Making the Invisible Visible: Addressing the Sexuality Education Needs of Persons with Disabilities Who Identify as Queer in Kenya

Abstract

This study investigates structural, pedagogical, and contextual factors influencing the adoption of Learning Through Play (LtP) in Kenyan preschools. Data from teachers, administrators, and classroom observations reveal that LtP improves learner engagement and creativity but faces barriers including overcrowded classrooms, limited materials, curriculum pressures, and insufficient teacher training. Positive drivers include supportive school leadership and community involvement. The study calls for expanded training, improved resourcing, and curriculum alignment to strengthen LtP implementation in early childhood settings.