Introduction
In many sex and health education curricula worldwide, heterosexuality and able-bodiedness are frequently presented as norms. This paper argues that comprehensive sex education tailored to the needs of disabled LGBTQ+ youth is crucial for their empowerment and well-being. Drawing on the work of scholars who have focused on sexuality, disability, and sex and health education, this essay utilizes an intersectional framework informed by Reproductive and Disability Justice principles.
The essay is structured as follows: First, it provides an overview of the intersection between disability and LGBTQ+ identity. The subsequent section addresses the various stereotypes and assumptions associated with being both disabled and queer. The final section highlights the importance of inclusive sex education and identifies the gaps in current curricula.
Understanding the Intersection of Disability and LGBTQ+ Identity
Young LGBTQ+ individuals encounter various forms of discrimination based on their gender identity, sexual orientation, gender expression, and/or sexual characteristics. However, young LGBTQ+ individuals with disabilities face compounded discrimination due to intersecting homophobic and ableist attitudes, stereotypes, and policies. To address these unique experiences and struggles of disabled LGBTQ+ people, feminist scholars use the theory of intersectionality to show how the multiple dimensions interact. [1] The concept of intersectionality is essential to understanding the complex social inequalities faced by these individuals. [2] For example, current research indicates that queer disabled women are at an elevated risk for health disparities due to the intersection of their marginalized identities as both queer and disabled. [3] For that reason, recognizing the unique experiences of sexual and gender minorities with disabilities is crucial for developing appropriate educational and health systems. [4]
Intersectionality underscores how various facets of an individual's identity, such as race, class, and gender, intersect and shape their experiences and social structures. [5] In reality, disabled and LGBTQ+ individuals share significant commonalities, including experiences of sexual oppression and a shared history of injustice arising from their deviation from societal norms of heterosexuality, able-bodiedness, or both. [6] Some scholars even suggest that disability has more in common with sexual orientation than race, ethnicity, or gender because bodily appearance “does not immediately signal one’s own sense of identity.” [7] The intersectional framework is therefore essential in understanding the compounded discrimination faced by LGBTQ+ individuals with disabilities, who experience unique forms of marginalization distinct from those faced by either the broader LGBTQ+ or disability communities alone.
In addition to the concept of intersectionality when discussing ways to facilitate the lives of disabled queer individuals, it is crucial not to overlook the Disability Justice and Reproductive Justice frameworks, which are closely related and help us examine these issues not only in greater depth but also from different perspectives by addressing the multifaceted dimensions of oppression and privilege experienced by marginalized communities. Given the importance of these factors, particularly in the context of addressing this issue through sexual education, this essay adopts an intersectional approach throughout.
The struggles of disabled LGBTQ+ young people
The lives of LGBTQ+ young people with disabilities are often clouded by numerous stereotypes that have significant repercussions. A primary premise is that disabled individuals are asexual, thereby desexualizing their existence and labeling them as non-sexual beings. [8] Consequently, such misconceptions often lead to exclusion from sexual health education as it is deemed unnecessary to provide it to disabled individuals as it is assumed they are sexually inactive [9], sometimes to the extent that arguments arise suggesting that shielding them from sexual education is a form of protection. [10] For LGBTQ+ individuals with disabilities, this desexualization, coupled with the assumption of their limited capabilities to express their sexual orientation, serves to delegitimize their own identities. [11] This assumption of asexuality is closely linked with the phenomenon of infantilization, which stems from notions of immaturity and incapability. [12]
Disabled LGBTQ+ people are often framed as too young to comprehend LGBTQ+ identities “which is seemingly perceived as more complex than heterosexuality”, simply, “,to be LGBTQ+ you need to be more mature than if you are a heterosexual”. [13] This perception is exacerbated by their disabilities, leading to their infantilization and the view that they are incapable of being LGBTQ+, based on assumptions about their intellectual abilities. [14] These biases are crucial to consider because they often result in young disabled individuals being perceived as inferior or not taken seriously, with their queerness frequently dismissed as a phase. [15] This phenomenon, while common among all LGBTQ+ youth, has particularly detrimental effects on disabled individuals, as it delegitimizes their experiences and obstructs their access to necessary support. Furthermore, implying that young individuals will outgrow this phase indicates an implicit negative perception of being LGBTQ+. This situation intertwines with the difficulties young disabled people face in asserting and validating their identity as competent and sexual beings who identify as LGBTQ+, which may significantly impact their identity development and overall well-being due to the frequent disbelief they encounter. [16]
