In search of healthy sexuality: the gap between what youth want and what teachers think they need

Abstract

The fact that youth between the ages of 15 and 24 are most vulnerable to contract HIV (UNAIDS, 2011) is a clear indication that adults are failing to provide them with the necessary skills and information to make informed decisions about healthy sexuality. Adults, including teachers, have a responsibility to engage youth about sexuality, in order to challenge critical thinking with the aim of contributing towards healthy and responsible individuals. Presently, sexuality education is taught as a component of Life Orientation, and teachers are given a considerable amount of autonomy on what and how to teach. This article aims to explore the gap between what youth want from sexuality education and what teachers think they need. I pose two questions: What are the sexuality education needs of youth? What do teachers think youth need in terms of sexuality education? To answer these questions, I argue that teachers seem to have knowledge on what youth need, but do not necessarily respond to what youth require in terms of sexuality education. Using an interpretive stance, I explore potential gaps and possible opportunities in how sexuality education is taught and discuss the need for a common agreement on, or understanding for the teaching and learning of sexuality education. I conclude with direction that future research might take.

Investigating sexuality education in South African schools: A matter of space, place and culture

“…Drawing extensively on the emotional underpinning of teacher discomfort, Reygan and Francis (2015) refer to heteronormative attitudes within which sexuality pedagogies are situated. Francis (2016) further echoes the work of Beyers (2013) in the discomfort of teachers in responding to, or acknowledging, these relations of hegemonic control in the classroom by either complete silence surrounding sexuality or by playing it 'safe' as a means to eliminate emotional triggers and stay within safe socially accepted spaces of gender and sexuality when teaching about what is healthy sexual behaviour (Beyers 2013). It is clear that, whether explicitly or implicitly, teachers approach sexuality, frustration and fear with messages which often manifest situational knowledge within spaces that promote the marginalisation of sexuality and gender.…”

A systematic review of comprehensive sexuality education for South African adolescents

“…2 These claims can be confirmed by current statistics of the sexual health of adolescents in SA. The SA Child Gauge publication 3 reports that between the years 2008 and 2017, the proportion of adolescent boys and young men engaging in sex at an early age increased, whilst condom use amongst young men and women (15)(16)(17)(18)(19)(20)(21)(22)(23)(24) has decreased. Although the total number of new HIV infections have declined by 44% since 2012, young adults (15-24 years) continue to be at higher risk, accounting for over a third (38%) of all new infections in 2017.…”

From personal sexuality bias to the life orientation classroom: bridging the gap with cultural intelligence

“…Beyers (2013) points to the importance of challenging teachers' perceptions, and constructing a more realistic self-concept during teacher induction. Relating this to the central nature of Life Orientation to enforce socially applicable values, challenging the personal bias underlying sexual orientation will prove valuable in enhancing the cultural intelligence of teachers, especially when implemented during initial teacher training and thus providing a value-orientated approach to teaching as early as possible.…”

“…Teachers of sexuality may on the one hand face diffi culties from the need to address the content and skills determined through policy, while on the other ensuring that the messages are sexual orientation friendly. Furthermore, teachers may revert to teachings based on their own personal beliefs about alternative sexualities and what they believe works best, leading to content that is prescriptive and biased (Beyers, 2013). This would harm the learning environment for a learner with a non-traditional sexual orientation (Govender, Naicker, Meyer-Weitz, Fanner, Naidoo, & Penfold, 2013).…”

“…What is needed is a discussion on how best to practically implement the mandate to teach sexuality in South African schools. It is the aim of this article to contribute to that discussion to proactively address the sensitivity of teenage sexuality, the emotive responses it elicits, and the culturally diverse spectrum of learners with a myriad of views, opinions and needs to be addressed (Beyers, 2013).…”