“We All Want to Be Loved”: Parents’ Perspectives on Dating and Sexuality Education for Youth with Intellectual and Developmental Disabilities

Adolescents and young adults with intellectual and developmental disabilities (I/DD) often receive limited sexuality education, despite expressing desires for relationships, intimacy, and connection. Parents play a central role in supporting sexual development, yet frequently report uncertainty and lack of resources. This study explored parents’ perspectives on the benefits of dating and the sexuality education needs of youth with I/DD. Semi-structured interviews were conducted with 11 parent resource coordinators who were both caregivers of youth with I/DD and providers of community-based support. Data were examined using a descriptive, semantic thematic analysis. Parents identified dating as critical for emotional well-being, social inclusion, and personal development. They emphasized the importance of teaching social norms, healthy relationship dynamics, consent, and safe technology use. Parents also highlighted the need for comprehensive sexual health education, including puberty, anatomy, hygiene, masturbation, and partnered sexual activity, while expressing concerns about safety, autonomy, and developmental readiness. Findings underscore the need for accessible, developmentally appropriate sexuality education that supports both youth and their families. Implications include the importance of parent-inclusive programming, collaboration between schools and community organizations, and increased training for professionals to support sexuality education for individuals with I/DD.