Sexual Education for All: Addressing Gaps and Measuring Quality for Students with Disabilities

Abstract

Students with disabilities, especially those who need moderate to extensive support, often do not receive the same quality of sexual education as their peers without disabilities. This lack of access increases their risk of sexual abuse and limits their understanding of healthy relationships, self-advocacy, and personal safety. In this study, we reviewed past research and existing tools to understand what makes sexual education effective for these students and to identify gaps that need to be addressed. Using a systematic process, we analyzed 34 articles and eight existing educational tools. We examined four key areas: the context around the student (such as family and school attitudes), the content of what is taught, the instructional strategies used, and the outcomes that result. Our findings showed that while topics like anatomy, relationships, and safety are sometimes covered, major gaps remain in teacher training, family involvement, and cultural beliefs about disability and sexuality. Very few tools addressed how teachers should deliver instruction or how schools can create inclusive environments. We used these results to create the first draft of a self-guided reflection tool that teachers and schools can use to evaluate and improve their sexual education programs for students with disabilities, which will be outlined in a future publication. Our research highlights the urgent need for comprehensive, inclusive, and evidence-based sexual education that promotes safety, dignity, and quality of life for all students.