Introduction: The school-based sexuality education programmes in South Africa aim to improve the sexual and reproductive health of school-going adolescents. However, the high rate of unplanned pregnancy and sexually transmitted infections among learners in some schools in rural areas of King Cetshwayo district suggests that the programmes in these schools might not be effective due to certain learner-centred factors. Method: This qualitative study explored lived experiences of 84 learners from nine public schools in 2020 through focus group interviews. Data was analysed using Interpretative Phenomenological Analysis. Results: Learner-centred barriers to effective school-based sexuality education identified in this study were attitudes, age disparity, psychological status, peer pressure, socio-economic status, the exploratory attitude of learners, media, lack of role models, previous experiences, socio-economic status, and lack of parental love. These factors could reduce good sexual health. Learner-targeted interventions such as campaigns, using guest professionals, condom distribution, videos, on-site family planning, formal demonstrations, and on-site counselling could address these barriers. Conclusions: Addressing these barriers and implementing the proposed interventions will enhance school-based sexuality education and consequently improve adolescents’ sexual health. Policy Implications: The findings could guide programming, implementation, and delivery of school-based sexuality education leading to improved adolescents’ sexual and reproductive health.

Despite evidence-based proof that sexuality education enhances school-going adolescents’ sexual and reproductive health, the high number of teenage pregnancies and sexually transmitted infections, including HIV, among young people in the rural areas of South Africa suggests that the school-based sexuality education programme in the rural areas might have less influence on learners due to various contextual factors in these settings. This phenomenological study used nine focus group interviews to explore the experiences of 84 school-going adolescents regarding sexuality education offered in their schools, located in the rural areas of the King Cetshwayo District, in Kwazulu-Natal, South Africa. The participants were purposively sampled and the transcribed data from the interviews were thematically analysed. The study revealed that the sexuality information provided to learners did not improve their motivation or encourage behaviour to act on the information provided. Additionally, the results highlighted environmental factors in the research setting that influenced the effectiveness of the sexuality education programme. To enhance its effectiveness, a sexuality education enhancement model was developed using elements of the systems theory and modified information-motivation-behavioural skills model. The model identifies the input resources needed to address issues of information, motivation and skills as well as the influencing environmental factors.

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Background: Although numerous studies have demonstrated the effectiveness of well-implemented school-based sexuality education in promoting young people’s sexual and reproductive health outcomes, the prevalence of teenage pregnancy among school-going adolescents in rural schools located in the King Cetshwayo District of South Africa suggests it fell short of its objectives of reducing learners’ vulnerability, enhancing decision-making abilities, and raising self-efficacy in these schools. This study focused on learners’ experiences with their schools’ sexuality education programs.Methods: This was a qualitative, interpretative phenomenological study. Data was collected from 84 participants across nine schools in the study setting using focus group interviews. An Interpretative Phenomenological Analysis framework was followed to analyze the data.Results: The results of the study showed that educator-centered impediments to effective school-based sexuality education included attitudes, beliefs, age differences, health status, prior experiences, and personal discomfort. The results further indicated that these obstacles have a detrimental effect on the pedagogical effectiveness of sexuality education teachers in implementing the curriculum in the study setting and, consequently, on the sexual well-being of the learners.Conclusion: Based on the study’s findings, pre-service sexuality education pedagogy training is recommended for student teachers, as well as ongoing in-service training and re-training interventions and support for sexuality education teachers, to address the identified barriers and improve their pedagogical efficacy.

Introduction: South Africa’s Department of Basic Education introduced a policy in December 2021 to protect rural school learners from sexual exploitation. Schools must report statutory rape cases involving pregnant learners under 16 years of age with partners over 16. However, rural implementation faces significant barriers, highlighting the gap between policy intent and reality. Methods: A cyclical longitudinal ethnographic design was used to investigate the reasons for the limited implementation of the policy in rural schools. The data were collected through group discussions with 19 educators in August 2024 in the Soutpansberg North Circuit. The analysis, guided by an ethnographic content analysis framework, drew on intersectionality and social and cultural norms theories. Results: The findings revealed that in addition to a lack of awareness of the policy and a lack of training, deep-rooted sociocultural norms hindered teachers and schools from reporting statutory rape cases. The findings also suggested interventions to improve implementation. Conclusion: Based on the study findings, we recommend adopting a multidisciplinary approach and integrating knowledge and methodologies from various fields, such as education, psychology, and social work. Specifically, we recommend that the Department of Basic Education should raise awareness of the policy in schools and among teachers and communities; implement a confidential, standardised reporting system; and provide training to educators on handling statutory rape cases to ensure more effective implementation and achieve the intended outcomes of the policy. Policy Implications: To bridge the gap between the statutory rape policy and effective implementation, policymakers must contextualise educational policies in terms of the realities of rural South African teachers.