Perspectives of Families and Teachers on Sex Education for Students with Autism Spectrum Disorder in Saudi Arabia

Abstract

Sex education for students with autism spectrum disorder in Saudi Arabia remains limited and underdeveloped, raising concerns related to safety, body awareness, and healthy personal development during the school years. This qualitative study employed semi-structured interviews with four teachers and three family members and was analyzed using thematic analysis. Participants discussed school-aged autistic children educated in mainstream inclusive settings alongside peers with diverse learning profiles. All students referenced were verbally communicative, and some were reported to have co-occurring developmental or behavioral conditions. The findings revealed key challenges, including heightened vulnerability to harassment, limited understanding of bodily boundaries, and difficulties related to personal hygiene and privacy. Participants also identified substantial gaps in existing curricula, inconsistent teacher preparation, and limited access to guidance for families, resulting in fragmented approaches to sex education. The findings highlight the urgent need for culturally responsive, developmentally appropriate sex education curricula, targeted professional development for teachers and families, and strengthened collaboration between home and school. Such efforts are essential to promote safety, well-being, and protection for autistic students within the Saudi educational context.

1. Introduction

Saudi Arabia’s Vision 2030 aims to position the Kingdom as a global leader in key sectors, including disability services [1]. The initiative focuses on creating ample employment opportunities, promoting education that fosters independence, and encouraging societal integration. To effectively support individuals with disabilities, it is essential to understand their unique needs and challenges [2]. This strategy emphasizes the importance of providing appropriate facilities and tools to support individuals with disabilities in achieving their goals.

Autism Spectrum Disorder is a neurodevelopmental condition characterized by a wide range of developmental profiles, strengths, and support needs that vary across individuals and across the lifespan [3]. Autistic individuals exhibit diverse patterns of social communication, interaction, sensory processing, and self-regulation, reflecting natural neurodevelopmental differences rather than deficits. These differences interact with environmental expectations and social contexts, shaping unique learning experiences and support needs for each individual. While autistic individuals may require varying levels of support in certain areas, their physical development typically follows patterns similar to those of their neurotypical peers.

Adolescence is a crucial developmental period characterized by significant physical, emotional, and social changes, which necessitates appropriate guidance, educational support, and responsiveness to adolescents’ developmental needs to promote healthy growth and well-being [4]. Research suggests that autistic adolescents experience sexual development and curiosity in ways that are broadly comparable to their non-autistic peers; however, differences in social communication and limited access to developmentally appropriate sex education may influence how this development is expressed and understood, particularly in relation to boundaries, communication, and personal safety [5]. Rather than attributing sexual behaviors to inherent characteristics of autism, recent systematic reviews emphasize that challenges related to sexual knowledge, safety, and appropriate expression among autistic individuals are strongly shaped by limited access to tailored sex education, societal taboos, and insufficient support systems [6]. Difficulties in communication and understanding social norms—when not addressed through structured and developmentally appropriate education—may contribute to confusion around privacy and boundaries. These findings highlight the importance of preventive, educational approaches that prioritize safety, dignity, and informed understanding rather than pathologizing behavior.

People with autism spectrum disorder face various challenges across the lifespan. Addressing these challenges requires a comprehensive approach that includes education, increased societal awareness, and the provision of effective support systems. Raising societal awareness is essential to motivate policymakers and educators to prioritize protective strategies. A major concern is the heightened risk of sexual abuse among individuals with autism spectrum disorder, as offenders may exploit communication difficulties and challenges in understanding social norms and concepts related to consent and safety. Researchers worldwide have highlighted the limited availability of structured educational strategies designed to support autistic individuals in understanding safety, boundaries, and protection from abuse. Addressing this gap is critical, as autistic individuals may be particularly vulnerable and, in some contexts, may remain silent due to cultural taboos and social stigma. Previous studies [7,8,9] indicate that many sexual education–related needs of autistic individuals remain insufficiently addressed. When sexual development and education are overlooked, misunderstandings and inappropriate behaviors may emerge, underscoring the need for proactive, structured educational interventions.

Accordingly, this study aims to explore the perspectives of families and teachers regarding sex education for students with autism spectrum disorder in Saudi Arabia, with a focus on perceived challenges, existing practices, and recommendations for culturally responsive and developmentally appropriate educational approaches that promote safety, well-being, and collaboration between home and school.

