"Maybe rape is illegal?" how adolescents with intellectual disabilities experience a sexual violence prevention intervention

INTRODUCTION: Adolescents with intellectual disabilities (ID) are more vulnerable to sexual violence than their neurotypical peers. The literature argues that the group's lack of knowledge, communication difficulties, and challenges in understanding social situations contribute to this vulnerability. METHODS: In this study, 9 males and 5 females (ages 16-20) with ID were interviewed about their experiences of a sexual violence prevention intervention at their special needs high school in Sweden. The aim was to explore their perceptions of the intervention and whether they gained knowledge about sex, consent, reciprocity, boundaries, and sexual violence in relationships. RESULTS: The analysis generated four themes: (a) Learned some basics, (b) Awkwardness and triggered memories, (c) Importance of an empathic intervention leader and support structures, (d) High risk of sexual offence and/or victimisation. Participants learned to identify feelings, recognize positive and negative relationship behaviours, and understand extreme sexual violence. However, they found complex concepts like consent and identifying less extreme sexual violence challenging. Many felt embarrassed by explicit terms when discussing sex. They emphasized the need for a safe intervention environment, with a trusted leader and strong support structures in schools to facilitate open communication and emotional processing. CONCLUSIONS: The study shows that adapted sexual education is crucial to strengthen adolescents with ID. The intervention achieved increased understanding and knowledge in some areas. However, adolescents with ID seem to need more intense and specific intervention components to promote confidence about giving and getting consent, saying no, and understanding other people's feelings in a sexual situation.