Peer Educators in the Facilitation of Sexuality and Respectful Relationship Education for People with an Intellectual Disability: A Scoping Review and Narrative Synthesis

Abstract

A scoping review was conducted to identify how peer-education models are being used in sexuality and respectful relationship education for people with a disability. The search was conducted in August 2021 using the Joanna Briggs framework to scope and map the literature and research activity. Using strict criteria, 7 online databases, grey literature and reference lists were searched for resources written or published in the last 15 years (2006–2021). Relevant sources were shortlisted and assessed by the two authors. Six sources met the criteria for inclusion in this review. In total, four educational programs are described and discussed. The results identify four sexuality and respectful relationship programs that met screening criteria: (1) “Telling it like it is!”, (2) “Sexual Lives and Respectful Relationships”, (3) “Talking about sex and relationships: the views of young people with learning disabilities”, and (4) “Health, Safety & Sexuality Training for You & Me”. Peer-educators experienced increased confidence and feelings of empowerment, while people without an intellectual disability reported a greater understanding of the challenges and experiences of people with a disability. The use of peer educators to deliver sexuality and respectful relationship education for people with intellectual disability is a promising education model with multiple potential benefits for participants. However, more research is needed to understand the consequences and limitations of such programs.

The Experiences of Young People with Intellectual Disability, Parents and Professionals in Relationships and Sexuality Education Programmes: Findings from a Qualitative Study

“…To enable effective delivery, practitioners need time to engage with and involve children and young people with intellectual disability and their parents in the design and delivery of the programme [ 24 ]. With the diversity of populations and communities, practitioners involved in delivery need to identify and address cultural and religious beliefs in a way that is sensitive and acceptable [ 38 ]. Careful planning and involvement from the outset can help to answer questions, allay concerns and maximise benefits [ 35 , 38 ].…”

“…With the diversity of populations and communities, practitioners involved in delivery need to identify and address cultural and religious beliefs in a way that is sensitive and acceptable [ 38 ]. Careful planning and involvement from the outset can help to answer questions, allay concerns and maximise benefits [ 35 , 38 ]. From a practice development perspective, access to networks of professionals engaged in RSE programmes can enable the sharing of best practices and help to build knowledge and confidence [ 33 ].…”

Perspective Chapter: Sexuality and relationship education and advocacy by people with disabilities through peer education

“…While research suggests the outcomes of peer education may not always be clear for those receiving the education, it strongly suggests there are significant benefits for the peer educators [18]. However, for people with disabilities this approach to sexuality education is still not common [19] despite the value of self-advocacy in the disability movement which is built on a peer to peer approach. It was these two converging ideas-self advocacy and peer education, that underpinned the development of the Sexual Lives and Respectful Relationships model (previously referred to as Living Safer Sexual Lives: Respectful Relationships).…”

“…The model has undergone a number of evaluations and been the focus of a series of research projects that have interrogated barriers and enablers for implementing peer education in this model [4,[20][21][22]. It has also been recognized as a leading model in the provision of sex education for people with disabilities because of its use of peer education, and the benefits this approach has had not only for learners and peer educators but also for 'non-disabled' people who have engaged in the program as cofacilitators and network supporters [19][20][21][22]. Overall, peer educators in this program have related their experiences as being overwhelmingly positive in their own lives including having an impact on their own relationships.…”