2. Literature Review

Various researchers have examined the sexual development and education of students with autism spectrum disorder. Notably, Ismiarti et al. [10] explored how teachers and parents provide sex education to adolescents with autism spectrum disorder, emphasizing the critical role of primary caregivers—families and teachers who spend substantial time with autistic students—in supporting their understanding of sensitive topics such as sexuality. Similarly, Kenny et al. [11] investigated how parents of children aged 3 to 18 with autism spectrum disorder approach discussions related to sexual development and concerns such as sexual abuse. Their findings highlighted parents’ heightened concerns regarding their children’s vulnerability and the need for additional guidance and structured support. While sex education is often a sensitive topic for many families, it presents particular challenges for families of autistic children. Evidence from Ismiarti et al. [10] suggests that although parents actively attempt to provide appropriate sexual information, many struggle to identify effective and developmentally appropriate teaching strategies [12]. Collectively, this literature underscores parental concern while pointing to the need for clearer guidance and support mechanisms.

Almaliki and Alzari [13] examined teachers’ perceptions of puberty-related sexual behaviors among students with autism spectrum disorder, noting that these students may encounter distinct challenges during adolescence that educators often perceive as specific to this population. Addressing such challenges requires specialized training and access to appropriate resources, which are frequently insufficient within educational settings [14]. Building on this work, the present study incorporates perspectives from both teachers and families, offering a more comprehensive understanding of sexuality-related issues among autistic adolescents during puberty. Unlike prior research that focused primarily on educators’ viewpoints, this study integrates family perspectives to provide a more balanced and contextually grounded account.

Batta [15] sought to validate earlier findings by examining the impact of a family counseling program on reducing sexuality-related challenges among adolescents with autism spectrum disorder. Adopting a holistic approach, the study demonstrated that family-based interventions can effectively support the development of coping strategies related to sexual concerns. The findings emphasized the central role of family involvement in supporting sexual development and highlighted the importance of including family members in sex education initiatives, particularly in relation to awareness, orientation, and anticipated challenges. While the present study shares a focus on family perspectives with Batta’s study [15], it extends this work by also incorporating teachers’ viewpoints and differs methodologically, as Batta [15] employed a semi-experimental design, whereas the current study adopts a qualitative approach.

Beyond the management of observable sexual behaviors, existing literature increasingly emphasizes the heightened vulnerability of autistic individuals to sexual exploitation and inappropriate experiences, particularly in the absence of structured and developmentally appropriate sex education [16]. Differences in communication, interpretation of social cues, and understanding of personal boundaries—when combined with limited educational opportunities—may increase risk and reduce opportunities for self-protection. Consequently, scholars have highlighted the urgent need for preventive, educational, and rights-based approaches to sex education that prioritize safety, well-being, and empowerment within both school and family contexts [17,18].

Within the Saudi educational context, sex education for non-autistic students remains limited and is typically embedded implicitly within broader moral, religious, or health-related instruction rather than delivered as a structured curriculum [19]. Discussions related to sexuality are often shaped by cultural norms emphasizing modesty, privacy, and family responsibility. Against this backdrop, the absence of formalized sex education frameworks poses additional challenges for autistic students, whose learning profiles frequently require explicit, structured, and developmentally tailored instruction to support body awareness, personal safety, and autonomy [20,21].

3. Methods

3.1. Sample

This study employed a qualitative method to explore perspectives on sex education for students with autism spectrum disorder in Saudi Arabia, focusing on the views of families and teachers. Participants were selected based on their direct experience and ability to provide informed insights. The sample included three family members of individuals with autism spectrum disorder and four teachers who work with these students. Teachers reported varying levels of experience (2–5 years), allowing for a range of perspectives from both less experienced and more experienced professionals.

Participants were recruited using purposive sampling to include individuals with direct and relevant experience related to sex education for autistic students. Family participants were approached through special education centers and informal parent networks, while teacher participants were recruited from mainstream inclusive schools in which autistic students were enrolled. Inclusion criteria required at least one year of direct experience caring for or teaching school-aged autistic students. Participation was voluntary, and all eligible individuals who agreed to participate were included.

The students discussed by both teacher and family participants were school-aged children and adolescents enrolled in mainstream educational settings alongside peers with diverse learning profiles, including autistic students. According to participants, all students were verbally communicative, with some variability in expressive and receptive language abilities. Family participants reported that some students presented co-occurring developmental or behavioral conditions to varying degrees. Teacher participants worked in general education classrooms within inclusive school environments and had direct, daily instructional contact with autistic students. Teachers’ ages ranged from 25 to 35 years. These contextual details support interpretation of transferability by clarifying the educational and developmental settings in which perspectives on sex education were formed.

3.2. Instruments

Semi-structured interviews were the primary method of data collection. This approach provided flexibility, allowing participants to elaborate on their experiences while enabling the researchers to explore key topics in depth. The interview guide comprised two parts. The first collected demographic information (e.g., years of experience and educational background) to support contextual interpretation of findings. The second addressed sex education for individuals with autism spectrum disorder, informed by the literature review. As interviews progressed, follow-up questions were added to identify whether students had co-occurring needs, supporting a more comprehensive participant-informed description.

