Sexual Victimization Risk in Individuals with Autism Spectrum Disorder: Exploring the Role of Sex Education and School-Based Practices

Abstract

Individuals with Autism Spectrum Disorder (ASD) face a significantly increased risk of sexual victimization compared to the general population. Existing research attributes this disparity in part to inadequate or absent sex education, especially for students with disabilities. This study, driven by stakeholder concerns within the Indiana Interagency Autism Coordinating Council (IIACC), sought to examine whether students with ASD in Indiana are receiving sex education content equivalent to that of their general education peers. Using an online survey distributed through the HANDS in Autism® Interdisciplinary Training and Resource Center, 47 stakeholders—including caregivers, teachers, and school administrators—provided data on curriculum use, content delivery, and adaptation of materials for students with ASD. Results indicated that over half of the respondents reported no access to sex education for individuals with ASD. Among those who did, content was inconsistently adapted, often relying on limited or informal resources. Respondents emphasized the importance of educator training, inclusive curricula, and home-school collaboration. These findings underscore the urgent need to establish standardized, adapted sex education curricula and training for educators to reduce risk and promote autonomy and safety for individuals with ASD.