The month of June is the usual month where pride events are held across the country. Here at the Independence Project we carried out some work with our members on pride and inclusivity. This is a subject we come back to regularly and last tackled during our diversity month.
It is important to us that all people feel valued and respected within our community regardless of their ethnic origin, sexuality or gender.
Approximately 1.5 million people in the UK identify as LGB (lesbian, gay, or bisexual), representing 3.2% of the population – a figure that has doubled in the last decade, likely due to increased openness and societal acceptance of diverse sexualities.
However, there’s no official research on how many of these individuals have physical or learning disabilities or live in supported accommodation or attend day provisions. This lack of data underscores the importance of discussing these topics. For some individuals we support, these conversations might be their first opportunity to explore their sexuality or interest in romantic relationships. Such dialogues can be life-changing.
Challenges for LGBTQ+ Individuals with Learning Disabilities
People with learning disabilities who identify as LGBTQ+ face extra hurdles and difficulties that those who do not identify this way do not tend to encounter.
Sometimes around Pride month there is chat on social media about why LGBTQ+ people still need a pride month. The answer is simple. Somewhere right now is a person that is LGBTQ+ who believes that it is better for them to be dead than to live their lives as their authentic self with all the discrimination and alienation that can and often does come with it. Somewhere there is a person being rejected by their family and friends because of their LGBTQ+ identity.
It is so important to recognise that people with a learning disability can be lesbian, gay, bisexual and transgender. Unfortunately being LGBTQ+ and having a learning disability often leads to people having double discrimination due to the intersection of their identities.
People with learning disabilities are often infantilised, leading to the misconception that they don’t require support regarding sex and relationships and that their sexual desires and expressions of sexualities are inappropriate.
While this applies generally to people with learning disabilities, LGBTQ+ individuals within this group face additional barriers. There is also an identified risk of ‘hate crime’ and sexual or financial exploitation for people with learning disabilities in night-time venues, including the commercial gay scene.
Stigma associated with learning disabilities can hinder individuals from disclosing their additional needs to LGBTQ+ support services, while stigma around LGBTQ+ identities can make it difficult for them to ‘come out’ to support workers or family.
Lack of Accessible Information and Visibility
There is a scarcity of visual, video based or easy-to-read and accessible information, both online and in print, for both learning disabilities and those who have LGBTQ+ identities. This includes resources for local LGBTQ+ support and broader education on sexual orientation or gender identity.
The lack of visibility for LGBTQ+ identities in care settings and of people with learning disabilities in LGBTQ+ settings has also been identified as an issue.
The issues for all people with learning disabilities who attend special needs schools or educational institutions are often much more challenging as specific and well taught sex education is woefully lacking. Many leave these settings with little or no knowledge of safer sex, the need for consent, understanding of sexually transmitted disease, pregnancy or any understanding of what sex actually is.
Romantic or close relationships between pupils is often completely unacceptable in many of these settings and is often seen as unwanted challenging behaviour that needs careful management or is completely ignored which can then result in behaviours that become potentially abusive towards others. That’s for all people in these settings, now imagine adding an LGBTQ+ identity on top of that and the lack of knowledge suddenly becomes vast.
Terms like “gay,” “bisexual,” “transgender,” and “non-binary” can be difficult for some individuals with learning disabilities to understand and apply to their own identities, but not being taught them or being taught that these are negative has a huge impact on not just the people who have a LGBTQ+ identity but on others in the peer group who may then struggle to show respect to those who do.
Same sex attraction between pupils, even those above the age of consent, would be seen as a major safeguarding issue and be handled as such instead of being dealt with in a more appropriate and holistic way by engaging in work around consent, identity and inclusion.
Communication and Relationship Barriers
People with learning disabilities may struggle to communicate their sexual orientation, gender identity, or relationship needs, limiting their access to support and ability to form connections. Staff may not feel comfortable due to a lack of training and understanding to adequately address these issues.
Even when or if they do meet people, enjoying relationships can be difficult due to unsuitable living spaces, such as single beds in supported or residential housing and a lack of privacy, including rooms without locks or restrictions on inviting guests as well as living at home with parents for longer than their non disabled peer group. The other issue here is that people with disabilities may only be able to meet each other in and through provision settings as they have limited access to social settings and freedom or autonomy to meet and make connections elsewhere.
Visiting places to meet new people is also challenging, and reliance on others for transport due to independent travel difficulties further restricts social opportunities.
Research indicates a significant struggle for parents and staff to balance protection from abuse with enabling relationships, often leading to overprotection that can at times hinder relationship development and frank and open discussions about sexualities and sexual practice.
The ability or perceived ability to have the right to consent is also an issue.
Key Considerations here:
- We should always assume an individual has capacity to make these decisions unless proven otherwise.
- The right to make unwise decisions is inherent to having capacity, just like for anyone else.
- If an individual lacks capacity but shows interest or asks questions about sex it is our duty to investigate the reasons and context behind their questions. While approaching these issues sensitively and in an open and supportive manner.
Significant Outcomes of Difficulties
The results of the difficulties facing people who have both learning disabilities and LGBTQ+ identities is significant. It can lead to significant mental health issues, problems around seeking consent, discrimination in health care and social care, isolation and in some cases people being rejected by their families and friends. Additional issues around self identity and respect for self and others, shame, self hating, self harming behaviors and in extreme and shocking cases suicide.
A Multi-Faceted Approach
A multi-faceted approach is needed to address these issues, which includes:
- Providing accessible and inclusive sex education: This involves using clear language, visual aids, and adapting information to suit individual learning needs.
- Raising awareness about intersectionality: It’s crucial to educate service providers and the broader community about the unique challenges faced by LGBTQ+ individuals with learning disabilities.
- Developing inclusive support services: Creating safe and supportive environments in both learning disability and LGBTQ+ settings is essential.
- Promoting self-advocacy and empowerment: Supporting individuals to express their needs, make choices about their lives, and advocate for themselves is vital.
- Challenging stigma and discrimination: Addressing negative attitudes and behaviors through education and awareness campaigns is necessary.
Independence Project’s Role
At the Independence Project, we aim to provide a safe space for members to explore and discuss important issues. Our sex education sessions covered consent, respect, internet safety, image sharing, and safer sex, along with strategies for avoiding risky behaviours.
We foster a supportive environment for all members, especially those identifying as LGBTQ+, by demonstrating respect for all differences, including sexual orientation. We engage members in activities promoting respect, challenging prejudice, and encouraging collective responsibility to create an inclusive community. During our diversity months, we specifically addressed stereotypical views of gender and sexual orientation, and tackled prejudice in our group activities and sessions.
Society has come a long way in the last 30 years towards real equality and protections for LGBTQ+ people. But there is still some way to go before all prejudice and stereotyping comes to an end but we at IP are striving to make real change within our community.
Providing truly person-centred support means acknowledging the significance of emotions, relationships, and individual identity, ensuring everyone feels seen and heard.