'One Size Does Not Fit All'. The Voices of Professionals Regarding the Delivery of Relationships and Sexuality Education to Children and Young People with Intellectual Disability: Findings from a UK-Wide Qualitative Study
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| Title: | 'One Size Does Not Fit All'. The Voices of Professionals Regarding the Delivery of Relationships and Sexuality Education to Children and Young People with Intellectual Disability: Findings from a UK-Wide Qualitative Study |
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| Language: | English |
| Authors: | Michael Brown (ORCID |
| Source: | Journal of Applied Research in Intellectual Disabilities. 2026 39(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Sex Education, Students with Disabilities, Intellectual Disability, Foreign Countries, Professional Personnel, Allied Health Personnel, Social Work, Teachers, Attitudes, Interpersonal Relationship, Interpersonal Communication, Lifelong Learning, Student Needs |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1111/jar.70223 |
| ISSN: | 1360-2322 1468-3148 |
| Abstract: | Background: Relationships and sexuality education (RSE) is critical for children and young people with intellectual disabilities; yet, it is a contentious issue. This study explored the views and experiences of professionals regarding RSE programmes. Method: Semi-structured individual interviews were conducted with 16 health, social care and education professionals. Professionals came from across the UK (England n = 5, Scotland n = 1, Wales n = 2, Northern Ireland n = 8). Interview data were subjected to thematic analysis. Results: Three themes emerged: (i) preparation for success; (ii) effective communication and lifelong learning and (iii) individual support and resources. Professionals were motivated and committed to offer the best learning experience possible. There is inconsistency in delivery across programmes, taking time and effort to develop. Conclusions: The development of structured programmes and tailored resources is necessary to enable practitioners to effectively support and deliver RSE. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504199 |
| Database: | ERIC |
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