Eagle et al (611-626)

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Discomfort ≠ Disengagement: Primary school teachers’ experiences of comprehensive sexuality education

Caitlin Eagle

Department of Educational Psychology, Stellenbosch University, Stellenbosch, Western Cape, South Africa

ORCID: https://orcid.org/0009-0004-8735-7893     

Carmelita Jacobs

Department of Educational Psychology, Stellenbosch University, Stellenbosch, Western Cape, South Africa

ORCID: https://orcid.org/0000-0001-6344-1522   

Bolanle Oriola

Department of Educational Psychology, Stellenbosch University, Stellenbosch, Western Cape, South Africa

ORCID: https://orcid.org/0009-0003-7457-2706   

Abstract

Comprehensive Sexuality Education (CSE) is increasingly recognised as a curriculum-driven strategy for addressing urgent global challenges, including gender-based violence, child abuse, sexual health disparities, and the spread of misinformation. However, the enactment of CSE is often shaped by cultural, religious, and political contexts that influence teachers´ engagement. A nuanced understanding of teachers’ struggles, not to excuse delays, but to accelerate the shift towards practices that prioritise learner rights and well-being, is needed. This study explored primary school educators’ experiences of teaching comprehensive sexuality education (CSE) in one school in South Africa. The study was situated within a social constructivist paradigm and was conducted through a qualitative lens. Using a case study design, data was collected through semi-structured interviews, a focus group, and visual elicitation methods, specifically the Pictor technique and photo elicitation method to generate discussion and critical reflection.  The findings reveal that, although participants experienced discomfort with teaching CSE, they gradually moved towards more learner-centred pedagogies and aligned more closely with CSE policy. By documenting this process, the article offers an African perspective on teacher responsiveness to contested curricula, contributing to scholarship concerned with countering inertia in the face of global and local crises. Recommendations highlight the need to approach curriculum reform not only in the general sense of policy revision, but through embedding structured training and guided reflection as practical strategies to foster teacher responsiveness and sustained engagement.

Keywords: Comprehensive sexuality education, CSE, primary school educators, professional development

How to cite this article: Eagle, C., Jacobs, C., & Oriola, B. (2025). Discomfort ≠ Disengagement: Primary school teachers’ experiences of comprehensive sexuality education. African Perspectives of Research in Teaching and Learning, 9(5), 611-626.

DOI: https://doi.org/10.70875/v9i5article10