Key Social Norms Take-aways Social norms around femininity, masculinity, and sexuality continue to shape classroom practices in ways that reproduce inequality. Teachers often reflect patriarchal and heteronormative attitudes, burdening girls and reinforcing male privilege. Transformative sexuality education must challenge these norms through inclusive messaging and critical pedagogy.

Objectives This study critically examined how South Africa’s Life Orientation (LO) sexuality education programme engages with the goal of gender justice. It explored how gender norms are addressed or reinforced through classroom teaching and school culture.

Methods The study used qualitative data from two ethnographic projects in 12 public schools across the Eastern and Western Cape provinces. Researchers conducted focus groups with grade 10 learners and semi-structured interviews with students, LO teachers, and school principals. Data were analyzed thematically using discourse analysis to understand how gender and sexuality were framed in educational settings.

Results Despite the curriculum’s stated goal of promoting gender equality, the actual delivery of sexuality education often reinforced harmful gender norms. Teachers emphasized abstinence and personal responsibility—especially for girls—using moralistic, cautionary messages. Female learners were framed as the primary bearers of sexual responsibility, while male dominance and heteronormative values often went unchallenged. Some educators promoted equality in classroom practices, but overall efforts were inconsistent.

Conclusions Although the LO curriculum holds promise for gender justice, its implementation is hindered by entrenched social norms and teacher discomfort. Reforms are needed in both curriculum content and teaching methods, with greater support for inclusive, participatory approaches.