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<p>This study investigated Saudi Arabian special-education teachers’ attitudes and readiness to deliver sexual education to middle-school students with intellectual disabilities within a culturally conservative context. A cross-sectional survey was conducted with 370 special education teachers (51% male, 49% female) from government middle schools in Riyadh and Jeddah. Participants were mid-career professionals with Bachelor’s degrees or higher in Special Education who taught students with intellectual disabilities aged 13–17 years. Data were collected using a structured, expert-reviewed questionnaire measuring attitudes, subjective norms, perceived behavioral control, self-efficacy, and outcome expectations. Teachers held generally positive attitudes toward sexual education (average score approximately 4.0 out of 5), but reported neutral subjective norms (approximately 3.0) and low perceived behavioral control (approximately 2.8). Statistical analysis revealed that attitudes, subjective norms, and perceived behavioral control together predicted 45% of teachers’ intention to implement sexual education programs, with all three factors showing significant positive relationships. Further analysis demonstrated that self-efficacy and outcome expectations served as important pathways through which perceived social support influenced teachers’ readiness to teach sexual education. These findings suggest that enhancing teacher confidence and fostering positive outcome beliefs, alongside clarifying supportive social norms, will be critical to translating favorable attitudes into practice. For successful implementation in Saudi Arabia’s culturally conservative context, professional development programs should focus on building teachers’ skills and confidence while engaging school leadership and parents to create a supportive environment for sexual education instruction.</p>

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Teachers’ Attitudes Toward Sexual Education for Students with Intellectual Disabilities

  • 期刊论文

  • 发表日期：

    2025年12月23日

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  • Abdullah Aljudaya

摘要

This study investigated Saudi Arabian special-education teachers’ attitudes and readiness to deliver sexual education to middle-school students with intellectual disabilities within a culturally conservative context. A cross-sectional survey was conducted with 370 special education teachers (51% male, 49% female) from government middle schools in Riyadh and Jeddah. Participants were mid-career professionals with Bachelor’s degrees or higher in Special Education who taught students with intellectual disabilities aged 13–17 years. Data were collected using a structured, expert-reviewed questionnaire measuring attitudes, subjective norms, perceived behavioral control, self-efficacy, and outcome expectations. Teachers held generally positive attitudes toward sexual education (average score approximately 4.0 out of 5), but reported neutral subjective norms (approximately 3.0) and low perceived behavioral control (approximately 2.8). Statistical analysis revealed that attitudes, subjective norms, and perceived behavioral control together predicted 45% of teachers’ intention to implement sexual education programs, with all three factors showing significant positive relationships. Further analysis demonstrated that self-efficacy and outcome expectations served as important pathways through which perceived social support influenced teachers’ readiness to teach sexual education. These findings suggest that enhancing teacher confidence and fostering positive outcome beliefs, alongside clarifying supportive social norms, will be critical to translating favorable attitudes into practice. For successful implementation in Saudi Arabia’s culturally conservative context, professional development programs should focus on building teachers’ skills and confidence while engaging school leadership and parents to create a supportive environment for sexual education instruction.