragmatist paradigm, a qualitative approach through a case study research design. Twenty teachers and twenty ECD learners were selected from four of the district's primary schools, and they were interviewed and observed for data collection. It was unearthed that ECD learners walking long distances to school is a complex and heterogeneous problem that can lead to truant behaviour. It has been recommended that learners must be taught and encouraged to report and individually shun anti-social behaviour like bullying, as these social ills significantly trigger truant behaviours among ECD learners. When an ECD learner is bullied, stressed, disturbed, nervous, harassed, annoyed, pissed off, or is worried, he or she can easily contemplate playing truant. Chronic truancy can effectively contribute to ECD learners dropping out of school altogether.

Intersecting the right to health of male secondary learners in a rural Chiredzi North, Zimbabwe: Challenges and strategies

Munyaradzi Chidarikire, Saruchera Munyaradzi — Thu, 31 Jul 2025 00:00:00 +0200

The study unpacks the limited literature. It deals with the barriers male learners face in rural Chiredzi North, Zimbabwe, in accessing their right to health, highlighting systemic challenges and potential strategies for improvement. This study explores the challenges of male secondary school learners regarding sexual abuse. It determines strategies to enhance their mental health support, which can protect them from sexual abuse in rural Chiredzi North in Zimbabwe. Fifteen participants were purposively selected based on gender, expertise, and geographical location, ensuring diverse representation of perspectives. They comprised four male learners, two teachers, one counsellor, one police officer, two village heads, two officials from the Ministry of Primary and Secondary Education, two parents, one Ministry of Health Official, one Ministry of Justice and Legal Affairs official. Data were collected through two focus group discussions: one specifically for young learners and another for adult participants. Data were subsequently analysed using thematic analysis, which facilitated identifying key themes. The findings revealed that male learners often experienced profound feelings of isolation and stigmatisation, which intensified their psychological distress and deterred them from seeking help. The findings indicated that enhancing community health education and increasing access to healthcare services are vital strategies to address male secondary learners' intersecting right to health in rural Chiredzi North, Zimbabwe. Considering these findings, recommended that educational institutions and community organisations develop and implement awareness programmes focused on the rights against sexual abuse and the right to mental health.
Keywords: Male secondary learners, Mental health, Sexual abuse, Stigmatisation

Peer counselling as an intervention strategy to mitigate adolescent learners’ pregnancies in rural primary schools in the Matabeleland North region of Zimbabwe

Theresia Joakim Kanyopa , Chidarikire Munyaradzi — Thu, 31 Jul 2025 00:00:00 +0200

The research gap highlights a lack of empirical evidence on the effectiveness of peer counselling specifically tailored to address adolescent pregnancies in the context of rural primary schools in Matabeleland North, Zimbabwe. This study investigates peer counselling as an intervention strategy to mitigate the incidence of adolescent pregnancies among primary school learners in the rural Matabeleland North region of Zimbabwe. It employed a qualitative approach utilising a case study research design. Fifteen participants were purposively selected from three rural primary schools They were selected based on pertinent criteria, including gender representation, specialised expertise in adolescent health, geographical diversity, and educational backgrounds. They were two teachers (one male and one female), six learners (three boys and three girls), two counsellors (one male and one female), two parents (one male and one female), a member of parliament, a village head, a representative from the Ministry of Primary and Secondary Education, and a nurse. Two focus group discussions were used for data collection, one engaged with learners and the other involved adult stakeholders, including educators, counsellors, parents, and community leaders. Data were analysed through thematic analysis. The findings revealed that primary school learners relied on peer counselling as a crucial source of information, mitigating pregnancies regarding sexual health and contraceptive options. They highlighted the perceived accessibility and relatability of peer counsellors compared to traditional adult figures. This study advocates for incorporating structured peer counselling programs within the school curricula in Zimbabwe, specifically tailored to enhance adolescents' sexual health literacy and decision-making skills. It concludes that these initiatives should be culturally responsive and integrated within the socio-economic fabric of the community, thereby ensuring the sustainability and relevance of peer counselling interventions.