Exploring the challenges for comprehensive sexuality education among learners with disabilities at special needs schools in South Africa: A systematic literature review

Abstract

This systematic literature review synthesized research on the implementation of Comprehensive Sexuality Education (CSE) for learners with disabilities in South African special needs schools, addressing a significant gap in the literature. Using Bronfenbrenner's Ecological Systems Theory, the review examined how different systemic levels, microsystem, mesosystem, macrosystem, and chronosystem, impacted CSE delivery. Data was collected through a comprehensive search of eight academic databases, focusing on 42 studies published between 2000 and 2024, a timeframe chosen to coincide with the implementation of inclusive education policies in South Africa. Studies were assessed for quality using the Critical Appraisal Skills Programme (CASP) tools, and key information was extracted using a standardized form. The synthesis revealed multi-level challenges including inadequate teacher preparedness and confidence at the microsystem level, poor communication between schools and families in the mesosystem, outdated sexuality education approaches failing to evolve with societal attitudes in the chronosystem, and restrictive policy implementation and cultural stigma at the macrosystem level. The research provided evidence-based recommendations for improving CSE delivery, including enhanced teacher training programs, policy revision, adapted teaching materials, and community engagement strategies. This study contributes to the advancement of educational practices and policy development aimed at promoting better sexual health and rights for learners with disabilities in South African educational contexts.