Balancing Faith and Duty: Challenges in teaching inclusive sexuality education

Abstract

Background: Life Orientation educators hold great responsibility for the well-being of their students, which can be supported through imparting sexuality education. However, the absence of formal training for this subject may have negative consequences in fulfilling professional duties.Objectives: This article intends to foreground how Life Orientation educators impart sexuality education to their students, exploring aspects of their personal attitudes and comfort in imparting education related to sexuality and queerness.Methods: This qualitative study consisted of five Life Orientation educators in the Gauteng Province to understand their approaches to impart sexuality education to their students and the influence of their personal upbringings. The research was thematically analysed through a systems theory framework.Results: The results emphasise how personal religious beliefs impact sexuality education’s delivery and educators’ discretion in implementing the curriculum. The ambiguity of the curriculum and diverse teaching backgrounds also contribute to avoidance of topics like sexuality education and queer identities. Moreover, the non-examinable nature of these topics, combined with subjective interpretations of age-appropriateness, further marginalise them.Conclusion: This article calls for awareness of the consequences of religious convictions and subjective perceptions of age-appropriateness of educators on the delivery of sexuality and queer education.Contribution: This study contributes by highlighting challenges faced by Life Orientation educators in creating inclusive environments when personal religious beliefs conflict with comprehensive sexuality education. It enhances understanding of areas for improvement in training and subject knowledge to ensure educators affirm diverse identities and impart sexuality education effectively.