Engaging young people with special educational needs in conversations about child sexual abuse: Experiences and perspectives from theatre-in-education actor-facilitators

Background Young people with special educational needs, such as those with intellectual disability, autism and/or ADHD, are more vulnerable to sexual abuse than their typically developing peers. Raising awareness of child sexual abuse (CSA) through school-based educational programs supports young people in identifying and disclosing potential abuse, and provides opportunities for critical reflection on unhealthy and problematic gender-based attitudes and views. Objective This study aimed to qualitatively explore the experiences and perspectives of actor-facilitators around delivering a theatre-in-education program that is centered on a storyline of a teenage girl being groomed and sexually exploited by an adult male, and seeks to raise awareness of CSA among young people with special educational needs. Participants and setting Eight actor-facilitators employed by a TIE company in the UK took part in the study. Method The study adopted a qualitative design, using semi-structured interviews, which were analyzed using reflexive thematic analysis. Results Two themes were identified: (1) Creating a safe space to talk about CSA , and (2) Navigating the system: Managing personal and contextual challenges when having conversations about CSA . Conclusion Findings suggest that supporting young people with special educational needs to talk about CSA may depend on adults' ability to build epistemic trust through a mentalizing stance, and attuned, transparent, and emotionally-aware practice, highlighting the value of relational skills and reflective confidence in facilitating conversations around this complex and sensitive issue. Implications for future research, policy, and practice are provided.