Another critical factor is that the process of coming out, which is generally a stressful moment for young LGBTQ+ individuals, can take on different dimensions for those with disabilities. Firstly, disabled individuals may not have the same opportunity to express their coming out due to communication barriers. [17] Even after coming out, the journey of queer disabled individuals is often fraught with challenges. For example, in Gillespie-Sells research [18], queer women with disabilities frequently reported difficulties fitting into disabled groups due to homophobia, while also finding it physically challenging and inaccessible to attend meetings of queer groups. [19]
The Importance of Inclusive Sex Education
Regardless of the persistence of these assumptions about asexuality, research consistently shows that disabled individuals are sexually active. [20] Despite societal denial, many disabled individuals continue and will continue to engage in sexual activities. However, due to a lack of proper education and safe environments, they may be compelled to engage in sexual activities in uncomfortable and unsafe settings. [21] This situation poses significant risks, including physical safety concerns and a reduced ability to make healthy decisions. Studies, such as one conducted by Horner-Johnson in 2021, also indicate that disabled adolescents are more likely to have multiple partners and engage in risky sexual behaviors compared to their non-disabled peers. [22] Furthermore, from this research, it is evident that disabled adolescents are more frequently subjected to sexual coercion and domestic violence. A particularly significant finding from this research is that disabled young women are disproportionately more likely to become mothers during their teenage years compared to able-bodied young women. [23]
All these outcomes are the result of various factors. However, as previously indicated, one of the causes identified by disabled LGBTQ+ individuals themselves [24], according to research, is the lack of sex education that adequately addresses the needs of disabled LGBTQ+ people. [25] Despite evidence demonstrating that sex education serves as a significant preventive measure against sexual violence [26], the topics covered are centered around heterosexuality and able-bodiedness, thereby excluding disabled LGBTQ+ individuals from the discussion. Toft’s research highlights that the lack of conversation about sexuality, healthy relationships, and consent is a failure of the educational system, which puts all young people in dangerous situations as they explore their sexuality. [27] Toft & Franklin also note that research participants expressed a demand for sex education teachers with whom they can identify; therefore, LGBTQ+ topics should be delivered by someone who identifies as part of this group.
Research also indicates that an essential component of sex education should be the expansion of curricula to include topics about relationships in general, not solely focused on reproductive issues. [28] As Lesley points out, when sex education does include topics such as healthy relationships and recognizing unhealthy ones, it primarily focuses on heterosexual relationships and rarely addresses the unique dynamics faced by disabled individuals, where the dynamics can be entirely different. McClelland and Flicker also recommend in their research that sex education curricula should include topics on homophobia and transphobia, as this would help educators identify and address hate crimes in the future. [29]
This gap in education underscores the need for inclusive and comprehensive sex education that addresses the unique challenges faced by disabled individuals, ensuring they have the knowledge and resources to navigate their sexual and relational lives safely and confidently. Learning about sexual experiences in the context of sex education can be reciprocal. As Lesley noted, understanding the sexual experiences of young disabled LGBTQ+ individuals can provide valuable insights into their later sexual and reproductive health outcomes. This understanding is essential for identifying ways to mitigate adverse outcomes such as sexually transmitted infections (STIs), unwanted pregnancies, abusive relationships, and sexual violence. [30]
Conclusion
The essay is a call for policy changes to implement comprehensive sex education for disabled LGBTQ+ youth. Previous research from scholars highlights that by often ignoring or suppressing the sexuality of disabled young people, their presence is effectively excluded from sex education. Even when they are included, the curricula often fail to meet the needs of these individuals. Inclusive sex education, as highlighted in previous research, is crucial for preventing sexual violence, promoting healthy relationships, and practicing safe sex.
From research, it is evident that disabled individuals may face higher risks related to sexual health, including sexual coercion, domestic violence, and exploitation. Comprehensive sex education should take this information into account and equip not only these individuals themselves but also able-bodied individuals with the knowledge to recognize and avoid unsafe situations, understand consent, and protect themselves or others against STIs and unintended pregnancies. Comprehensive sex education, especially when designed through frameworks of Disability Justice and Reproductive Justice, should ensure that disabled LGBTQ+ individuals receive the knowledge and support necessary to make informed decisions about their sexual and reproductive health, thereby promoting their empowerment and well-being.
Historically, this topic has not garnered significant attention; the lack of research, especially with an intersectional approach, is apparent. Fortunately, in recent years, the situation has improved; for now, we have analysis that provides substantial conclusions to work with. Nevertheless, further research is urgently needed because young disabled LGBTQ+ individuals continue to face oppression and harmful stereotypes that influence legal frameworks. As human rights lawyers, I see this as our duty to explore ways to support these individuals, and inclusive sex education is one effective approach that every country can implement or enhance to be more accessible.
