Teachers’ perceptions of a sexuality education and HIVprevention project in rural farm schools: a cyclicallongitudinal ethnograph

Abstract

This study examined the effect of a long-term, community-based HIV prevention programme on teachers’ knowledge, attitudes, and practices related to sexuality education in rural farm schools in Limpopo Province, South Africa. Employing a cyclical longitudinal ethnographic design initiated in 2010, the research engaged Life Orientation educators through annual workshops, interviews, and observations. The findings reveal significant improvements in educators’ foundational knowledge of HIV and AIDS, a positive shift in attitudes towards the importance of sexuality education, and enhanced pedagogical skills for delivering sensitive content. Teachers reported increased confidence, adopting learner-centred teaching methods, and a greater ability to identify and support vulnerable students. The study highlights the efficacy of sustained, contextually relevant professional development over one-off training sessions. However, it also identifies limitations, including challenges with staff turnover and the need for systemic support to ensure the long-term sustainability of such programmes and interventions. The study concludes that effective sexuality education requires knowledgeable and skilled educators, as well as a supportive ecosystem that includes school leadership and community engagement.