The interview guide included open-ended questions addressing participants’ perceptions of sex education for autistic students; perceived challenges related to safety, boundaries, and personal hygiene; existing practices within schools and families; and recommendations for improving curriculum content, teacher preparation, and family–school collaboration. Follow-up probes were used to encourage clarification and elaboration when needed.

3.3. Procedure

After finalizing the study design, participants were invited and informed about the research objectives. Informed consent was obtained, emphasizing voluntary participation. All interviews were audio-recorded with participants’ permission to support accurate data capture, and confidentiality procedures were explained to encourage open responses.

Data were analyzed using MAXQDA 2024 (VERBI Software, Berlin, Germany).to support systematic organization, coding, and text analysis. A six-stage thematic analysis was conducted to identify and refine themes in alignment with the research aims. Visual outputs within the software (e.g., thematic maps) were used during analysis to support organization and clarity of thematic relationships.

Analysis was conducted collaboratively by three researchers with backgrounds in special education and qualitative inquiry. All three researchers independently reviewed and coded the interview transcripts using an inductive thematic analysis approach. Initial codes were compared through iterative analytic meetings, during which discrepancies were discussed and resolved and themes were refined through consensus.

To support reflexivity and minimize potential bias, the researchers engaged in ongoing reflective discussions throughout the analytic process to examine assumptions and interpretations in relation to the data. Given the sensitivity of the topic, formal member checking was not undertaken; however, trustworthiness was strengthened through repeated engagement with the data, peer debriefing during theme development, and transparent documentation of analytic decisions.

3.4. Disability Language/Terminology Positionality Statement

In this manuscript, we consistently use person-first language (e.g., students with autism spectrum disorder) to emphasize the individual rather than the diagnosis and to uphold respect, dignity, and humanity. While both person-first and identity-first language are recognized within disability scholarship, we adopt person-first language in alignment with international clinical, educational, and diagnostic frameworks in which autism spectrum disorder remains the formally recognized term.

In accordance with the journal’s Disability Language Guidelines, acronyms are avoided when referring to people, and terminology is articulated in full throughout the manuscript. This approach reflects sensitivity to cultural, educational, and disciplinary contexts within Saudi Arabia while remaining consistent with internationally established scholarly standards.

4. Results and Discussion

This section presents the qualitative findings derived from the thematic analysis of interviews with families and teachers. The results are organized into key themes that reflect participants’ perspectives on sex education for students with autism spectrum disorder. To enhance clarity and provide an overview of the findings, a summary table of the main themes is presented below, followed by a detailed narrative description supported by participant quotations.

As shown in

Table 1. Overview of Themes and Descriptions.

Theme	Description
Harassment	Participants’ perceptions of vulnerability to sexual harassment and the need for protective education and early intervention.
Personal Hygiene	Challenges related to sensory processing, self-care, and privacy that affect students’ independence and well-being.
Enhancing Body Awareness	Strategies used by families and teachers to support understanding of body parts, boundaries, and gender differences.
Curriculum-Related Challenges	Gaps in formal curricula and the absence of structured sex education content for students with autism spectrum disorder.
Teacher-Related Challenges	Barriers related to insufficient training, unclear guidelines, and reliance on personal effort.
Family-Related Challenges	Parental concerns, overprotection, and limited access to evidence-based guidance.
Suggestions for Enhancement	Participant recommendations for curriculum development, training programs, and family–school collaboration.

, the identified themes capture multiple dimensions of participants’ experiences and concerns. Each theme is elaborated in detail in the following sections.

4.1. Harassment

Concerns about harassment were prominent among teachers, who reported that individuals with autism spectrum disorder may be more vulnerable to such experiences. They viewed harassment as a major concern in sex education for students with autism spectrum disorder, noting that limited verbal skills may prevent some students from identifying harassers and may increase susceptibility to exploitation. As participant t-A.M. noted, “Of course, the most vulnerable group to sexual exploitation is people with disabilities or people with disorders.” This reflects teachers’ recognition of the need for sex education for students with autism spectrum disorder. Teachers also stressed the importance of strengthening students’ language skills to support reporting and help-seeking. This aligns with findings reported by Bush [17], indicating that many individuals with autism spectrum disorder experience sexual harassment and abuse, often without access to specialized sex education that supports awareness and self-protection. Participant t-R.M. added, “Because of difficulties in effectively communicating experiences of discomfort or pain…” Participants emphasized that strengthening language and communication skills plays a foundational role in sex education, as it enables students with autism spectrum disorder to express discomfort, report inappropriate experiences, and seek help when needed.

