The study on which this chapter is based aimed at exploring the outcomes of integration of participatory visual methods (PVM) into sexuality, HIV and AIDS education in selected Kenyan secondary schools. There is generally a high degree of teacher discomfort when teaching these topics in Kenyan schools (Mukonyi, 2020; Ochieng et al., 2014). This challenge often stems from teachers’ unease with delivering content related to HIV prevention (Ringisai, 2023; Gudyanga et al., 2019), necessitating the exploration of innovative teaching strategies to mitigate the pandemic’s spread.

Robert et al.(2020) highlight that most new HIV infections in Kenya occur among adolescents aged 15 to 24 years, despite the introduction of the HIV and AIDS Education Programme into the curriculum in 2000. Despite its objectives to impart life skills, sexual reproductive health knowledge, and awareness of sexually transmitted infections (STIs) and HIV/AIDS, the programme’s effectiveness remains questionable, with reports of continued risky sexual behaviours among youth (Manyibe, 2023; Muchiri & Omulema, 2020). Moreover, studies indicate that Kenyan learners still exhibit low levels of knowledge regarding sexuality, HIV and AIDS (Chory et al., 2021), with a significant gap between behavioural change objectives and actual outcomes (Njenga, 2019). This suggests either ineffective implementation of the programme or inadequacies in imparting the required knowledge, skills, and values. Notably, the predominant teaching method in Kenyan schools for HIV and AIDS education remains the lecture method, which is heavily reliant on textbooks (Chesaro, 2019), exacerbating teachers’ discomfort in addressing the subject of responsible sexual behaviours with learners (Khan, 2019). Despite the global inclusion of HIV and AIDS education in school curricula, there is still a paucity of studies exploring the integration of PVM as a pedagogical tool for the teaching of sexuality, and HIV and AIDS education in Kenyan secondary schools. Recognising the need for diverse pedagogical approaches to promote