Adolescents with intellectual disabilities in Kenya face significant challenges in accessing comprehensive and supportive sexuality education. For many, discussions about sexuality and relationships are overshadowed by societal stigma, limited resources, and a general lack of understanding among educators, caregivers, and the wider community. This results in numerous adverse outcomes, including an increased risk of sexual exploitation, unwanted pregnancies, and inadequate preparation for adulthood.
Sexuality education is a critical component of adolescent development, equipping young people with the knowledge and skills to make informed decisions and establish safe, healthy relationships. Yet, for adolescents with intellectual disabilities, these resources remain largely inaccessible. According to the World Health Organization, individuals with disabilities are often perceived as asexual or incapable of making informed decisions about their own bodies. This misconception denies them essential information and autonomy. In particular, adolescents with intellectual disabilities face compounded challenges, as they are often shielded from discussions about sexuality due to assumptions about their ability to understand or benefit from such education. As one WHO report highlights, “misconceptions about the sexuality of persons with intellectual disabilities leave them vulnerable to exploitation and limit their ability to navigate relationships safely.”
In Sub-Saharan Africa, studies have found that adolescents with intellectual disabilities face some of the most significant barriers to sexual health education. Based on a report from UNESCO, “the lack of inclusive sexuality education in the region limits adolescents with disabilities’ ability to understand personal boundaries, leading to increased risks of abuse.” This limited access to sexuality education has long-term consequences, impacting not only these adolescents’ immediate safety but also their mental health, self-esteem, and quality of life as adults.
In Kenya, researchers have noted that families and educators often avoid discussing sexuality with adolescents with intellectual disabilities, leaving these young people with limited or no knowledge about their own bodies or reproductive health. According to the Kenya National Commission on Human Rights, the stigmatization of intellectual disabilities exacerbates this challenge, as “parents and caregivers frequently lack support and guidance on how to approach sexuality education for their children, resulting in inadequate preparation for adulthood and independence.” This widespread reluctance to engage adolescents with intellectual disabilities in open, informative discussions about sexuality further isolates them, contributing to a cycle of ignorance and vulnerability.
Research by the United Nations Population Fund (UNFPA) indicates that persons with disabilities are up to three times more likely to experience sexual violence than those without disabilities. This vulnerability is heightened by the lack of accessible sexuality education, which leaves adolescents with disabilities without the tools to understand and protect their own bodies. “The absence of inclusive sexual health education contributes to higher rates of sexual exploitation among adolescents with intellectual disabilities, as they often cannot distinguish appropriate behaviors or identify risky situations,” according to a UNFPA report. By denying adolescents with intellectual disabilities access to education that could empower them with knowledge and boundaries, society is failing to protect one of its most vulnerable groups.
An ongoing study led by APHRC aims to address this gap by gathering insights from stakeholders to develop strategies for inclusive sexuality education in Kenya. The study, Understanding the Sexuality Education Needs and Interventions for Adolescents with Intellectual Disabilities: Insights from Key Stakeholders in Kenya, is led by Dr. Amani Karisa and focuses on identifying interventions that can be implemented in schools to serve adolescents with intellectual disabilities better. This research seeks to inform national policy and ensure that sexuality education programs are developed with inclusivity at their core, reflecting the specific needs of adolescents who have been largely excluded from this aspect of their education.
The discussions from this research have already highlighted the need for systemic changes in Kenya’s educational and healthcare approaches. For example, Dr. Karisa in his article titled Towards effective ways of teaching adolescents with disabilities about sexuality notes, “Nearly half of adolescents with disabilities do not discuss sexuality with their families. Parents are often hesitant to broach the subject of sexuality with their children. It is urgent to explore effective strategies for providing sexuality information for this group of adolescents.”
By involving educators, healthcare providers, and parents, the study highlights a collaborative approach to implementing a sexuality education curriculum that is both inclusive and effective.
To create a supportive environment for adolescents with intellectual disabilities, efforts must also focus on raising awareness among families, caregivers, and educators. As the UN Convention on the Rights of Persons with Disabilities emphasizes, inclusive education is not merely a policy option but a fundamental right. Programs and policies that address the specific needs of adolescents with intellectual disabilities are essential in building a foundation for their safety, health, and well-being.
The work led by APHRC’s Dr. Karisa, in partnership with local stakeholders, is an important step toward ensuring that every adolescent, regardless of ability, has access to the education and resources needed for a fulfilling, informed life. By addressing this critical gap, Kenya has the potential to become a leader in inclusive education across Africa, setting a precedent for protecting and empowering all young people.