PRIMARY SCHOOL TEACHERS’ EXPERIENCES AND PERSPECTIVES OF TEACHING SEXUALITY EDUCATION TO LEARNERS WITH HEARING IMPAIRMENT IN KENYA

Autori

  • David Kipkemboi Lagat Department of Education Management and Policy Studies, School of Education, Moi University, Kenya
  • John Boit Mugun Department of Education Management and Policy Studies, School of Education, Moi University, Kenya
  • Bernard Lushya Misigo Department of Educational Psychology, School of Education, Moi University, Kenya

DOI:

https://doi.org/10.46827/ejes.v13i7.6763

Parole chiave:

learners with hearing impairment (LWHI), comprehensive sexuality education (CSE), teachers’ experiences and perspectives

Abstract

Teachers play a crucial role in implementing Comprehensive Sexuality Education (CSE), and their experiences and perspectives reveal both opportunities and challenges in classroom delivery. This study explored teachers’ experiences of teaching sexuality education to learners with hearing impairment (LWHI) in primary schools in Kenya’s North Rift region. A qualitative approach within a critical paradigm was used, employing a phenomenological design guided by Transformative Learning Theory. Data were collected from 12 purposively selected teachers in two schools for LWHI through photo elicitation and group discussions, and were thematically analysed. Findings showed that LWHI are vulnerable due to hearing disability, limited communication, community-related sexuality issues, and a lack of accurate information. Barriers to CSE included teachers’ limited understanding, indecision, insufficient curriculum content, and failure to fulfil expected roles, while enablers included existing school programs and teachers’ acceptance of responsibility. Teachers’ perspectives were inconsistent: although willing to teach, they often used inappropriate language and were influenced by cultural attitudes, particularly within the Pokot community. The study recommends that the Ministry of Education and the Kenya Institute of Curriculum Development address these challenges by training parents and communities in Kenya Sign Language, providing in-service teacher training, and strengthening the CSE curriculum in both depth and breadth.

Biografie autore

  • David Kipkemboi Lagat, Department of Education Management and Policy Studies, School of Education, Moi University, Kenya

    David Kipkemboi Lagat is a PhD student in Educational Research and Evaluation at the Department of Educational Management and Policy Studies, School of Education, Moi University, Kenya, under the German Academic Exchange Service (DAAD; German: Deutscher Akademischer Austauschdienst) scholarship and the South African-German Centre for Excellence in Education Research Methodologies and Management (CERM-ESA). He and a Master of Education in research at Moi University, Kenya. Holds a Bachelor of Education in Special Needs Education, Hearing Impairment Education, Moi University, and Diploma in Special Needs Education at Kenya Institute of Special Education, P1 teacher certificate at Egoji Teachers College, Kenya and A Kenya National Examination Council examiner in Kenya Sign Language. His research interests are in advancing Special Needs Education and qualitative research using Participatory Visual Methodologies.

  • John Boit Mugun, Department of Education Management and Policy Studies, School of Education, Moi University, Kenya

    Prof. John Mugun Boit is a distinguished academic specializing in Higher Education Policy and the Economics of Education, holding a PhD and a M.Ed. from the University of Bristol (UK) alongside a B.Ed. from the University of Nairobi (Kenya). A prominent member of the University Senate at Moi University, he lectures extensively on economics of education courses, with a particular focus on educational financing, supply and demand dynamics, and the strategic planning challenges facing developing nations. His academic leadership extends across the School of Education, where he plays a pivotal role in shaping policy and doctoral curricula. An expert in quantitative research methodologies, Prof. Boit has decades of experience training doctoral and master’s candidates in multivariate analysis, SPSS applications, and rigorous survey design. His scholarly impact is reflected in extensive peer-reviewed research on gender equity and institutional access, as well as his authorship of foundational textbooks on educational management and research methods. A frequent facilitator at international fora like the CERM-ESA Research School, he remains a central figure in mentoring the next generation of researchers through thesis supervision and high-level methodological training.

  • Bernard Lushya Misigo, Department of Educational Psychology, School of Education, Moi University, Kenya

    Bernard Lushya Misigo (PhD), Dean School of Postgraduate Studies, Research and Innovation, Associate Professor Educational Psychology. Research interest in Education and Mental Health. Member ISSBD.

