Understanding Silence in Science Education: Emotional, Personal and Motivational Barriers Facing Comprehensive Sexuality Education—A Systematic Review
Keywords:
comprehensive sexuality education; science education; instructional silence; teacher barriers; thematic synthesisAbstract
Classroom silence remains a persistent pattern in science-based sexuality education, despite the recognised importance of including sexual and reproductive health in formal curricula. Though scholars have identified various barriers to comprehensive sexuality education, little attention has been given to how these barriers interact over time to shape teachers’ instructional responses. This qualitative systematic review was guided by PRISMA 2020 and analysed 30 peer-reviewed studies published between 2015 and 2025 that were identified by searching Scopus, ERIC and SciELO. Findings were synthesised thematically. Quality appraisal guided interpretation but did not exclude studies. The review identifies three recurring patterns relating to barriers, namely emotional discomfort, limited perceived capacity, and institutional constraints, which frequently co-occur across contexts. These barriers shape classroom engagement by narrowing discussion, redirecting sensitive questions and confining content to biological explanations. Emotional discomfort often emerges early, though its influence is mediated by teachers’ self-efficacy and by institutional conditions that signal professional legitimacy and risk. Over time, these interacting pressures lead to repeated instructional adjustments that stabilise into instructional silence as a professional response. This study proposes a pathway framework for explaining how emotional, personal and structural factors interact dynamically in shaping classroom practice. The findings highlight the limits of isolated interventions and point to the need for coordinated support, including teacher professional development, clearer curriculum guidance and stronger institutional support. This framework provides a foundation for designing more effective teacher support systems, which could enable more confident and sustained engagement with sensitive topics in science classrooms.
https://doi.org/10.26803/ijlter.25.4.46
References
Adebayo, E., Essiet, A. O., Plesons, M., & Watson, K. K. (2022). Commitment, concessions and compromise. Experiences of building support for and addressing resistance to sexuality education from. Open Health, 3, 155–167. https://doi.org/10.1515/openhe-2022-0027
Adekola, A. P. (2024). X-raying educator-related factors hindering sexuality education implementation in rural South African schools: Learners‘ perspectives. Frontiers in Education, 9(July), 1–7. https://doi.org/10.3389/feduc.2024.1288183
Alekhya, G., Chinnadurai, A., Dora, S., Patro, S. K., & Sahu, D. P. (2025). “Sexuality education is a double edge-sword …”: A qualitative study on perceptions of schoolteachers on sexual and reproductive health of adolescent girls in Eastern India. Reproductive Health, 22, Article 145. https://doi.org/10.1186/s12978-025-02098-8
Alemi, M., Khanlarzadeh, N., & Tajeddin, Z. (2025). Early career language teachers’ motivation in the making: An ecological perspective on their motivational resources. System, 132(August), 1–9. https://doi.org/10.1016/j.system.2025.103685
Anderle, P. de S. R., Rocha, D. G., de Oliveira, F. M., Carvalho, S., Freitas, C., Santos, V. H. de L., de Oliveira, B. G., & Murta, S. G. (2025). Social validity of comprehensive sexuality education effects in the suburbs of the federal district, Brazil: A case study. Ciência & Saúde Coletiva, 30(11), 1–12. https://doi.org/10.1590/1413-812320253011.11522025EN
Bailie, A. L., & Gebre, E. H. (2023). Barriers to reflective learning: Perspectives of university students and instructors reflective learning in post-secondary education: A brief overview. Proceedings of the International Conference of the Learning Sciences, 962–965. https://doi.org/10.22318/icls2023.374764.
