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Teachers’ Perspectives on the Implementation of Sexuality Education for Learners with Intellectual Disabilities: a Systematic Review
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DOI：10.1007/s13178-026-01390-x.png)
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Abstract
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Due to their limited cognitive function and social adaptability, people with intellectual disabilities face unique challenges in their sexual health development, including a higher risk of sexual assault and increased susceptibility to sexually transmitted diseases. Their risk of sexual assault is 3–7 times higher than that of the general population. Teachers, as the core implementers of sexuality education in schools, have a direct impact on the quality of sexuality education for learners with intellectual disabilities through their perspectives. This study presents the findings of a systematic literature review on teachers’ perspectives on sexuality education for learners with intellectual disabilities. Related papers were searched across three databases (Google Scholar, Web of Science, and Scopus) from 1 January 2014 to 26 September 2025. The databases were searched using the keywords teachers, learners with intellectual disabilities, and sexuality education perspective. Of the 1,234 records retrieved, 31 were included in this study. The results of this study were categorized into three themes: (1) teachers’ beliefs and attitudes toward sexuality education for learners with intellectual disabilities; (2) barriers to sexuality education for learners with intellectual disabilities; (3) sexuality education curricula for learners with intellectual disabilities. This review synthesizes evidence on teachers’ perspectives in implementing sexuality education for learners with ID. Findings indicate that while teachers generally support sexuality education, their knowledge levels and implementation efforts are hampered by challenges such as inadequate training, cultural barriers, and a lack of resources. Recommendations center on professional development, curriculum adaptation, and multistakeholder involvement. Variations across studies reflect the influence of cultural, religious, and organizational contexts, suggesting that effective interventions must be context sensitive. Future research should explore the longitudinal impacts of teacher training and the role of policy in standardizing sexuality education for learners with ID. By addressing these areas, educators can better support the sexual health and overall well-being of this population.
Keywords:
Teachers’ perspective
Sexuality education
Learners with intellectual disabilities
Systematic literature review
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