Importance of sex education for a successful transition to life after school: Experiences of high school girls with intellectual disability

Abstract

Accessible summary Quality sex education is important for all students. It also helps with a successful transition to life after school. We talked to 11 Australian high school girls with intellectual disability. We wanted to know what they think about their sex education at school. The girls told us that they were often not included in Individual Learning Plan meetings. They were also not consulted about what they would like to learn in sex education. Sex education classes were largely inaccessible for them. Accessible sex education classes are important to prepare students for life after school. AbstractBackgroundStudents with intellectual disability often do not receive holistic sex education, which is critical for their successful transition to post‐school life, including having an ability to make healthy choices about their sexuality and relationships. The aim of this inclusive research study was to explore the perceptions and experiences of sex education with Australian high school girls with intellectual disability, as they prepare for a transition to post‐school life.MethodThere were 11 high school girls aged 13–20 years who participated in this study. Interviews were conducted and analysed using inductive content analysis.FindingsThe findings indicate that critical topics such as gender and sexual identity, and masturbation are not sufficiently covered in sex education in New South Wales, Australia. The participating girls also highlighted ways in which teachers could make sex education lessons more accessible. Individual Learning Plan meetings, an important platform for transition planning, were attended by less than a third of the girls in this study.ConclusionsComprehensive and accessible programmes on sex education for high school girls with intellectual disability are needed to promote successful transition to an autonomous life for these students.