Sexuality is a significant aspect of human development, yet sexuality education in early childhood remains highly contentious. Despite children actively expressing and practicing sexuality, this area of education is often neglected. In South Africa, statistics highlight concerning trends, with over 600 girls aged between 10 to 13-years-old giving birth in 2020 and rising concerns about sexual violence and abuse in primary schools. Moreover, children under 12 are increasingly exposed to sexual content, including sexting. Nonetheless, misconceptions about childhood innocence, rigid gender norms and the fear that sexuality education may expose children to inappropriate content contribute to its exclusion from early education. Both global and national policy frameworks emphasise the need for early, age-appropriate sexuality education. UNESCO advocates for Comprehensive Sexuality Education (CSE) from an early age to foster respect, gender equality and bodily autonomy. Additionally, the South African Constitution advocate social justice, democratic values, human rights, inclusivity and a healthy environment as key principles. Integrating CSE into early-grade curricula can equip children with the knowledge and skills necessary to make informed decisions as they grow, thus benefiting their holistic development. Despite policies, a major challenge to implementing sexuality education in early childhood is the reluctance of teachers to engage with the subject. Many teachers feel unprepared due to a lack of training, societal taboos and concerns about parental opposition. Additionally, heteronormative frameworks within schools and communities constrain open discussions about diverse sexualities and gender identities. As a result, teachers often resort to silence or avoidance, reinforcing the idea that sexuality is an inappropriate subject for young children. This silence leaves children vulnerable to misinformation, reinforces harmful gender stereotypes and limits their ability to develop respectful and healthy relationships. This paper advocates for a shift in the approach to sexuality education in early childhood, emphasising that it is not about corrupting innocence but rather about empowering children with the knowledge and skills necessary for safe, respectful and informed interactions. Drawing on global and local research findings, the paper explores what teachers need to know to effectively address sexuality education in the primary school, the challenges they face and the necessary interventions to support their role in delivering sexuality education. By challenging societal taboos and prioritising inclusive, age-appropriate approaches, teachers can contribute significantly to raising an informed and socially responsible generation.

Keywords: Childhood, sexuality, innocence, education, teachers.