Black, S., Watt, S., Koenig, B., & Salway, T. (2024). “You have to be a bit of a rogue teacher”—A qualitative study of sex educators in Metro Vancouver. The Canadian Journal of Human Sexuality, 33(1), 109–120. https://doi.org/10.3138/cjhs-2023-0047
Bourke, A., Cullen, C., Maunsell, C., & Bourke, A. (2025). Preparing to teach relationships and sexuality education: Student teachers‘perceived knowledge and attitudes. Sex Education, 25(3), 341–358. https://doi.org/10.1080/14681811.2024.2337860
Braun, V., & Clarke, V. (2008). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 3–5. https://doi.org/10.1191/1478088706qp063oa
Buri?, I., & Frenzel, A. C. (2023). Teacher emotions are linked with teaching quality: Cross-sectional and longitudinal evidence from two field studies. Learning and Instruction, 88(December), 1–9. https://doi.org/10.1016/j.learninstruc.2023.101822
Chavula, M. P., Zulu, J. M., & Hurtig, A. K. (2022). Factors influencing the integration of comprehensive sexuality education into educational systems in low- and middle? income countries: A systematic review. Reproductive Health, 19(1), 1–25. https://doi.org/10.1186/s12978-022-01504-9
Choobe, M., & Yangailo, T. (2024). Factors affecting the teaching of comprehensive sexuality education among secondary school teachers in Zambia. Population and Economics 8(3), 46–69. https://doi.org/10.3897/popecon.8.e112256
Cooper, C., Booth, A., Varley-Campbell, J., Britten, N., & Garside, R. (2018). Defining the process to literature searching in systematic reviews: A literature review of guidance and supporting studies. BMC Medical Research Methodology, 18(85), 1–14. https://doi.org/10.1186/s12874-018-0545-3
Costello, A., Maunsell, C., Cullen, C., & Bourke, A. (2022). A systematic review of the provision of sexuality education to student teachers in initial teacher education. Frontiers in Education, 7, Article 787966. https://doi.org/10.3389/feduc.2022.787966
Critical Appraisal Skills Programme. (2018). CASP qualitative studies checklist. Critical Appraisal Skills Programme (CASP) part of Oxford Centre for Triple Value Healthcare Ltd. https://casp-uk.net/casp-tools-checklists/qualitative-studies-checklist/
De Haas, B., & Hutter, I. (2019). Teachers’ conflicting cultural schemas of teaching comprehensive school-based sexuality education in Kampala, Uganda. Culture, Health & Sexuality, 12(2), 233–247. https://doi.org/10.1080/13691058.2018.1463455
De Ruiter, J. A., Poorthuis, A. M. G., & Koomen, H. M. Y. (2021). Teachers‘emotional labor in response to daily events with individual students: The role of teacher?student relationship quality. Teaching and Teacher Education, 107, Article 103467. https://doi.org/10.1016/j.tate.2021.103467
Descheneaux, J., & Otis, J. (2021). Delivering school-based sexuality education: Examining determinants of teachers‘intention to teach, co-teach or invite a sexual health educator contribution to the literature. Preprint (Research Square), 1–15. https://doi.org/10.21203/rs.3.rs-614504/v1
Diaz, C. T. (2024). Researching youth voices on comprehensive sexuality education: A literature review of qualitative studies. Encyclopaideia—Journal of Phenomenology and Education, 28(70), 19–33. https://doi.org/10.6092/issn.1825-8670/18974
Flynn, S., Brown, J., Johnson, A., & Rodger, S. (2011). Barriers to education for the marginalized adult learner. Alberta Journal of Educational Research, 57(1), 43–58. https://doi.org/10.55016/ojs/ajer.v57i1.55454
Frias-Goytia, G. L., Lojo-Seoane, C., Mallo, S. C., Nieto-Vieites, A., Juncos-Rabadán, O., & Pereiro, A. X. (2024). A systematic review of quality of life (QoL) studies using the CASP scale in older adults. Quality of Life Research, 33(11), 2915–2927. https://doi.org/10.1007/s11136-024-03750-9
Gelehkolaee, K. S., Maasoumi, R., Azin, S. A., Nedjat, S., & Parto, M. (2021). Stakeholders‘perspectives of comprehensive sexuality education in Iranian male adolescences. Reproductive Health, 18, Article 26. https://doi.org/10.1186/s12978-021-01084-0
Goldfarb, E. S., & Lieberman, L. D. (2021). Three decades of research: The case for comprehensive sex education. Journal of Adolescent Health, 68(1), 13–27. https://doi.org/10.1016/j.jadohealth.2020.07.036
