This study explores primary school teachers' perceptions and attitudes towards childhood sexuality and the teaching of sexuality education at primary school level.Three focus group discussions were conducted with primary school teachers at three different schools.The findings indicated that teachers believe that all children have a sexuality but they differ as from what age children become sexual. Some teachers reported that they experience difficulties with parents and members of the community when teaching sexuality education at school. Further, teachers' understanding of sexuality is gendered, believing that boys and girls develop and experience their sexuality in different ways. Teachers also indicated that they use the correct names and concepts relating to sexuality when teaching, but during the focus group discussions they experienced difficulty in doing so. Teachers reported a lot of cases of childhood sexual abuse, relating in some teachers viewing sexuality as similar to sex and within the negative framework of abuse. The study concluded with a plea from all the teachers for the effective training and education relating to sexuality that includes parents and the community

Educators in the K-12 school environment work diligently to help at-risk students find success in the classroom. One particular group of at-risk students is the LGBTQ+ population. K-12 students who identify as lesbian, gay, bisexual, transgender, or queer often fear the repercussions of disclosing this information in the classroom environment. Homophobia from fellow students, faculty, and/or administrators can be in the form of bullying, lack of acknowledgement of identity, absence in curriculum, etc. There is a strong need for this group of students to be included in the landscape of curriculum design and policymaking. Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy is a critical research publication that provides comprehensive research on inclusive curriculum design and education policy that specifically impacts LGBTQ+ students. Featuring an array of topics such as gender diversity, mental health services, and preservice teachers, this book is essential for teachers, counsellors, school psychologists, therapists, curriculum developers, instructional designers, principals, school boards, academicians, researchers, administrators, policymakers, and students.