Riferimenti bibliografici

Aderemi, T. J. (2014). Teachers’ perspectives on sexuality and sexuality education of learners with intellectual disabilities in Nigeria. Sexuality and Disability, 32(3), 247-258. https://doi.org/10.1007/s11195-013-9307-7

Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning. Retrieved from https://books.google.ro/books/about/Introduction_to_Research_in_Education.html?id=N1g_PgAACAAJ&redir_esc=y

Bonjour, M. & Van Der Vlugt, I. (2018). Comprehensive sexuality education. Knowledge file. Rutgers, Utrecht.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. Retrieved from https://doi.org/10.1191/1478088706qp063oa

Charmaz, K. (2014). Constructing grounded theory. Sage. Retrieved from https://books.google.ro/books/about/Constructing_Grounded_Theory.html?id=v_GGAwAAQBAJ&redir_esc=y

Chamidah, A., Pamungkas, B., Yusuf, S., Ariyanti, S. Y., & Mumpuniarti, M. (2024). Challenges and needs in implementing sexual education for deaf students: A case study from Indonesia. International Journal of Learning, Teaching and Educational Research, 23(8), 572-590. Retrieved from https://www.ijlter.org/index.php/ijlter/article/view/10970

Chirawu, P., Hanass-Hancock, J., Aderemi, T. J., de Reus, L., & Henken, A. S. (2014). Protect or enable? Teachers’ beliefs and practices regarding provision of sexuality education to learners with disability in KwaZulu-Natal, South Africa. Sexuality and Disability, 32(3), 259-277. Retrieved from https://doi.org/10.1007/s11195-014-9355-7

Christensen, M. C. (2019). Using photovoice to address gender-based violence: A qualitative systematic review. Trauma, Violence, & Abuse, 20(4), 484-497. Retrieved from https://doi.org/10.1177/1524838017717746

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications. Retrieved from https://books.google.ro/books/about/Research_Design.html?id=335ZDwAAQBAJ&redir_esc=y

Fox, C. L., & Riley, M. (2025). Teachers’ perceptions and experiences of delivering LGBTQ+ inclusive Relationships and Sex Education (RSE) in England. Sex Education, 1-16. https://doi.org/10.1080/14681811.2025.2466155

Keogh, S. C., Stillman, M., Leong, E., Awusabo-Asare, K., Sidze, E., Monzón, A. S., & Motta, A. (2020). Measuring the quality of sexuality education implementation at the school level in low-and middle-income countries. Sex Education, 20(2), 119-137. Retrieved from https://healtheducationresources.unesco.org/library/documents/measuring-quality-sexuality-education-implementation-school-level-low-and-middle

Kloh, K. F. W. (2013). Teachers’ approaches for teaching reproductive health education to adolescents with hearing impairment at Ashanti school for the deaf Jamasi (Doctoral dissertation, University of Education, Winneba). Retrieved from https://ir.uew.edu.gh/bitstream/handle/123456789/1310/Teachers%E2%80%99%20approaches%20for%20teaching%20reproductive%20health%20education%20to%20adolescents%20with%20hearing%20impairment%20at%20Ashanti%20school%20for%20the%20deaf%20Jamasi.pdf?sequence=1&isAllowed=y

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications. Retrieved from https://uk.sagepub.com/en-gb/eur/naturalistic-inquiry/book842

MacQueen, K. M. & Namey, E. E. (2012). Applied thematic analysis. Sage Publications, Inc., Thousand Oaks. Retrieved from http://www.sagepub.com/books/Book233379

Maia, A. C. B., & Vilaça, T. (2020). Teachers’ conceptions about the sexuality of students with disabilities: effects of teacher training. Trends in Psychology, 28(1), 118-132. https://doi.org/10.9788/s43076-019-00003-4

Mårtenson, L. & Ouis, P. (2019). We Need Culture Bridges: Challenges in Sex Education for Youths with Intellectual Disabilities in a Multicultural Society. Sex Education, 19(1), 54-67. Retrieved from https://eric.ed.gov/?id=EJ1199372

Michielsen, K., & Brockshmdt, L. (2022). Comprehensive sexuality education: why is it important? Policy Department for Citizens’ Rights and Constitutional Affairs. Retrieved from https://www.europarl.europa.eu/RegData/etudes/STUD/2022/719998/IPOL_STU(2022)719998_EN.pdf

Monaco, E. A. H., Gibbon, T., & Bateman, D. (2018). Talking about sex: Sexuality education for learners with disabilities. Rowman & Littlefield. Retrieved from https://books.google.ro/books/about/Talking_About_Sex.html?id=jUaAEQAAQBAJ&redir_esc=y

Murungi, C. G., & Birgen, D. C. (2018). Introduction of Life Skills Curriculum and the Influence of Teacher Related Factors on its Implementation in Pre-Primary Schools in Ainamoi Division, Kericho County, Kenya. Retrieved from https://www.researchgate.net/publication/327882752_Introduction_of_Life_Skills_Curriculum_and_the_Influence_of_Teacher_Related_Factors_on_its_Implementation_in_Pre-Primary_Schools_In_Ainamoi_Division_Kericho_County_Kenya

Nelson, B., & K. Odberg P. (2019). Experiences of teaching sexual and reproductive health to students with intellectual disabilities: a phenomenological study. Journal of Sexual Medicine 14 (5), e274–e5. https://doi.org/10.1080/14681811.2019.1707652