Greene, A., Stanojevi?, I. S., Sherwood-Laughlin, C., Sangmo, D., Baugh, M., Greathouse, L., Chow, A., Myers, N., & Galyan, J. (2025). Teachers‘perceptions of barriers to implementing school-based sexual health education for students with intellectual and developmental disabilities. American Journal of Sexuality Education, 20(4), 536?558. https://doi.org/10.1080/15546128.2024.2429432
Haberland, M. P. H., & Rogow, D. (2015). Sexuality education: Emerging trends in evidence and practice. Journal of Adolescent Health, 56(1), S15–S21. https://doi.org/10.1016/j.jadohealth.2014.08.013
Hannah, D., Sinnema, C., & Robinson, V. (2022). Understanding curricula as theories of action. The Curriculum Journal, 33(3), 1–13. https://doi.org/10.1002/curj.138
Hendriks, J., Francis, N., Saltis, H., Marson, K., Walsh, J., Lawton, N., & Burns, S. (2024). Parental opposition to comprehensive sexuality education in Australia: Associations with religiosity and school sector. Frontiers in Psychology, 15(November). https://doi.org/10.3389/fpsyg.2024.1391197
Holt, L., Janek, S., & Yamey, G. (2025). Barriers and facilitators to implementing comprehensive sex education in Texas public schools: A qualitative study. PLoS ONE, 20(1), 1–13. https://doi.org/10.1371/journal.pone.0316329
Hornyák, Á. (2025). On the edge of the profession: Examining factors influencing teachers‘motivation and retention in the profession in disadvantaged school environments. International Journal of Sociology of Education, 14(3), 215–232. https://doi.org/10.17583/rise.18179
Hung, Y.-H. (2020). Exploration of teachers’ personal practical knowledge for teaching controversial public issues in elementary school classrooms. The Journal of Social Studies Research, 44(3), 1–12. https://doi.org/10.1016/j.jssr.2020.04.001
Ito, K., Madeni, F. E., & Shimpuku, Y. (2022). Secondary school students’ and peer educators’ perceptions of adolescent education in rural Tanzania: A qualitative study. Reproductive Health, 19, Article 109. https://doi.org/10.1186/s12978-022-01418-6
Kagola, O. (2024). Foundation phase male teachers‘experiences of teaching comprehensive sexuality education in the Eastern Cape province of South Africa. Perspectives in Education, 42(2), 252–266. https://doi.org/10.38140/pie.v42i2.7987
Keogh, S. C., Leong, E., Motta, A., Sidze, E., Monzón, A. S., & Amo-Adjei, J. (2021). Classroom implementation of national sexuality education curricula in four low- and middle- income countries. Sex Education, 21(4), 432–449. https://doi.org/10.1080/14681811.2020.1821180
Kim, E. J., Park, B., Kim, S. K., Park, M. J., Lee, J. Y., Jo, A. R., Kim, M. J. & Shin, H. N. (2023). A meta-analysis of the effects of comprehensive sexuality education programs on children and adolescents. Healthcare, 11(8), Article 2511. https://doi.org/10.3390/healthcare11182511
Koch, R., & Beyers, C. (2023). Teaching comprehensive sexuality education using a praxis co-created with adolescents. African Journal of Primary Health Care & Family Medicine, 15(1), Article 3855. https://doi.org/10.4102/ phcfm. v15i1.3855
Koch, R., Wehmeyer, W. (2021). A systematic review of comprehensive sexuality education for South African adolescents. The Journal for Transdisciplinary Research in Southern Africa, 17(1), Article a1087. https://doi.org/10.4102/ td. v17i1.1087
Kyriacou, C. (2015). Teacher stress and burnout: Methodological perspectives. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed., pp. 72–74). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92087-7
Lafontan, S. R., Jones, F., & Lama, N. (2024). Exploring comprehensive sexuality education experiences and barriers among students, teachers and principals in Nepal: A qualitative study. Reproductive Health, 21, Article 131. https://doi.org/10.1186/s12978-024-01876-0
Li, R., Liu, H., Chen, Y., & Yao, M. (2022). Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience. Current Psychology, 42(1), 328–337. https://doi.org/10.1007/s12144-019-00575-5
Liu, J., Gao, J., & Hassan, M. (2025). Teacher-student relationships as a pathway to sustainable learning: Psychological insights on motivation and self-efficacy. Acta Psychologica, 254(February), Article 104788. https://doi.org/10.1016/j.actpsy.2025.104788
