Some teachers and school administrators find sexuality education personally objectionable or lack sufficient understanding of the subject and thus are reluctant or refuse to go along with such programs (Smith, Kippax, and Aggleton, 2000). For instance, such opposition from teachers and teacher organizations is a problem in South Africa (Department of Education, 2002). Other school officials may have no personal objection but resist sexuality education because they fear overcrowding the existing curriculum, taking on increased responsibilities with no increase in compensation, or complaints from irate parents (McCauley and Salter, 1995). .