Ngeleka, N. C. (2014). Teachers' Experiences in Teaching Sexuality Education in the Foundation Phase in Rural Schools in the Ugu District (Doctoral dissertation, University of KwaZulu-Natal, Durban). Retrieved from https://researchspace.ukzn.ac.za/items/1c150ad4-27ec-4b9d-91c9-1ca933466a59

Padilla-Díaz, M. (2015). Phenomenology in Educational Qualitative Research: Philosophy as Science or Philosophical Science. International Journal of Educational Excellence, 1(2), 101-110. https://doi.org/10.18562/IJEE.2015.0009

Pathak, V. (2017). Phenomenological Research: A Study of Lived Experiences. International Journal of Educational Excellence, 3(1), 233-312. Retrieved from https://ijariie.com/manuscript/3938

Phasha, T. N., & Runo, M. (2017). Sexuality education in schools for learners with intellectual disabilities in Kenya: empowerment or disempowerment? Sexuality and Disability, 35(3), 353-370. https://doi.org/10.1007/s11195-017-9480-1

Plaza-del-Pino, F. J., Soliani, I., Fernández-Sola, C., Molina-García, J. J., Ventura-Miranda, M. I., Pomares-Callejón, M. Á. & Ruiz-Fernández, M. D. (2021). Primary school teachers’ perspective of sexual education in Spain. A qualitative study. Healthcare Vol. 9, No. 3, p. 287. https://doi.org/10.3390/healthcare9030287

Rivenes Lafontan, S., Jones, F., & Lama, N. (2024). Exploring comprehensive sexuality education experiences and barriers among students, teachers and principals in Nepal: a qualitative study. Reproductive Health, 21(1), 131. https://doi.org/10.1186/s12978-024-01876-0

Sidze, E. M., Stillman, M., Keogh, S., Mulupi, S., Egesa, C. P., Leong, E., & Izugbara, C. (2017). From paper to practice: sexuality education policies and their implementation in Kenya. Retrieved from https://www.guttmacher.org/report/sexuality-education-kenya

S. Taylor, S., & V. Abernathy, T. (2022). Sexual Health Education for Youth with Disabilities: An Unmet Need. In Human Sexuality. IntechOpen. https://doi.org/10.5772/intechopen.104420

UNESCO (2018). International technical guidance on sexuality education. Paris. UNESCO. Retrieved from https://www.unesco.org/en/articles/international-technical-guidance-sexuality-education-evidence-informed-approach

UNESCO (2021). Journey towards comprehensive sexuality education. Global Status Report. Paris. UNESCO. Retrieved from https://www.unesco.org/en/articles/journey-towards-comprehensive-sexuality-education-global-status-report

Van Der Vlugt, I., & Bonjour, M. (2018). Comprehensive sexuality education knowledge file index. Rutgers International, December 1-31. Retrieved from https://rutgers.international/wp-content/uploads/2021/09/Knowledgefile-CSE.pdf

Walker, R., Drakeley, S., Welch, R., Leahy, D., & Boyle, J. (2021). Teachers’ perspectives of sexual and reproductive health education in primary and secondary schools: a systematic review of qualitative studies. Sex Education, 21(6), 627-644. https://doi.org/10.1080/14681811.2020.1843013

WHO. (2017). Comprehensive sexuality Education Fact Sheet Series. Retrieved from https://www.who.int/news-room/fact-sheets/detail/comprehensive-sexuality-education

Yego, L. J. (2017). Exploring the Use of Participatory Visual Methods in Teaching Sexuality Education Within the HIV and AIDS Education Programme in Selected Kenyan Secondary Schools (Doctoral dissertation, Nelson Mandela University). Retrieved from https://cermesa.uol.de/wp-content/uploads/2018/05/Lily-Jerotich-Yego.pdf

Yin, R. K. (2015). Qualitative research from start to finish. Guilford Publications. Retrieved from https://books.google.ro/books/about/Qualitative_Research_from_Start_to_Finis.html?id=DvpPCgAAQBAJ&redir_esc=y

Yohan, S. K., & Yassin, M. H. M. (2019). Knowledge and Practice of Sexual Education Teachers of Special Needs Students. Journal of ICSAR, 3(1), http://dx.doi.org/10.17977/um005v3i12019p001

Zulu, J. M., Blystad, A., Haaland, M. E., Michelo, C., Haukanes, H., & Moland, K. M. (2019). Why teach sexuality education in school? Teacher discretion in implementing comprehensive sexuality education in rural Zambia. International journal for equity in health, 18(1), 1-10. https://doi.org/10.1186/s12939-019-1023-1

Dowloads

Pubblicato

2026-06-02

Fascicolo

V. 13 N. 7 (2026)

Sezione

Articles

Licenza

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).