Teachers’ Perceptions of Barriers to Implementing School-Based Sexual Health Education for Students with Intellectual and Developmental Disabilities

Abstract

Students with intellectual and developmental disabilities (IDD) are often excluded from school-based sexual health education despite the need and benefits. This qualitative study explored teacher-identified barriers to implementing school-based sexual health education for students with IDD. Thematic analysis of focus groups (n = 19 special education teachers) and interviews (n = 7 health education teachers) revealed four themes: (1) misbeliefs and stigma; (2) parent/caregiver and school administrator support; (3) teacher preparedness; and (4) lack of evidence-based curricula/materials for the population. Recommendations are provided at the student-, interpersonal-, community-, institutional-, and policy-/system-level to support increased implementation of school-based sexual health education for students with IDD.