Table 2 Key findings and supporting verbatims
Theme | Sub-theme | Key findings | Supporting verbatim |
|---|---|---|---|
Resistance to teaching and learning | Gender dynamics | Teachers and students expressed discomfort due to gender dynamics during CSE classes | "It is easier for me to teach such a topic to boys, but the same does not happen with girls." (Teacher 2) |
| Â | Discomfort | Both teachers and students often felt uncomfortable discussing sensitive topics | "We feel like these topics are a bit awkward to discuss in the classroom." (Student 9) |
Preparation and engagement strategies | Warm-up classes | Warm-up sessions helped students feel more comfortable and attentive during CSE classes | "Warm-up session should be there before starting CSE… so they can be mentally prepared." (Teacher 10) |
| Â | Counseling | Early counseling sessions were critical in preparing students emotionally | "I decided to warm up and discuss their problems with them for two days." (Teacher 2) |
| Â | Interaction | Continuous interaction between teachers, students, and parents fostered a trusting environment | "Interaction and discussion with students and parents are the only effective way for such education." (Teacher 4) |
Taboos and silencing | Societal taboos | Cultural norms significantly hindered open discussion of CSE topics | "Sex and reproductive health education is not openly discussed in our society now." (Teacher 9) |
| Â | Family misconceptions | Family beliefs often led to misconceptions and absenteeism among students | "I have found some cases where students were misguided by their family." (Teacher 12) |
Structural barriers | Lack of training | Teachers highlighted the lack of specialized training for CSE | "I have not received formal training for teaching comprehensive sexuality education." (Teacher 15) |
| Â | System deficiencies | Inadequate curriculum and materials were significant barriers to effective CSE delivery | "If they develop audio or videos as per requirement, it would be easy for us to teach effectively." (Teacher 3) |
|  | Inadequate materials | The use of outdated or insufficient materials hampered the learning process | "In a government school, there are black and white pictures, and it’s difficult to understand." (Student 4) |