Suggested citation: Rujbr, Sára Eva, Empowering Disabled LGBTQ+ Youth: The Crucial Role of Comprehensive Sex Education, CHR - Student Blog, 27/10/2024, https://www.chrprfcuni.com/post/empowering-disabled-lgbtq-youth-the-crucial-role-of-comprehensive-sex-education
[1] Davis, Kathy. (2008). Intersectionality as Buzzword: A Sociology of Science Perspective on What Makes a Feminist Theory Successful. Feminist Theory - FEM THEORY. Page 2. Available from: https://www.researchgate.net/publication/240712458_Intersectionality_as_Buzzword_A_Sociology_of_Science_Perspective_on_What_Makes_a_Feminist_Theory_Successful
[2] Toft, Alex & Franklin, Anita & Langley, Emma. (2019). ‘You're not sure that you are gay yet’: The perpetuation of the ‘phase’ in the lives of young disabled LGBT + people. Page 2. Available from: https://www.researchgate.net/publication/332737830_'You're_not_sure_that_you_are_gay_yet'_The_perpetuation_of_the_'phase'_in_the_lives_of_young_disabled_LGBT_people
[3] Drummond, Jd & Brotman, Shari. (2014). Intersecting and Embodied Identities: A Queer Woman's Experience of Disability and Sexuality. Sexuality and Disability. Available from: https://www.researchgate.net/publication/287256498_Intersecting_and_Embodied_Identities_A_Queer_Woman's_Experience_of_Disability_and_Sexuality
[4] Tarasoff, Lesley. (2021). A Call for Comprehensive, Disability- and LGBTQ-Inclusive Sexual and Reproductive Health Education. The Journal of adolescent health : official publication of the Society for Adolescent Medicine. Available from: https://www.researchgate.net/publication/353716593_A_Call_for_Comprehensive_Disability-_and_LGBTQ-Inclusive_Sexual_and_Reproductive_Health_Education
[5] Kids Included Together. (2023). Exploring Intersectionality: Understanding the Overlapping Identities of the LGBTQIA+ Community and Individuals with Disabilities. Available from: https://www.kit.org/lgbtqia-disability-intersectionality/
[6] Drummond, Jd & Brotman, Shari. (2014). Intersecting and Embodied Identities: A Queer Woman's Experience of Disability and Sexuality. Sexuality and Disability. Available from: https://www.researchgate.net/publication/287256498_Intersecting_and_Embodied_Identities_A_Queer_Woman's_Experience_of_Disability_and_Sexuality
[7] Samuels, Ellen. (2003). My Body, My Closet: Invisible Disability and the Limits of Coming-Out Discourse. GLQ: A Journal of Lesbian and Gay Studies. Available from: https://www.researchgate.net/publication/236699838_My_Body_My_Closet_Invisible_Disability_and_the_Limits_of_Coming-Out_Discourse
[8] Toft, Alex & Franklin, Anita & Langley, Emma. (2019). ‘You're not sure that you are gay yet’: The perpetuation of the ‘phase’ in the lives of young disabled LGBT + people. Page 7. Available from: https://www.researchgate.net/publication/332737830_'You're_not_sure_that_you_are_gay_yet'_The_perpetuation_of_the_'phase'_in_the_lives_of_young_disabled_LGBT_people
[9] McClelland, Alexander & Flicker, Sarah & Nepveux, Denise & Nixon, Stephanie & Vo, Tess & Wilson, Ciann & Marshall, Zack & Travers, Robb & Proudfoot, Devon. (2012). Seeking Safer Sexual Spaces: Queer and Trans Young People Labeled with Intellectual Disabilities and the Paradoxical Risks of Restriction. Journal of homosexuality. Page 4. Available from: https://www.researchgate.net/publication/230594185_Seeking_Safer_Sexual_Spaces_Queer_and_Trans_Young_People_Labeled_with_Intellectual_Disabilities_and_the_P aradoxical_Risks_of_Restriction
[10] Toft, Alex & Franklin, Anita & Langley, Emma. (2019). Young disabled and LGBT+: negotiating identity. Journal of LGBT Youth. Page 9. Available from: https://www.researchgate.net/publication/330215400_Young_disabled_and_LGBT_negotiating_identity
[11] Ibid. Page 7.
[12] Toft, Alex & Franklin, Anita. (2020). Towards expansive and inclusive relationship and sex education. Page 9. Available from: https://www.researchgate.net/publication/338879400_Towards_expansive_and_inclusive_relationship_and_sex_education
[13] Toft, Alex & Franklin, Anita & Langley, Emma. (2019). ‘You're not sure that you are gay yet’: The perpetuation of the ‘phase’ in the lives of young disabled LGBT + people. Page 7. Available from: https://www.researchgate.net/publication/332737830_'You're_not_sure_that_you_are_gay_yet'_The_perpetuation_of_the_'phase'_in_the_lives_of_young_disabled_LGBT_people
[14] Ibid.
