Parents as stakeholders: Attitudes and perceptions towards comprehensive sexuality education in Zimbabwe’s junior grades

This study investigates the attitudes and percep­tions of parents towards the implementation of Comprehen­sive Sexuality Education (CSE) in junior grades (Grades 3–7) in Zimbabwe’s Mashonaland East Province, within the context of persistent issues such as early pregnancies, child marriages, and sexual abuse. The aim is to understand the complex inter­play of factors that influence parental support for or resistance to CSE in the school curriculum. Grounded in the interpretive paradigm, the study draws on Urie Bronfenbrenner’s socio-ecological theory and Albert Bandura’s social learning theory to explore how individual, social, and systemic influences shape parental perspectives. A qualitative exploratory case study design was employed, utilising semi-structured inter­views and focus group discussions with parents from diverse socio-demographic backgrounds. The findings reveal a gener­ally positive disposition towards CSE among parents; how­ever, several barriers, such as ambiguous policy frameworks, entrenched cultural beliefs, limited resources, and inadequate teacher training, continue to hinder effective implementation. The study concludes that collective stakeholder engagement, including meaningful parental involvement, is essential for de­signing culturally relevant and context-sensitive CSE frame­works. It recommends increased investment in in-service teacher training and the provision of appro­priate teaching and learning materials, emphasising that community support and ownership are crit­ical to fostering an environment conducive to the successful delivery of CSE in junior grades.