Exploring the forced circumstances leading to early sexual debut among primary school learners in Musina, Limpopo

Abstract

Abstract Introduction: This study explored the forced circumstances contributing to early sexual debut among primary school learners in Musina, Limpopo, focussing on the socio-economic, cultural, and educational factors shaping this phenomenon. Methods: A qualitative cross-sectional design was adopted, involving 320 learners (Grades 5–7) and 20 Life Orientation teachers from eight schools. Data collection for learners involved classroom-based group discussions conducted in a developmentally appropriate manner, while teachers participated in a separate workshop to provide contextual insights on learner experiences. Thematic content analysis was conducted using Bronfenbrenner’s social-ecological model, Ajzen’s theory of planned behaviour, and Galtung’s structural violence framework. Results: Learners reported that early sexual debut was primarily influenced by forced circumstances such as poverty, lack of basic needs, coercion, and peer pressure, rather than voluntary risky behaviours. Cultural expectations, familial pressures, and gender power imbalances further constrained their agency. Teachers highlighted barriers, including insufficient training and socio-cultural taboos, that limited their ability to support learners. Conclusion: Early sexual debut among primary school learners in Musina is largely a result of external forced circumstances occurring outside the school environment, particularly linked to socio-economic deprivation and coercive pressures. Addressing this requires public health interventions that are multi-level and contextually tailored, including socio-economic support for vulnerable families, community-based sexual health education, and policies that protect children from exploitation and coercion.