Teacher approaches, attitudes, and challenges to sexuality education: A case study of three junior high schools in Ghana

Benedict E. Ocran


While school-based sexuality education programs are established to reduce risky sexual behaviour among young people, teachers who play a central role are challenged by social factors which affect program outcomes. This study aimed to investigate the training and support offered to teachers on the delivery of sex education in three contrasting Junior High Schools in Ghana, the attitudes and approaches to the delivery of sex education, and the response of students to teacher delivery of sex education. A qualitative study design was employed with 13 in-depth interviews with head teachers, teachers, and students. Although teachers received similar training, teachers adopted different attitudes and approaches which resulted in student accounts of disinterest in sex education programs. Applying the health-promoting schools framework, the study concluded that the individual values and attitudes, as well as the type of school support, affects teacher modes of delivery and influences student interest in sex education, and should be considered in the design of in-school sex education programs. (Afr J Reprod Health 2021; 25[4]: 153-166).

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