Teacher perceptions and classroom realities: Comprehensive sexuality education delivery in Nepali schools

Comprehensive Sexuality Education (CSE) is essential for adolescents, yet its effective delivery remains a concern. This study investigated the personal, cultural, and pedagogical factors shaping CSE delivery in selected Kathmandu schools. A qualitative design was employed, using in-depth interviews with four CSE teachers and observations of four classrooms, analyzed via the FIAC model. The study identified a fundamental disconnect between teachers’ stated confidence in delivering CSE and their actual classroom practices. While teachers expressed commitment to CSE, they reported feeling inadequately trained and resourced. Classroom observations confirmed a predominance of lecture-based, textbook-driven instruction, with teachers avoiding open discussion due to cultural taboos. Gendered patterns emerged, with female students displaying hesitancy and male students showing curiosity, though mobile and internet access was increasing student openness. FIAC analysis revealed a traditional, teacher-centered dynamic in three of four classes, but storytelling emerged as an effective strategy to foster engagement. These findings reveal a central paradox: while CSE is recognized as essential by both teachers and students, its implementation is undermined by sociocultural norms, inadequate training, and pedagogical neglect. To resolve this, the study recommends participatory teacher training, audio-visual tools, activity-based curricula, interactive methods like peer-learning, and community awareness programs to reduce stigma.