Teachers identified three main issues related to harassment based on their classroom experiences. The first relates to challenges in certain aspects of self-awareness, which some students with autism spectrum disorder may experience, particularly in understanding social expectations and personal boundaries. Teachers noted that some students may struggle with self-understanding and identity-related questions, such as uncertainty about gender or whether certain behaviors are appropriate. These challenges in self-perception may increase vulnerability to harassment in some situations. Teacher t-R.M. explained, “What they encounter in understanding themselves is that you help them in understanding themselves and knowing their identity, based on which they can adapt to the society around them.” Teachers also described how delayed development of self-awareness may increase the risk of sexual harassment. Children may need guidance to recognize that behaviors acceptable at one age may not be appropriate as they grow older and social expectations change; for example, hugging a young child may be considered typical, but the same behavior may be inappropriate as the child matures. Because some individuals with autism spectrum disorder may experience challenges in certain aspects of self-awareness, families and teachers play a crucial, collaborative role in supporting the development of socially appropriate and context-sensitive behaviors. Teacher a-R.M. observed, “They had some behaviors resulting from and reinforced since childhood, such as sitting, cuddling, and similar actions.” Educating students with autism spectrum disorder about age-appropriate behavior during adolescence was described as important alongside sex education. Early sex education is also important for students’ development and safety. Abdalhalim [18] emphasized the importance of sex education for children’s psychological safety and for preventing sexual problems. Barnett and Tyndale [19] highlighted the critical role of sex education for individuals with autism spectrum disorder.

Many educators emphasized the importance of starting sex education early. Teacher t-R.M. stated, “Beginning with basic knowledge, early intervention, and ongoing education helps develop language skills, including understanding body parts.” Accordingly, early sex education was described as essential, and efforts were viewed as most effective when they involve both students and their families. Participants also indicated that limited family involvement may increase risk, noting that families play a central role in protecting children from abuse. When families are unaware of what occurs at home or school, do not coordinate with teachers regarding sex education, or do not monitor media use, children may become more vulnerable. Limited awareness due to competing demands or lack of information may contribute to fear, sadness, and psychological distress. Kashik [20] supported this point, emphasizing the importance of collaboration between families and schools to promote appropriate sexual understanding and early education. Participants noted that reluctance to discuss sexuality may reflect a perception of sex education as taboo. However, attitudes may be changing; Alutaiwi and Altarawneh [21] reported positive trends in teaching sex education to children and found that teachers of children with autism spectrum disorder support sex education and value providing accurate terminology and information. Mackenzie [22] also highlights the importance of early sex education for individuals with autism spectrum disorder, noting that they are less likely to receive such education than their non-autism spectrum disorder peers. Participants described family influence as significant but sometimes challenging. One teacher, t-U.M., remarked, “Unfortunately, some families do not have credibility in discussing behaviors or in helping to resolve them.”

Teachers reported that physical signs of sexual abuse may be overlooked in school settings because marks can be concealed by clothing. Parents, however, may be more likely to notice concerning marks at home, such as when children are wearing shorts, during bathroom routines, or when bruises or swelling appear in sensitive areas. Teacher A.M.S. stated, “These signs indicate a student has experienced sexual harassment. The initial signs were swelling and bruises in the area.” Participants suggested that families should be attentive to potential indicators, such as attempts to remove clothing, which may signal distress and a need for reassurance and support. Teacher t-R.M. noted, “He tries to take off his clothes more often than usual.” In some cases, participants described physical signs that raised concerns about possible exposure to harm; however, these indicators should be interpreted cautiously. Previous research suggests that physical marks may arise from multiple sources, including self-injury, accidents, or distress-related behaviors, and should not be attributed solely to sexual harassment without corroborating evidence [23,24]. Gibbs et al. [23] found that children with autism spectrum disorder who experience sexual abuse may display violent behaviors; however, it is important to distinguish between general behavioral dysregulation and bruising associated with sexual assault. The study emphasizes that identifying the cause of these signs is difficult unless the child can communicate clearly, confirms experiences of sexual violence, or evidence is available (e.g., videos), particularly because some children with autism spectrum disorder may engage in self-injury.

