USAID SOUTH AFRICA SCHOOL-BASED SEXUALITY AND HIV PREVENTION EDUCATION ACTIVITY DO ADOLESCENT GIRLS FIND CSE USEFUL? A REVIEW OF LEARNER ENGAGEMENT WITH CSE AND CONTEXTUAL FACTORS INFLUENCING BEHAVIOUR REPORT

Factors contributing to HIV and AIDS vulnerability among this group are vast and interconnected, necessitating multi-layered interventions. School-based interventions have the potential to reduce HIV and unintended pregnancy rates, with Comprehensive Sexuality Education (CSE) delivered in schools expected to delay sexual debut, decrease unintended pregnancy, reduce the number of sexual partners, and increase the uptake of condoms and other contraceptives. CSE delivered through the Life Orientation (LO) subject is viewed as an opportunity to increase knowledge, change attitudes, and harmful social norms that may increase the risk of HIV, gender-based violence, and unwanted pregnancy. The continuation of gender inequality, including societal norms and attitudes that reinforce unequal opportunities for women, restricts self-efficacy in HIV prevention and drives increased HIV risk for adolescent girls in South Africa. However, there remains insufficient work that interrogates how sexuality education influences gender norms, attitudes, and behaviors of learners exposed to this curriculum. Motivation to learn and engage with CSE is key to ensuring learners are receptive to the messages espoused within the classroom. A UNESCO report on barriers to implementing CSE indicated that the lack of motivation amongst students ultimately limited the effectiveness of the subject. Although little is known about the motivation and participation of adolescent girls during CSE classes, educators need to ensure that they channel learner's interest and energies into productive forms of engagement with the CSE subject matter. The objective of this report is to assess the learners' receptiveness to sexuality education, self-efficacy to practice safe sex, gender attitudes, perceptions of peer's behavior, and sexual behavioral intentions. The report aims to evaluate the effectiveness of CSE in promoting safer, equitable, and non-violent sexual practices among adolescent girls in South Africa. The study collected data using self-administered learner surveys and learner focus group discussions, which were administered in EDC-targeted schools in Mpumalanga and Johannesburg West districts. The mean age of the learners was 15.9 years old, with the vast majority indicating that they had learned a lot about sexuality and HIV-related topics during their CSE lessons. The majority of adolescent girls indicated that they could apply the lessons they had learned during sexuality education in their lives. Learners who participated in focus group discussions narrated how sexuality education in the LO class was interesting and brought opportunities to learn about sexuality and HIV-related topics. The majority of learners indicated that they participated in class, with nearly a quarter agreeing that the majority of their friends viewed having sex as a sign of maturity. Peer pressure was cited as a major challenge facing adolescent girls in their communities, with learners expressing that peer pressure is one of the key influences in their sexual behavior decision-making. More than two-thirds of adolescent girls in Bohlabela believed that it is only the women's job to avoid getting pregnant, while just under half of adolescent girls in JHB West shared this view. However, more than three-quarters of adolescent girls were confident that they could successfully refuse to have sex with their current partner if they were being pressured into having sex. The majority of adolescent girls felt confident that they could resist having sex with someone who offered a meal, gifts, money, or a favor for sex. The study has highlighted some important positive findings for the CSE program, with many learners being receptive to the subject matter. However, there are concerns regarding inequitable gender attitudes and their role in transactional sex among this group of adolescent girls. The findings suggest that motivation to study CSE and participation in CSE classes are very high in the selected schools, but educators need to ensure that they channel learner's interest and energies into productive forms of engagement with the CSE subject matter.