Teachers’ perceptions on teaching comprehensive sexuality education in early grades in Chipinge, Zimbabwe

  • Thaddeus Mahoso University of Pretoria
  • Michelle Finestone
Keywords: child sexual abuse, comprehensive sexuality education, adolescence, policy, Early Childhood Development (ECD)


This study aimed at unraveling and comprehending teachers' perceptions of Comprehensive Sexuality Education (CSE) teaching in early grades. The study opted for a qualitative case study design in an interpretive paradigm with semi-structured interviews and document analysis as data-gathering instruments. Ten primary school teachers responsible for early childhood development were selected through purposive sampling. The collected data were analysed using a thematic approach. This study revealed that primary school teachers in Zimbabwe perceived CSE as essential in empowering early grade children with skills, knowledge, and attitudes needed to protect them from sexual abuse. However, they were uncomfortable introducing it due to cultural restrictions. The teachers felt the need to be supported in the teaching of CSE in Early Childhood by being provided with a curriculum, appropriate professional development strategies and teaching materials. The study recommends the teaching of CSE at Early Childhood Development level. Parents should be educated on the significance and objectives of CSE for their children.

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