Teachers also described psychological factors that may be reflected in students’ behaviors. Teachers noted that some students may appear unaware of contextual expectations in certain situations. Teacher t-U.M. discussed a student’s sexual concerns, explaining that the student engaged in public sexual acts that were initially interpreted as stemming from a physical problem. However, teacher t-R.M. clarified that the student was imitating behaviors observed in classmates or teachers. The study suggests that difficulty recognizing the social context of particular behaviors may, in some cases, be associated with psychological distress following adverse experiences, which may lead families to reduce social participation [24]. Previous research suggests that some individuals with autism spectrum disorder who experience sexual abuse may adopt coping responses such as behavioral imitation, withdrawal, or the emergence of new behaviors as a way of processing distress or confusion. These responses should be interpreted within the broader psychological and contextual experiences of the child rather than viewed in isolation. For instance, a teacher t-A.M. stated, “The father was so embarrassed that he could not take his son to gatherings and events.” Difficulties in understanding social expectations in public settings may contribute to reduced social participation for some children with autism spectrum disorder, potentially limiting opportunities for communication and social interaction. Additionally, limited access to sex education may contribute to increased introversion and social withdrawal in some individuals with autism spectrum disorder.

Research also indicates links between physical health problems and psychological distress. One psychological impact of sexual harassment may be the development of fears that can be unfamiliar and distressing for children with autism spectrum disorder who have experienced such abuse. Participants noted that these fears may emerge unexpectedly, which can surprise parents and teachers. Teacher t-M.S. remarked, “The student shows fear. If you try to approach him, for example, when he enters the bathroom, he withdraws, and when you attempt to help with urination, he becomes scared and cries.” Such fears may stem from traumatic experiences and may reduce confidence even around familiar people. These findings align with Carbajal and Praetorius [25], who reported that sexually abused individuals with autism spectrum disorder may develop psychological difficulties that influence behavior, sometimes including aggression. This research underscores the need for further studies examining how sexual abuse affects individuals with autism spectrum disorder and identifying effective support and intervention options.

During interviews, participants discussed strategies to prevent harassment. Verbal guidance was described as important for protecting children, particularly given the heightened risks described for students with autism spectrum disorder. Participants emphasized that consistent, targeted verbal instruction can support learning and safety. Teacher (a-M.S.) shared her approach: “Say ‘salaam/peace,’ shake hands, maintain distance, hold your friend, and avoid touching certain people. These daily instructions have benefited students and their families.” Participants described these statements as practical prevention tools. Another strategy involved using tangible materials (e.g., models) to teach safety routines. For example, teachers used models to demonstrate body parts and explain which areas should remain covered or not be touched. Teacher (a-K.H.) commented, “Using models makes the information more accessible, especially since special education students need visual and auditory explanations to understand fully.” Accordingly, participants described prevention as most effective when verbal instruction is combined with practical, visual methods. Autism Speaks [26] emphasizes the importance of sex education for individuals with autism spectrum disorder, noting that they may be less likely to learn about sexual assault from peers or media. They may therefore need explicit teaching to recognize appropriate and inappropriate behavior, understand different types of relationships, and establish healthy boundaries. Autism Speaks [26] also emphasizes teaching basic safety skills, such as locking bathroom doors and respecting privacy during bathroom use.

4.2. Personal Hygiene

Difficulties related to personal hygiene were closely linked to broader aspects of sex education, particularly those concerning body awareness, privacy, and autonomy. Participants viewed hygiene practices not only as daily living skills but also as foundational components of understanding personal boundaries, appropriate exposure of the body, and respect for privacy, which are key elements of comprehensive sex education.

Many respondents viewed personal hygiene as involving perceptual and sensory elements. Teachers emphasized its relevance to sex education because it supports well-being for students, teachers, and families. Participants noted that students who maintain good hygiene may be more independent and better able to protect their privacy than students who rely on others and may view exposing private parts as typical. Participants also suggested that students who struggle with personal hygiene or cannot use the restroom independently may risk reduced school participation, which can limit learning and skill development. Participants described personal hygiene as involving two key aspects: perceptual awareness and sensory processing. They described good hygiene as reflecting increased self-awareness and development of essential daily living skills. As one teacher (t-M.S.) mentioned, “The sooner she realizes it, the sooner she becomes her own salvation; she never needs me.” Still, participants emphasized that self-awareness supports the development of hygiene skills.

Participants noted that students with autism spectrum disorder may experience sensory sensitivities that make hygiene tasks challenging. They also suggested that cognitive and sensory factors may interact in ways that increase dependence on caregivers and may contribute to embarrassment or misunderstandings, including behaviors being misinterpreted by others. Therefore, targeted training addressing sensory and hygiene challenges may be necessary for students with autism spectrum disorder. Supporting this, teacher t-R.M. shared, “One of my students is still wearing diapers because of sensory issues linked to low perception, which limits his independence.” This highlights participant observations regarding perception and sensory processing. Autism Speaks [26] emphasizes the importance of teaching individuals with autism spectrum disorder about personal care, understanding their bodies and private parts, and identifying trusted helpers for hygiene-related support.

