Teachers’ Attitudes and Readiness for Sexual Education of Adolescents with Intellectual Disabilities

Abstract

Sexual education for adolescents with intellectual disabilities is a crucial component of their personal development, self-respect, and protection from social risks and sexual abuse. However, its provision is often influenced by teachers’ attitudes and professional readiness. This study aims to assess teachers’ perceptions, attitudes, and professional readiness to provide inclusive sexual education for this specific group. Data were collected using a 25-item questionnaire structured into sections addressing attitudes toward sexual education, professional readiness and competence, the role of the school, cooperation with families, as well as educational policies and practices. All items were rated on a 5-point Likert scale (1–5), including reverse-worded statements to enhance the validity of the instrument. The theoretical framework of the questionnaire was grounded in international literature on sexual education for individuals with intellectual disabilities and in the standardized instruments Sexuality Attitudes Scale (SAS) and Attitudes Toward Teaching Human Sexuality Scale (ATTHS). The expected results aim to provide insight into teachers’ professional readiness, their perceptions of the need for specialized training, and the importance of school–family collaboration. This study seeks to contribute to the improvement of educational practices and policies related to inclusive sexual education by addressing the gap between the needs of adolescents with intellectual disabilities and the current provision of sexual education in schools.

Received: 5 January 2026 / Revised: 20 February 2026 / Accepted: 3 March 2026 / Published: 25 March 2026