The purpose of this study is to examine when sexuality and relationship education should be implemented in early grades, to increase students’ knowledge and facilitate the inclusion of student in the classroom. For this reason, seven teachers were interviewed, focusing on their experiences and reflections of sexuality and relationship education. To be able to achieve this purpose, this study focuses on how the teachers attempt to include all students in the classrooms and the challenges that occur with the implementations. The interviews are interpreted based on the hermeneutic theory with focus on why the teachers reflect as they do and what creates this perception. Furthermore, previous research is reviewed and compared with the interviews to reach a conclusion. Based on the interviews and the compiled results, there is no exact suggestion of when the subject should be implemented but it can be concluded that implementation in early grades improves the inclusion of students. Finally, it is up to each school to decide when sexuality and relationship education should be implemented, based on their own students and what is suitable for them. According to previous research, teachers estimate that sexuality and relationship education should be implemented in early grades to acquaint students with the subject and simplify the inclusion of these students.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-46131 |
| Date | January 2021 |
| Creators | Obradovac, Vedad |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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