Participants also indicated that awareness alone may not ensure successful hygiene routines. Some individuals with autism spectrum disorder may experience sensory aversions to water, razors, scissors, loofahs, or scented soaps, which can make bathing and grooming difficult. One mother (Mother-A) noted, “Look, he is using the bathroom and is completely self-reliant, whether for urine or feces, but we struggle with bathing because he does not like to rub his body with a loofah.” Another mother (Mother-R) mentioned, “I feel that she does not want water on her face.” Participants explained that sensory challenges may increase reliance on families and teachers for hygiene routines. Data from this study suggest that hygiene-related practices can serve as entry points for discussing privacy and body-related concepts within sex education, supporting findings reported by Njopa-Kaba [27], which indicated that these students generally hold positive views and attitudes toward sex education. This may encourage teachers and families to continue providing such education.

4.3. Enhancing Body Awareness

The study explored different methods for teaching body parts to individuals with autism spectrum disorder, including several distinctive techniques. The most commonly used approach was simulation. Both simulation and imitation were described as effective, as children often learn by observing and copying others, which can also support parental guidance. One participant, M.A., shared, “I taught him because he has two older daughters and a younger one, with two sons in the middle.”

However, several barriers were reported to hinder teaching children with autism spectrum disorder, particularly cognitive challenges that may affect understanding and family involvement. This challenge is significant in autism spectrum disorder care, as teachers and families may struggle when learning and instruction require sustained attention and consistent engagement. One mother, M.W., explained, “My daughter has cognitive impairment and engages in stereotypical movements. It occupies all her thinking. I can tell you, she’s somewhat unteachable.” Limited perception may cause some families to lose confidence in education, which can contribute to overprotection and the assumption that children are unable to manage daily tasks. This perception may be unhelpful; ongoing support from specialists was described as essential. Families’ reduced confidence may also be influenced by concerns related to their child’s cognitive profile and support needs. Another informed mother, M.A., said, “Some mothers understand that it’s a spectrum with a unified meaning. Does he not understand or perceive what I say? No, you’re mistaken—you’re dealing with a child who is understanding and aware.” Therefore, supporting families in recognizing their children’s strengths and learning potential is important. These findings align with Kenny et al. [11], which highlighted gaps in family awareness regarding the capabilities of children with autism spectrum disorder.

Many families mentioned that their children were not yet ready to discuss sex education. Families were described as playing a vital role in shaping children’s understanding, particularly during early childhood, when learning occurs primarily within the home environment. This stage was viewed as crucial for providing accurate information and helping children understand how to apply what they learn in everyday contexts. Participants reported that they began discussing private parts with their children early. They also described separating sleeping arrangements for boys and girls and explaining physical differences between genders. One participant, t-M.A., said, “From the age of three, girls slept in one room and boys in another. They need to learn this.” Mothers emphasized promoting self-awareness, independence, respect for privacy, and boundary-setting.

4.4. Curriculum-Related Challenges

Many interviewees emphasized that current school and university curricula do not sufficiently address comprehensive sex education, which they viewed as important for achieving the goals set by the Ministry of Education. Although the Ministry updates curricula regularly to maintain relevance, many teachers working with students with autism spectrum disorder still perceived the curriculum as insufficient, particularly in relation to fostering independence. Participants suggested that incorporating sex education could support students’ self-reliance and contribute to prevention efforts related to harassment. Accordingly, they argued that policy review may be needed to better support students, families, and society. Teachers also noted that sex education is largely absent from the broader curriculum. As teacher t-U.M. stated, “Whatever the approved curriculum or program, strategies are personal efforts.” Overall, participants indicated that curricula should address students’ daily lives more comprehensively and without bias.

As teacher t-M.S. mentioned, “My main priority is to have a trusted, accredited resource for Arabic, rather than relying only on personal effort.” He noted that sex education is not included in the general curriculum, a gap that participants reported extends to higher education levels as well. When asked how they would respond if university curricula included sex education, teachers with bachelor’s and master’s degrees reflected on their preparation. Teacher t-M.S. expressed frustration, stating, “Most of our knowledge comes from self-education. Unfortunately, current materials and courses at both levels omit these topics because they focus on environmental protection.” Teacher t-U.M. added, “Regarding guidance, we haven’t directly benefited from approaches to manage these behaviors.” Participants indicated that sex education remains absent at multiple educational levels, consistent with findings reported by Taylor and Abernathy [28], which reported that sex education courses for individuals with special needs are limited due to societal restrictions and family-related constraints regarding sexuality education in schools.