[15] Toft, Alex & Franklin, Anita & Langley, Emma. (2019). Young disabled and LGBT+: negotiating identity. Journal of LGBT Youth. Page 7. Available from: https://www.researchgate.net/publication/330215400_Young_disabled_and_LGBT_negotiating_identity
[16] Ibid. Page 12.
[17] Ibid. Page 5.
[18] Gillespie-Sells, K., Hill, M., Robbins, B. (1998) She dances to different drums: research into disabled women’s sexuality. King’s Fund, London. Available from: https://archive.kingsfund.org.uk/concern/published_works/000020029?locale=en#?cv=0&xywh=-2936,-1,7286,1865
[19] Drummond, Jd & Brotman, Shari. (2014). Intersecting and Embodied Identities: A Queer Woman's Experience of Disability and Sexuality. Sexuality and Disability. Page 3. Available from: https://www.researchgate.net/publication/287256498_Intersecting_and_Embodied_Identities_A_Queer_Woman's_Experience_of_Disability_and_Sexuality
[20] Horner-Johnson, Willi & Senders, Angela & Higgins Tejera, Cesar & McGee, Marjorie. (2021). Sexual Health Experiences Among High School Students With Disabilities. The Journal of adolescent health : official publication of the Society for Adolescent Medicine. Available from: https://www.researchgate.net/publication/351129265_Sexual_Health_Experiences_Among_High_School_Students_With_Disabilities
[21] McClelland, Alexander & Flicker, Sarah & Nepveux, Denise & Nixon, Stephanie & Vo, Tess & Wilson, Ciann & Marshall, Zack & Travers, Robb & Proudfoot, Devon. (2012). Seeking Safer Sexual Spaces: Queer and Trans Young People Labeled with Intellectual Disabilities and the Paradoxical Risks of Restriction. Journal of homosexuality. Page 10. Available from: https://www.researchgate.net/publication/230594185_Seeking_Safer_Sexual_Spaces_Queer_and_Trans_Young_People_Labeled_with_Intellectual_Disabilities_and_the_Paradoxical_Risks_of_Restriction
[22] Horner-Johnson, Willi & Senders, Angela & Higgins Tejera, Cesar & McGee, Marjorie. (2021). Sexual Health Experiences Among High School Students With Disabilities. The Journal of adolescent health : official publication of the Society for Adolescent Medicine. Available from: https://www.researchgate.net/publication/351129265_Sexual_Health_Experiences_Among_High_School_Students_With_Disabilities
[23] Tarasoff, Lesley. (2021). A Call for Comprehensive, Disability- and LGBTQ-Inclusive Sexual and Reproductive Health Education. The Journal of adolescent health : official publication of the Society for Adolescent Medicine. Available from: https://www.researchgate.net/publication/353716593_A_Call_for_Comprehensive_Disability-_and_LGBTQ-Inclusive_Sexual_and_Reproductive_Health_Education
[24] Toft, Alex & Franklin, Anita & Langley, Emma. (2019). Young disabled and LGBT+: negotiating identity. Journal of LGBT Youth. Page 7. Available from: https://www.researchgate.net/publication/330215400_Young_disabled_and_LGBT_negotiating_identity
[25] Toft, Alex. (2023). Young Disabled LGBT+ People. Page 2. Available from: https://www.researchgate.net/publication/372578718_Young_Disabled_LGBT_People
[26] Ibid.
[27] Ibid.
[28] Toft, Alex & Franklin, Anita & Langley, Emma. (2019). Young disabled and LGBT+: negotiating identity. Journal of LGBT Youth. Page 19. Available from: https://www.researchgate.net/publication/330215400_Young_disabled_and_LGBT_negotiating_identity
[29] McClelland, Alexander & Flicker, Sarah & Nepveux, Denise & Nixon, Stephanie & Vo, Tess & Wilson, Ciann & Marshall, Zack & Travers, Robb & Proudfoot, Devon. (2012). Seeking Safer Sexual Spaces: Queer and Trans Young People Labeled with Intellectual Disabilities and the Paradoxical Risks of Restriction. Journal of homosexuality. Page 12. Available from: https://www.researchgate.net/publication/230594185_Seeking_Safer_Sexual_Spaces_Queer_and_Trans_Young_People_Labeled_with_Intellectual_Disabilities_and_the_Paradoxical_Risks_of_Restriction
[30] Tarasoff, Lesley. (2021). A Call for Comprehensive, Disability- and LGBTQ-Inclusive Sexual and Reproductive Health Education. The Journal of adolescent health : official publication of the Society for Adolescent Medicine. Available from: https://www.researchgate.net/publication/353716593_A_Call_for_Comprehensive_Disability-_and_LGBTQ-Inclusive_Sexual_and_Reproductive_Health_Education
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