The aim of this paper is to discuss the findings from a research focusing on the teachers’ classroom practices implementing sexuality education materials related to the national sexuality education campaign in Denmark titled Uge Sex (Week Sex/6).

Uge Sex aims at supporting the development of the action competence of children and young people in regards of sexuality, wellbeing, rights and health, through free teaching resources aimed at 2nd -10th Grade in the Danish Folkeskole (Basic School). The materials, as well as the campaign as a whole, are characterized by an approach to sexuality education inspired by the tradition of critical health education (e.g. Simovska, 2007; Carlsson et al, 2009; Simovska and Jensen, 2012) as well as norm critical pedagogy developed within the theory of Swedish queer pedagogy (Brade et al, 2008; Bromseth et al, 2010; Kirk et al, 2010). Furthermore, the approach is based on research findings indicating that a secure, inclusive learning environment for all pupils is an important factor for the effectiveness of sexuality education (UNESCO 2009).

The programme theory (Krogstrup & Dahler-Larsen 2003; Green and Tones 2010) of the campaign is based on the hypothesis that there is a link between certain implementation factors, including secure, inclusive environments for the pupils, focus on pupil participation and active involvement through dialogue on the one hand, and the immediate positive effects on the participating pupils on the other. These effects are identified as changes in the action competency of the pupils, their positive attitudes towards the sexuality education lessons, and increased awareness of classroom diversity as a positive value.   

However, earlier research related to the campaign, suggest that the implementation of the critical pedagogy approach into classroom practices is characterized by several challenges concerning the role and actions of the teachers (Roien 2012). These challenges need to be investigated in order to learn how pupils can benefit more from the sexuality education lessons. Among others, important questions can be raised related to teachers’ views on their role in classroom, so that they allow for more substantial participation of the pupils, while still acting as responsible adults, integrating their own values and attitudes toward sexuality in the teaching. Further, the question of the role of the pupils, when they are afforded space to shape the content and the teaching methods, and finally, the question of how to ensure a safe and inclusive learning environment allowing for the pupils to be open and discuss difficult questions in the spirit of celebrating diversity, needs to be explored.  This paper aims at investigating these challenges from the perspective of the teachers.

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