4.5. Teacher-Related Challenges

Participants reported that challenges extend beyond curriculum content. Some difficulties were attributed to limited guidance for teachers, who may find it difficult to teach sex education in the absence of clear guidelines, although they may attempt to develop alternative methods. When asked about strategies for teaching students with autism spectrum disorder, teacher t-M.S. said, “It is true that we need programs, booklets, videos, clips, pictures, and other materials suitable for people with autism spectrum disorder.” While resources were viewed as helpful, participants emphasized that a central challenge involves clarifying teachers’ roles and responsibilities in creating meaningful learning experiences. In the current digital age, if content is not included in the curriculum, it may be accessed elsewhere, but teachers may still lack structured guidance on how to teach it appropriately. Teacher t-K.H. believed that sex education should start in middle school, describing it as a sensitive period. This view may lead some educators to delay related instruction in elementary school, which could affect students’ preparedness later. One mother (m-R) identified the topic as important and suggested that limited emphasis within the curriculum and insufficient professional training may influence teachers’ engagement. Some teachers described actively seeking ways to teach sex education to students with autism spectrum disorder but noted potential difficulties if available programs are not adapted to the local context.

Multiple studies indicate limited strong evidence for the effectiveness of sex education. This aligns with findings reported by Taylor and Abernathy [28], which suggest that inadequate sex education in schools may be linked to shortages of teachers with appropriate skills and knowledge. Consequently, parents may experience fear, anxiety, and stress regarding their ability to provide accurate and reliable sexual information to their children.

4.6. Family-Related Challenges

Families of children with autism spectrum disorder face many challenges in meeting their children’s needs and often describe pressure to provide appropriate support and guidance. Family members were described as crucial in teaching academic and behavioral skills, particularly when education is informed by scientific evidence. However, some family members may find topics such as sex education difficult due to limited knowledge, interest, time, or energy.

For example, one mother (m-W) shared, “I am not free to attend courses because I can sleep continuously when I am at the center. If my situation improves, I will definitely benefit from them.” Another challenge described was overprotectiveness, whereby family members feel compelled to meet all of their child’s needs and maintain comfort, which may contribute to increased dependency. One mother (m-R) noted, “To be honest, those who interacted with her said that she was spoiled. You spoiled her with extras and fulfilled her requests, which made no difference.” Participants suggested that overprotective patterns may unintentionally limit opportunities for learning and discussion related to sex education at home and in school.

Chamidah and Jannah [29] indicates that families recognize the importance of sex education for children with autism spectrum disorder as they approach adolescence to prevent future problems. However, many families report limited access to information about effective teaching strategies. Likewise, Ismiarti et al. [10] found that parents may struggle to explain concepts related to sexual development, related issues, and self-protection due to limited familiarity with appropriate sex education practices.

4.7. Suggestions for Enhancing Sex Education

Based on the data, participants proposed several suggestions to support teachers and families in providing effective sex education for individuals with autism spectrum disorder.

Teachers recommended standardizing the curriculum by defining specific concepts and adapting them to Saudi culture and the local environment. Participants suggested that standardization could reduce overlap, clarify goals for sex education, and minimize personal biases and misinformation. One teacher (t-A.M.) mentioned, “Unfortunately, there is nothing codified by the Ministry of Education to teach it like the subject of the American Board in Applied Behavior Analysis.” Another teacher (t-K.H.) emphasized the importance of standardization and advocated for “the formulation of the concept of sex education and communication for those interested in special education.” Participants suggested that establishing standards could improve sex education outcomes. This is consistent with Sevlever et al. [30], which highlighted the absence of clearly defined methods or protocols for delivering sex education to individuals with autism spectrum disorder, as well as the limited availability of assessment frameworks for identifying children and adolescents who may be at risk of sexual abuse. The authors highlighted two main points: first, that children with autism spectrum disorder may be vulnerable to sexual abuse and may experience difficulty recognizing it; second, that they may be unable to describe or report abuse accurately if it occurs. Therefore, participants emphasized the need to develop strategies for identifying potential abuse and teaching children how to respond.

In addition to seeking expert support to develop standardized sex education curricula and unify relevant concepts, participants recommended focusing on practical application. They emphasized that theoretical knowledge alone may not be sufficient and suggested involving practitioners (e.g., teachers and specialists) in curriculum development and educational planning. Their practical experience may provide valuable insights for tailoring plans for individuals with autism spectrum disorder and aligning them with educational goals. Teacher t-R.M. noted, “Any program developed for individuals with autism spectrum disorder must have practitioners in the field as part of its founding team so they can direct the programs to the appropriate destination for them.” This reflects teachers’ interest in practical implementation of sex education for students with autism spectrum disorder.

