This study examined how positive interpersonal relationships with teachers and peers/classmates are statistically associated with psychological well-being among 1,273 Chilean primary and secondary students. Multinomial logistic regression analyses, based on distribution-defined levels of psychological well-being, indicated that teacher companionship (OR = 1.37, 95
This article presents findings from an ethnographic study examining how early childhood teachers and teaching assistants in Chile understand, believe in, and enact Comprehensive Sexual Education (CSE) in their daily practice. Although CSE in early childhood is essential for advancing children’s rights, well-being, and equality, Chile lacks a national policy addressing it. Using a qualitative interpretive approach, data were generated through participant observation and 32 semi-structured interviews in seven public early childhood centers across three regions. Classroom observations over eight months and thematic analysis identified patterns in participants’ understandings, beliefs, and practices. Findings show that most participants hold a biologically oriented view of sexuality focused on anatomy, reproduction, and preventing sexual abuse. Yet their everyday practices often exceed these notions by promoting gender equality, respect for diversity, affectivity, body awareness, and consent, even without naming these actions as CSE. The study also reveals fear of parental reactions and uncertainty about addressing sexuality with young children. This research contributes to international CSE debates by offering evidence from a Latin American context, highlighting cultural barriers and opportunities for implementation. It underscores the need for teacher training that integrates reflection, rights-based approaches, and collaboration with families to support intentional CSE practices.
