| dc.description.abstract | Background Sexual Reproductive Health is the complete state of an individual's physical, mental, and social well-being corresponding with the reproductive system and its physiology. According to the National Demographic and Health Survey 2011 of Nepal, 24% of the total population of Nepal's around 28 million people are adolescents, out of which 17% of adolescents are pregnant or already have one child with an increment in drop-out from school because of early marriage, pregnancy, or early fatherhood. The infections such as HIV are also found at a prevalence rate of 0.3% in the population of the 15 – 49 age group, with adolescents at higher risk. This shows the increased need for comprehensive sexuality education (CSE) among adolescents to change their behaviour to minimise possible dangers. Still, the study reveals that the secondary school of Nepal has implemented just around 25% of the national comprehensive sexuality education (CSE ) policy of Nepal. Objectives The study aimed to explore the perceptions of the barriers to providing good adolescent sexual and reproductive health education among teachers in the Kathmandu Valley of Nepal. It also investigated the different possible measures to overcome those barriers. Methods A qualitative research study was conducted using in-depth interviews and FGD. In-depth interviews were primarily conducted with six principals and seven subject teachers. FGD was conducted with six subject teachers, out of which four participants were repeated from in-depth interviews. Findings Our results revealed the main challenges and the possible overcoming barriers to adolescent sexual and reproductive health education in the Kathmandu Valley. The main challenges are associated with three groups of barriers consisting of individual, socio-cultural and structural, along with six sub-themes, including low perceived threats, socio-cultural taboos, mal performance of family, executive barriers, and educational system deficiency barriers. The possible overcoming barriers are associated with preparedness, collaboration, societal involvement, and the governmental role. Conclusion Considering the results obtained, school-based CSE requires detailed attention from its planning to delivery. If it is to be effective, it needs to be provided by people who have some specialised training. There is a need to include critical concepts of CSE in the school curriculum from an early age of students and to engage parents and local communities on different programs related to SRHE to deliver it effectively. There is also a need for more research on the effectiveness of school-based national curricula and implementation in Nepal, along with teachers' effectiveness. | eng |