Perceptions of high school learners regarding sexually transmitted infections in the selected schools of Mavambe Village, Vhembe District

Abstract

This study explored the perceptions of high school learners regarding sexually transmitted infections (STIs) in the selected schools of Mavambe Village, Vhembe District. Adolescents remain one of the most vulnerable groups to STIs, and their perceptions play a crucial role in shaping risk behaviours, preventive practices, and health-seeking behaviour. A qualitative research design was used, and data were collected through individual unstructured interviews and a focus group with 21 purposively selected female learners. Interpretive Phenomenological Analysis (IPA) guided the analysis to ensure that learners’ lived experiences and viewpoints were meaningfully interpreted. Data were stored in a password-protected folder and backed up in a OneDrive folder for safekeeping. Ethical considerations were adhered to throughout the study. Trustworthiness was ensured through credibility, dependability, confirmability, and transferability. The Health Belief Model theory was applied in the study. Three main themes emerged from the study, namely perception and understanding of STIs, barriers to STI prevention, and coping and prevention strategies. The findings revealed that although learners possessed basic awareness of common STIs, particularly HIV, there were significant knowledge gaps regarding other infections. Misconceptions were common, including beliefs that STIs only affect sexually promiscuous individuals. Stigma, moral judgement, and fear of gossip emerged as dominant attitudes, shaping learners’ willingness to seek testing or discuss sexual health openly. Preventive strategies such as condom use, abstinence, and selective partnering were mentioned, but inconsistent condom use highlighted a persistent knowledge-behaviour gap. Learners reported relying primarily on peers and social media for information, while school-based sexual education was perceived as incomplete and overly focused on HIV, neglecting other STIs. The study concludes that learners’ perceptions of STIs are influenced by limited knowledge, cultural norms, and stigma, which collectively affect their preventive behaviour and access to healthcare. Strengthening comprehensive sexual health education, enhancing youth-friendly services, and encouraging community engagement are essential to improving STI awareness and reducing risk among the learners. The findings contribute to a contextual understanding of learners' sexual health in Mavambe Village and offer insights for improving STI prevention strategies within similar communities.