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Teachers' Cultural Conflicts in Secondary School Sex Education.

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Bibliographic Details
Title: Teachers' Cultural Conflicts in Secondary School Sex Education.
Authors: Mukoro, Jude1 judemukoro@gmail.com, Setty, Emily1, Hemming, Peter1
Source: British Journal of Educational Studies. Aug2026, Vol. 74 Issue 4, p585-606. 22p.
Subject Terms: *Culture conflict, *Secondary schools, *Sex education, *Secondary education, English language
Abstract: This article investigates the cultural conflicts experienced by teachers when delivering sex education in English secondary schools. Drawing on qualitative, semi-structured interviews with 12 secondary school teachers, conducted as part of a broader empirical study on the emotional dynamics of cultural conflict in sex education, the research examines intrapersonal, interpersonal, social, and institutional tensions within this contested educational space. Data were analysed using reflexive thematic analysis supported by NVivo. Framed through symbolic interactionism and identity theory, the study positions teachers as active agents navigating power, identity, and cultural meaning-making. Findings identify four key sources of conflict: (1) student and community diversity, (2) teachers' personal beliefs and experiences, (3) societal pressures and expectations, and (4) school – family dynamics. In response to these conflicts, teachers employed two main pedagogical strategies: (1) collaborative support-seeking and (2) critical self-awareness. The article highlights teachers as cultural actors mediating between policy mandates and pluralistic school environments. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This article investigates the cultural conflicts experienced by teachers when delivering sex education in English secondary schools. Drawing on qualitative, semi-structured interviews with 12 secondary school teachers, conducted as part of a broader empirical study on the emotional dynamics of cultural conflict in sex education, the research examines intrapersonal, interpersonal, social, and institutional tensions within this contested educational space. Data were analysed using reflexive thematic analysis supported by NVivo. Framed through symbolic interactionism and identity theory, the study positions teachers as active agents navigating power, identity, and cultural meaning-making. Findings identify four key sources of conflict: (1) student and community diversity, (2) teachers' personal beliefs and experiences, (3) societal pressures and expectations, and (4) school – family dynamics. In response to these conflicts, teachers employed two main pedagogical strategies: (1) collaborative support-seeking and (2) critical self-awareness. The article highlights teachers as cultural actors mediating between policy mandates and pluralistic school environments. [ABSTRACT FROM AUTHOR]
ISSN:00071005
DOI:10.1080/00071005.2026.2648998