Liu, W., Li, J., & Li, Y. (2024). Sexuality education at kindergarten and primary and secondary school setting across China. Chinese Journal of School Health, 45(1), 46–50. https://doi.org/10.16835/j.cnki.1000-9817.2024004
Lutaj, L., Mukli, H. G., Gokaj, R., & Muho, A. (2024). Professional anxiety in pedagogical communication: Mitigating effects of teaching methodology. Journal of Educational and Social Research, 14(5), 473. https://doi.org/10.36941/jesr-2024-0152
Macleod, C. I., & Du Plessis, U. (2024). Teaching comprehensive sexuality education in a traumatized society: Recognizing teachers as sexual, reproductive, and mental health frontline workers. Frontiers in Education, 9(February). https://doi.org/10.3389/feduc.2024.1276299
Mukoro, J., Setty, E., & Bullock, K. (2025). Cultural conflicts in sexuality education and stakeholders’ responses to them: A systematic review. Teachers and Teaching, 31(6), 1009–1023. https://doi.org/10.1080/13540602.2025.2452197
Narayanan, M., Ordynans, J. G., Wang, A., McCluskey, M. S., Elivert, N., Shields, A. L., & Ferrell, A. C. (2021). Putting the self in self- efficacy: Personal factors in the development of early teacher self-efficacy. Education and Urban Society, 55(2), 175?200. https://doi.org/10.1177/00131245211062528
Nehm, R. H. (2025). When less is more in living systems: subtractive cognitive biases and life science learning. Journal of Biological Education, 59(2), 235–238. https://doi.org/10.1080/00219266.2024.2320106
Noyes, J., Booth, A., Flemming, K., Garside, R., Harden, A., Lewin, S., Pantoja, T., Hannes, K., Cargo, M., & Thomas, J. (2018). Cochrane Qualitative and Implementation Methods Group guidance series — Paper 3: Methods for assessing methodological limitations, data extraction and synthesis, and confidence in synthesized qualitative findings. Journal of Clinical Epidemiology, 97, 49–58. https://doi.org/10.1016/j.jclinepi.2017.06.020
Page, M. J., Mckenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., Mcdonald, S., … Moher, D. (2021). The PRISMA 2020 Statement: An updated guideline for reporting systematic reviews. BMJ, 372(71), Article n71. https://doi.org/10.1136/bmj.n71
Pillay, Z., & Mfid, F. H. (2024). Life orientation teachers’ perspectives on intersectoral collaboration management of sexuality education. African Journal of Primary Health Care & Family Medicine, 16(1), e1–e7. https://doi.org/10.4102/phcfm.v16i1.4703
Pound, P., Denford, S., Shucksmith, J., Tanton, C., Johnson, A. M., Owen, J., Hutten, R., Mohan, L., Bonell, C., Abraham, C., & Campbell, R. (2017). What is best practice in sex and relationship education? A synthesis of evidence, including stakeholders‘views. BMJ Open, 7(5), Article e014791. https://doi.org/10.1136/bmjopen-2016-014791
Pratiwi, H., Sujarwo, Syamsudin, A., & Riwanda, A. (2025). How prospective early childhood teachers make sense of sexuality education? Insights from Islamic University courses. Sex Education, 1–19. https://doi.org/10.1080/14681811.2025.2572696
Ramos, M., Guerrero, P., & Kangrieken, K. (2025). Mapping the landscape of teachers’ basic psychological needs: A systematic review of supporting and thwarting factors and associated outcomes. Educational Research Review, 49(November), Article 100739. https://doi.org/10.1016/j.edurev.2025.100739
Rathbone, J., Albarqouni, L., Bakhit, M., Beller, E., Byambasuren, O., Hoffmann, T., Scott, A. M., & Glasziou, P. (2017). Expediting citation screening using PICo-Based Title-Only Screening for identifying studies in scoping searches and rapid reviews. Systematic Reviews, 6, Article 233. https://doi.org/10.1186/s13643-017-0629-x
Rossouw, J. (2024). Balancing faith and duty: Challenges in teaching inclusive sexuality education. African Journal of Career Development, 6(2), Article a131. https://doi.org/10.4102/ajcd.v6i2.131 Copyright:
Sadler, T. D., Romine, W. L., & Topçu, M. S. (2016). Learning science content through socio-scientific issues-based instruction: A multi-level assessment study. International Journal of Science Education, 38(10), 1622–1635. https://doi.org/10.1080/09500693.2016.1204481
