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They Deserve Better: A Call for Trauma-Informed Sex Education for Individuals with Intellectual and Developmental Disabilities
Davis, A., Fogle, J., Winokur, A., Lyons, A., Jones, H. E., & McDermott, S. (2026). They Deserve Better: A Call for Trauma-Informed Sex Education for Individuals with Intellectual and Developmental Disabilities. American Journal of Sexuality Education, 1–12. https://doi.org/10.1080/15546128.2026.2621230
Abstract
Individuals with intellectual and developmental disabilities (I/DD) face high risks of sexual abuse, limited access to comprehensive sex education, and frequent exposure to trauma. Traditional curricula often overlook experiences of trauma, thereby perpetuating vulnerability. This commentary draws on the experiences of sex educators and researchers from the Socialization To Enrich Participation & Support Sexuality (STEPS2) Study to propose integrating trauma-informed care principles of safety, trust, choice, collaboration, empowerment, and cultural responsiveness into sex education. Strategies include establishing emotionally safe environments, accessible materials, and consent-focused teaching. Trauma-informed sex education can reduce harm, build confidence, and promote self-advocacy for individuals with I/DD.