by McKenna Matheson, Underserved Populations Intern
Comprehensive sex education (CSE) teaches youth and young adults about healthy relationships, consent, and sexual and reproductive health (World Health Organization, n.d.). States decide whether CSE will be mandated (Planned Parenthood, n.d.). However, existing CSE programs often exclude persons with disabilities due to false assumptions about sexuality and disability (EASPD, 2023). Such exclusion denies students with disabilities the right to learn about their bodies, how to confidently say no when someone violates their personal boundaries, and how to identify signs of sexual abuse or exploitation.
Currently, the state of Maryland mandates that schools teach sex education, but it does not require alignment with the National Sex Education Standards (Maryland State Department of Education, n.d.). Maryland does not explicitly require that CSE is provided for all students with disabilities, resulting in implementation inconsistencies across school districts and gaps in the curriculum for students with disabilities (SIECUS, 2024; Planned Parenthood, n.d.). Some school districts choose to include students with disabilities in CSE, while others do not.
The exclusion of persons with disabilities from CSE happens due to misconceptions about disability and sexuality. Individuals with disabilities are commonly seen as either asexual, childlike, or incapable of forming intimate relationships (SIECUS, 2021). As a result, educators and caregivers view sex education as unnecessary or even inappropriate in some cases. Historical discrimination and eugenic practices (the belief that some people should be prevented from having children) add to the barriers around discussions of sexuality and reproductive rights for people with disabilities (SIECUS, 2021). Denying CSE for persons with disabilities perpetuates harmful stereotypes and decreases their access to information that can impact their personal health and safety.
CSE is important for persons with disabilities because they face significantly higher rates of sexual abuse and exploitation than persons without disabilities. People with disabilities are more than three times as likely to experience sexual violence during their lifetime (Center for American Progress, 2021). Female youth and adolescents with disabilities experience a higher risk of human trafficking than their peers (Reid, 2016). CSE provides information about the right to make decisions about one's own body, consent, personal boundaries, and healthy relationships, which can help persons with disabilities recognize inappropriate behavior and get help when abuse occurs (World Health Organization, n.d.). Instruction about consent teaches students how to set boundaries, say no in situations where they feel uncomfortable, and understand what enthusiastic consent looks like (Aurelien, 2024). Without access to this information, many people with disabilities struggle to identify signs of grooming and manipulation or violations of consent.
Inclusive CSE can help address these disparities by providing accessible instruction that recognizes the diverse experiences of students with disabilities. Effective programs teach students with disabilities how to identify healthy relationships, respect others’ decisions, communicate personal boundaries, and recognize and report abuse (Weber and Kaufman, 2021). CSE also provides accurate information about consent, sexual health, and relationship dynamics, empowering individuals to make informed decisions about their bodies and personal relationships (UNESCO, n.d.). Persons with disabilities have the right to experience healthy and safe relationships. CSE helps reduce vulnerability to exploitation and abuse by equipping them with knowledge and self-advocacy skills.
For information about sexual violence and prevention for persons with disabilities, including students and survivors with disabilities, see the resources below.
References
Aurelien, K. (2024). “Nothing About Us Without Us”: Disability justice and inclusive sex education for students with disabilities. SIECUS. Retreived here.
Comprehensive sexuality education. (n.d.). UNESCO. Retrieved here.
Comprehensive sexuality education. (n.d.). World Health Organization. Retrieved here.
Comprehensive health education: frequently asked questions. (n.d.). Maryland State Department of Education. Retrieved here.
Comprehensive sex education for youth with disabilities. (2021). SIECUS. Retrieved here.
Maryland state profile. (2024). SIECUS. Retrieved here.
Sexual violence and the disability community. (2021, February 12). Center for American Progress. Retreived here.
Reid, J. (2016). Sex trafficking of girls with intellectual disabilities: an exploratory mixed methods study. Sexual Abuse A Journal of Research and Treatment, 30. Retrieved here.
UNESCO is making comprehensive sexuality education inclusive for learners with disabilities. (2023). EASPD. Retrieved here.
Weber, I., & Kaufman, I. (2021). Let’s Talk About Sex: Sex and Relationship Education for People with Intellectual Disabilities. Delaware Journal of Public Health, 7(2), 48–50. Retrieved here.
What’s the state of sex education in the U.S.? (n.d.). Planned Parenthood. Retrieved here.
