Exploring The Experience of Romantic Relationships and Sexuality Education in Neurodivergent and Neurotypical Young People: Perspectives from Young People, Educational Professionals, and Caregivers

Smusz, Magdalena

Abstract

The literature indicates that sexuality education provided in schools/colleges in the United Kingdom (UK) may not be appropriate for people with Autism Spectrum Disorder (ASD). There appears to be a lack of understanding of the subject regarding young people with Attention-Deficit/Hyperactivity Disorder (ADHD) and a dual diagnosis (ASD co-occurring with ADHD). Research also suggests that compared to neurotypical (NT) peers, young people with ASD tend to receive less support on sexuality from their parents, who often feel that they lack the appropriate skills to help their children with some sex-related issues. Some young people with ASD and ADHD lack an understanding of the social nuances of dating and intimacy, which is crucial for navigating romantic relationships. This project aimed to address five research questions: 1) What are participants’ (young people, educational professionals, and caregivers) perspectives of young people’s (neurodivergent [ND] [with ASD, ADHD, and ASD co-occurring with ADHD] and NT) experiences of school-based sexuality education?; 2) What are participants’ (young people, educational professionals, and caregivers) suggestions for improving sexuality education to make it more beneficial for young people (ND and NT)?; 3) What are caregivers’ and educators’ suggestions about receiving support to feel more equipped at teaching sexuality education to young people (ND and NT)?; 4) What are young people’s and caregivers’ experiences of parent-child (ND and NT) sexuality-related discussions?; 5) What are participants’ (young people, educational professionals, and caregivers) perspectives of young people’s (ND and NT) romantic relationship experiences?

Study 1, based on a systematic literature review, investigated sexuality education and romantic relationships in ND young people from the perspectives of young people, educational professionals, and caregivers, and it demonstrated that many ND young people, despite their desire for romantic relationships, encountered greater challenges to navigate them than their NT peers. They also showed lower levels of understanding of sexuality than their NT peers. A pilot study examined sexuality education and romantic relationships in young people (ND and NT) from the perspectives of young people, educational professionals, and caregivers, based on a questionnaire (including open-ended questions) approach to the topic and it aimed to help develop the subsequent empirical studies (2 and 3). Study 2 examined sexuality education and romantic relationships in young people (ND and NT) from the perspectives of young people, educational professionals, and caregivers, based on a short-form version questionnaire developed from the pilot study. Study 2 demonstrated that young people (ND and NT) experienced problems navigating romantic relationships; however, the sexuality education they received in schools/colleges, and from their caregivers was inadequate to provide them with appropriate knowledge about this matter. This study also reported non-significant differences amongst the groups of young people in terms of their sexuality education and romantic relationship experiences. Study 3 explored sexuality education and romantic relationships in young people (ND and NT) from the perspectives of young people, educational professionals, and caregivers, based on a semi-structured interview approach to the topic. Findings again revealed that many young people (ND and NT) received basic sexuality education and encountered challenges navigating romantic relationships. Educators and caregivers highlighted the necessity of receiving adequate sexuality education training to enhance their self-efficacy in teaching this subject to their students/children.

Some of the key clinical implications and recommendations from the studies’ findings highlighted that sexuality education in schools/colleges is inadequate and somewhat irrelevant for young people as it focuses mostly on the biological side of sexuality and excludes other vital topics (e.g., LGBTQ+ sexuality). Ensuring the missing subjects are included in teaching was recommended by all groups of participants. Educators reported a lack of adequate sexuality education training and thus called for support in this matter. Caregivers were found to have very limited sexuality-related communication with their children due to inadequate skills to appropriately conduct such discussions. Consequently, they called for support in this matter. This project also demonstrated a lack of parent-school collaboration related to sexuality education; however, such collaboration was deemed essential. Involving professionals (e.g., mental health nurses) in helping to shape sexuality education for young people was also recommended as beneficial.

Citation

Smusz, M. (2024). Exploring The Experience of Romantic Relationships and Sexuality Education in Neurodivergent and Neurotypical Young People: Perspectives from Young People, Educational Professionals, and Caregivers. (Thesis). University of Salford

• Thesis Type: Thesis
• Deposit Date: May 20, 2024
• Publicly Available Date: Jul 1, 2024
• Award Date: May 31, 2024