Sandelowski, M., Voils, C. I., Leeman, J., & Crandell, J. L. (2012). Mapping the mixed methods—Mixed research synthesis terrain. Journal of Mixed Methods Research, 6(4), 317–331. https://doi.org/10.1177/1558689811427913
Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation. In A. J. Elliot (Ed.), Advances in motivation science (Vol. 8, pp. 153–179). Elsevier. https://doi.org/10.1016/bs.adms.2020.10.001
Sealy, P. G. (2019). Pre-service teachers’ beliefs of competence with teaching socially sensitive issues. Psychology Research, 9(2), 66–80. https://doi.org/10.17265/2159-5542/2019.02.003
Shibuya, F., Estrada, C. A., Sari, D. P., Takeuchi, R., Sasaki, H., Warnaini, C., Kawamitsu, S., Kadriyan, H., & Kobayashi, J. (2023). Teachers‘conflicts in implementing comprehensive sexuality education: A qualitative systematic review and meta?synthesis. Tropical Medicine and Health, 51, Article 18. https://doi.org/10.1186/s41182-023-00508-w
Shibuya, F., Sari, D. P., Warnaini, C., Rivarti, A. W., Takeuchi, R., Jones?Konneh, T. E. C., de los Reyes, C., Kadriyan, H., & Kobayashi, J. (2023). The process of overcoming conflicts among teachers in the implementation of comprehensive sexuality education at ordinary public senior high schools in Mataram City, Indonesia: A qualitative study. Tropical Medicine and Health, 51(7). https://doi.org/10.1186/s41182-023-00495-y
Siqwavu, N., & Ngobeni, N. C. (2025). Educators‘perception of teaching sexual education in schools at the O.R. Tambo Coastal District, Eastern Cape. Educational Process: International Journal, 16. https://doi.org/10.22521/edupij.2025.16.237
Teig, N., Scherer, R., & Nilsen, T. (2019). I know I can, but do I have the time? The role of teachers‘self-efficacy and perceived time constraints in implementing cognitive-activation strategies in science. Frontiers in Psychology, 10(August). https://doi.org/10.3389/fpsyg.2019.01697
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, Article (45). https://doi.org/10.1186/1471-2288-8-45
Tsang, S. K. M., Hui, E. K. P., & Law, B. C. M. (2012). Self-efficacy as a positive youth development construct: A conceptual review. The Scientific World Journal, 2012(1). https://doi.org/10.1100/2012/452327
Twyford, K. (2025). Beyond getting it right: Understanding vulnerability in professional learning. Professional Development in Education, 1–21. https://doi.org/10.1080/19415257.2025.2538206
UNESCO. (2018). International technical guidance on sexuality education: A evidence-informed approach (2nd ed.). https://doi.org/10.54675/UQRM6395
UNESCO. (2023). The journey towards comprehensive sexuality education Global status report. https://doi.org/10.54675/NFEK1277
Van Reeuwijk, M., Rahmah, A., Mmari, K., (2023). Creating an enabling environment for a comprehensive sexuality education intervention in Indonesia: Findings from an implementation research study. Journal of Adolescent Health, 73(1), S15–S20. https://doi.org/10.1016/j.jadohealth.2022.07.016
Venketsamy, T., & Kinear, J. (2018). Strengthening comprehensive sexuality education in the curriculum for the early grades. South African Journal of Childhood Education, 10(1), Article a820. https://doi.org/10.4102/ sajce. v10i1.820 Copyright:
Vilugrón, G. F., Vallejos, E. S., Mella, E. R., Hernández, C. A., & Troncoso, F. M. (2023). Regulación emocional y cultura en contextos escolares [Emotional regulation and culture in school contexts]. European Journal of Education and Psychology, 16(2), 1–26. https://doi.org/10.32457/ejep.v16i2.2201
Viši?, M. (2022). Connecting puzzle pieces: Systematic literature review method in the social sciences. Sociologija, 64(4), 533–562. https://doi.org/10.2298/SOC2204543V
Zulu, J. M., Blystad, A., Haaland, M. E. S., Michelo, C., Haukanes, H., & Moland, K. M. (2019). Why teach sexuality education in school? Teacher discretion in implementing comprehensive sexuality education in rural Zambia. International Journal for Equity in Health, 18, Article 116. https://doi.org/10.1186/s12939-019-1023-1
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Kamalia Fikri, Erlia Narulita, Bevo Wahono, Pramudya Dwi Aristya Putra
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
