Sex and relationships education is essential for everyone—but for individuals with disabilities, it can be life-changing. Traditional programs often miss the unique challenges faced by these young people, leaving them vulnerable to abuse, misinformation, and diminished self-esteem.

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Why It Matters:

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• Increased Vulnerability: Research shows that youth with disabilities are up to three times more likely to experience sexual abuse compared to their non-disabled peers (McKenzie et al., 2014, Journal of Intellectual Disability Research).

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• Impact on Self-Esteem: A lack of tailored sex ed can contribute to lower self-esteem and reduced self-advocacy skills in this population (Hurlbutt & Chalmers, 2002, Sexuality and Disability).

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• Enhanced Protective Behaviours: Inclusive sex education programs have been linked to a 40% increase in protective sexual behaviours among teens with disabilities (Healy et al., 2013, Journal of Applied Research in Intellectual Disabilities).

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At You Won’t Learn This At School, our educators bring over a decade of experience working with teens with disabilities, ensuring our sessions are both empathetic and expertly tailored.

 

We believe that by addressing these critical gaps, we empower individuals to make informed decisions, build healthy relationships, and thrive in all aspects of their lives.

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Explore our inclusive programs and learn how we can partner with your community to provide the comprehensive, research-backed sex ed that every student deserves.

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References:

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McKenzie, K., et al. (2014). Sexual abuse in individuals with intellectual disabilities: A systematic review. Journal of Intellectual Disability Research, 58(5), 450-464.
Hurlbutt, K., & Chalmers, J. (2002). Sexuality and people with developmental disabilities: A review of the literature. Sexuality and Disability, 20(1), 1-10.
Healy, S., et al. (2013). The effectiveness of tailored sex education for adolescents with intellectual disabilities: A controlled study. Journal of Applied Research in Intellectual Disabilities, 26(2), 148-156.