ABSTRACT:
Globally, learner pregnancy and childbirth have significant health and social consequences. Female learners who conceive at a young age often drop out of school, limiting their educational attainment and future employment opportunities. Comprehensive Sexuality Education (CSE) plays a critical role in reducing learner pregnancy by providing information on the consequences of unprotected sex, promoting contraceptive knowledge and condom use, and discouraging early sexual debut. However, several barriers hinder effective implementation of CSE, including sociocultural norms, parental resistance, educator-related challenges, and economic constraints. This study explored the role of CSE offered through the Life Orientation (LO) subject in secondary schools in Soweto, South Africa. A qualitative phenomenological research design was adopted. Using purposive sampling, female learners and educators were recruited from two public secondary schools in Soweto. The sample comprised ten female learners and three LO educators per school. Data were collected through semi-structured, one-on-one interviews using an interview guide and analysed thematically. Bronfenbrenner’s bioecological theory was applied to examine how learners’ social and environmental contexts shape their experiences of sexual education and learner pregnancy. The findings indicate that CSE enhances learners’ knowledge of contraceptives and pregnancy prevention. However, cultural and religious beliefs, along with educators’ discomfort in discussing sexual topics, limited open engagement during LO lessons. Consequently, learners often relied on peers and online sources for sexual health information, increasing the risk of misinformation. The study recommends improved teacher training, strengthening the CSE curriculum, and greater collaboration with health professionals to support effective delivery of sexual health education in schools.