Evaluating relationship and sexuality education programmes for children and young people with learning disabilities
Why you should read this article:
To recognise the challenges that children and young people may experience with developing friendships and relationships
To understand how relationship and sexuality education (RSE) programmes may benefit those with learning disabilities
To consider how various professionals could ensure best practice in the development, delivery and evaluation of RSE programmes
Background An increasing number of children and young people with learning disabilities are living into adulthood and older age due to developments in healthcare. As a result, many will present with complex needs around everyday activities and require additional support with developing friendships and relationships. However, young people with learning disabilities are often unable to access relationship and sexuality education (RSE) programmes specific to their needs.
Aim To identify the views and experiences of children and young people with learning disabilities, parents, and healthcare and other professionals in the development and delivery of RSE programmes in special schools in England, Northern Ireland, Scotland and Wales.
Method A qualitative design was used, with data collected and analysed from 37 pupils with learning disabilities, 11 parents and 16 professionals. The data were analysed thematically.
Findings Three themes emerged from the data: RSE programme planning and preparation; RSE programme delivery; and RSE programme evaluation.
Conclusion Evidence-based RSE programmes can have a positive effect on the lives of children and young people with learning disabilities. Such programmes need to be implemented in special schools and supported by knowledgeable professionals to enable informed decision-making that can lead to friendships, relationships and intimacy.
