The South African Schools Act of 1996 inaugurated a new education system that confronts all forms of unfair discrimination and intolerance. South African schools remain heteronormative and heterosexist. We report on learners' attitudes and experiences towards the learning of LGBT issues. Using a case study methodology, semi-structured interviews were conducted with 11 high school learners. Findings reveal that sexual and gender diversity is not taught in schools due to a lack of knowledge, ignorance and stereotyping of gender and sexuality. We learned that gender and sexual diversity is a silent topic in schools and that silence perpetuate the compulsory heteronormative culture in schools. However, young people are exposed to and confront same-sex sexualities from different sources since many of the peers are disclosing their same-sex sexualities at younger ages. This study concludes that learners are positive and willing to learn about sexual diversity. If the learners are ready to be taught then we will have to revisit those who are charged with teaching, the educators. We conclude that the educators seem to be the barriers to the teachers and learning of sexual diversity and more research will have to look at in and pre-service teacher education.

This study investigates the attitudes and perceptions of school stakeholders, specifically principals and teachers, regarding the implementation of Comprehensive Sexuality Education (CSE) in primary schools. It focuses on junior grades (grades 3-7) in Mashonaland in the Eastern Province of Zimbabwe. Given the increasing prevalence of child marriages, sexual abuse, and early pregnancies, delivering CSE effectively is crucial. This research uses a qualitative approach rooted in the interpretive paradigm and informed by Urie Bronfenbrenner's socio-ecological theory to explore stakeholders' perspectives on the dynamics of CSE implementation. Through a case study design, semi-structured interviews were conducted with twelve participants, including school principals and teachers, to shed light on systemic barriers that hinder effective CSE integration. These barriers include ambiguous policy frameworks, entrenched cultural beliefs, resource constraints, and inadequate training. Despite generally positive attitudes towards CSE, the study reveals persistent challenges that undermine its successful integration into the curriculum. To address these issues, the study advocates for collaborative stakeholder engagement in curriculum development, emphasising community support and ownership. Furthermore, targeted initiatives such as in-service training for principals and teachers, along with the provision of adequate teaching materials, are recommended to enhance implementation efficacy. By addressing these challenges, stakeholders—such as parents, teachers, and non-governmental organisations—can help create an enabling environment conducive to CSE in junior grades, thereby empowering learners and promoting their overall well-being.

Research has demonstrated that parents are critical in transforming cisnormative schooling cultures. However, South African literature has not explored how parents want gender diversity included in South African high schools. This study aims to give voice to parents of South African children of high school age and gauge their understanding of cisnormative schooling culture and how it can be challenged. To reach the objective, this study addressed the question: In what ways do both parents of trans and cis learners understand cisnormative schooling cultures in South African high schools? A qualitative research design was used to gather data through focus group interviews with nine parents with different occupations, such as police, teaching, religious preachers, among others, in a rural part of Free State province. Queer theory guided the study, and thematic analysis was used to identify themes that came out of the data collected. Findings suggest that parents acknowledge that a cisnormative schooling culture is a barrier to the promotion of gender diversity in South African high schools. Furthermore, findings reveal that infrastructure and school policies contribute to a delay in promoting an inclusive schooling environment for both trans learners and cis learners. This research recommends that future research studies should recruit parents from diverse demographics to capture different views on how queering cisnormative schooling culture can be achieved.Keywords: Cisnormative schooling, Gender diversity, High schools, Parental understanding, Queering

It is important to note that transgender learners experienced gender discrimination, misgendering, and bullying at South African High Schools. Based on parental perspectives, this paper presents the strategies that can be used in South African high schools to promote gender diversity. This considers reconceptualisation of gender to enable parents to challenge the factors that act as barriers to the promotion of gender diversity and ensure that the schooling environment is an inclusive one for both trans and cis learners. This paper thus suggests a strategic step that can be used to queer religion and culture to promote gender diversity. This study provides strategies in a three-step guide that parents can use to transform South African high schools into more inclusive environments and to queer cisnormativity.

By examining the voices of parents regarding the extent to which South African high schools maintain a cisnormative culture, this paper aims to explore how parents' understanding of gender can play a role in promoting gender diversity. Drawing on a qualitative study conducted in the Free State Province of South Africa and framed by both Queer Theory and the African philosophy of Ubuntu. A focus group interview was employed to interview nine parents. Consistent with many international studies on the experiences of parents regarding gender diversity in high schools, this paper found that most of the parents’ views were influenced by cultural and religious backgrounds. The results reveal that parents' understanding of gender can play a role in promoting gender diversity in South African high schools. Results further reveal an emerging understanding that gender diversity is real, not mythical. This paper calls for more research to examine how parents can help others to embrace gender diversity through various school platforms to accelerate parental support of trans learners. Lastly, the Department of Basic Education can formulate a policy that will assist schools in engaging parents to support schools in promoting gender diversity.