Comprehensive sexuality education during the pandemic: an experience working with teachers in the department of Cesar, Colombia

Abstract

Introduction. In Colombia, Comprehensive Sexuality Education (CSE) is a priority; however, the COVID-19 pandemic posed a challenge due to the need to shift from face-to-face to virtual methods. Therefore, we aimed to identify teachers’ perceptions and learnings from implementing Comprehensive Sexuality Education during the pandemic through virtual means. Methodology. This was a qualitative, descriptive, and exploratory study that included a review of documents and interviews with 10 teachers. For analysis, triangulation of information and critical interpretation of the results were conducted. Results. Supporting teachers in Comprehensive Sexuality Education during the pandemic was an enriching experience that helped address the challenges of delivering CSE virtually. Gaps in the use of new technologies were evident. Alternatives were identified to establish communication links with students and families. Discussion. Teacher support, encouragement for creating activities, digital literacy, and engaging families and students have been highlighted in other studies as essential. However, it is also necessary to address the stress and workload that can result from transitioning from face-to-face to virtual education. Conclusions. Virtual Comprehensive Sexuality Education was feasible thanks to teachers who recognize its importance and receive adequate support and training. This support should encompass not only CSE but also digital tools and other resources to help manage challenges and concerns in difficult situations.