Addressing Learner-Centred Barriers to Sexuality Education in Rural Areas of South Africa: Learners’ Perspectives on Promoting Sexual Health Outcomes

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.