Many interviewees emphasized the need for training programs for teachers and families, along with ongoing guidance across relevant topics, to promote a supportive educational environment. Participants described special education training, particularly training specific to sex education for students with autism spectrum disorder, as important due to the sensitivity of the topic and the need for evidence-based methods. They suggested that well-designed courses with scientifically supported content could more effectively support students with autism spectrum disorder. One participant reported attending sex education training outside Saudi Arabia to better support her son and learn strategies. Interviews also suggested a gap in specialized sex education training. Teacher t-U.M. stated, “In special education, our courses are often based on individual judgments from various parties.” Families expressed strong interest in training on current sex education approaches, with one mother (m-R) saying, “Unfortunately, I have not had any courses offered to me so far in the short term.” Therefore, participants recommended that authorities working with individuals with autism spectrum disorder prioritize training programs, consistent Kenny et al. [11], which recommended sex education training for families of students with autism spectrum disorder.

Participants also referenced the training program proposed by Batta [15], which was reported to help adolescents with autism spectrum disorder develop coping skills related to sexual concerns. Several years earlier, Aldeeb [31] examined families’ perceptions of their awareness of their children’s feelings, emotional and sexual desires, and understanding of sexual maturity. The study also assessed families’ knowledge of educational, social, and health aspects of sexuality, as well as their confidence in discussing these topics. Additionally, it examined families’ willingness to provide sex education to prevent sexual abuse. Overall, families generally supported sex education and emphasized its importance in informing and protecting children, particularly children with special needs. The findings suggest that family-led sex education may play an important role in children’s overall development.

Families were described as playing a vital role in teaching children with autism spectrum disorder about sex education because they can closely observe behaviors and daily routines. Participants emphasized the importance of supervising television and phone content to prevent exposure to inappropriate material. One mother (m-A) said, “Supervision is necessary. First, set content filters and age limits, then review what they watch using another program.” Another participant (m-W) shared her approach: “I installed a program that blocks inappropriate videos, and I often supervise what they watch.”

Some participants expressed support for open communication about sex education, arguing that families should feel empowered to discuss these topics honestly and openly. This can create a safe space for children to ask questions and share their feelings. One mother (m-A) said, “For me, it is normal to ask sometimes, and teachers help with the solution.” Another mother (m-W) shared a similar view, saying, “It is not normal for everyone to fall short,” reflecting her comfort in seeking guidance and her access to experts who can support families in understanding sex education. These insights align with Alharasis [32], which highlighted the importance of direct communication with children and raising awareness to prevent sexual abuse.

The findings of this study align with and extend international research emphasizing the importance of developmentally appropriate and culturally responsive sex education for students with autism spectrum disorder [11,28]. Consistent with prior studies, the themes identified—particularly vulnerability to harassment, limited access to structured curricula, and insufficient professional preparation—reflect systemic gaps documented across diverse educational contexts [11,28]. However, this study contributes a culturally grounded perspective by illustrating how these challenges are shaped within the Saudi educational and sociocultural context, where discussions of sexuality may remain sensitive and constrained.

Importantly, the findings underscore the need for curriculum frameworks that move beyond risk prevention alone and also support body awareness, personal safety, and autonomy in ways that respect cultural values while addressing students’ developmental needs. From a practical standpoint, the results highlight the necessity of targeted teacher training programs that equip educators with evidence-based strategies for addressing sex education within inclusive classrooms. Equally, the study emphasizes the role of families as key partners in reinforcing learning and promoting consistency between home and school. Strengthening home–school collaboration through shared guidance, culturally appropriate resources, and open communication may enhance both student safety and educational outcomes. Together, these implications point to the importance of coordinated, multi-level efforts to improve sex education provision for students with autism spectrum disorder within culturally diverse settings.

5. Conclusions

Sex education has traditionally been a sensitive and often debated topic, particularly for students with autism spectrum disorder. Teachers and parents frequently face challenges when addressing sex education, including issues such as sexual harassment, atypical sexual behaviors, or accidental exposure of private parts. As a result, providing comprehensive sex education to students with autism spectrum disorder at an early stage is increasingly regarded as essential rather than optional. This need is driven not only by these challenges but also by the importance of preventing future misunderstandings and harm. Growing evidence underscores the benefits of early education and highlights its critical role in reducing sexual difficulties later in life.

Within the Saudi educational and social context, discussions surrounding sexuality remain highly sensitive and are strongly shaped by cultural, religious, and societal norms that emphasize modesty, privacy, and family responsibility. Consequently, formal sex education is largely absent from school curricula and is often addressed implicitly rather than through structured, developmentally appropriate instruction. This context places students with autism spectrum disorder at heightened risk, as their learning profiles often require explicit, concrete, and repeated guidance to understand personal boundaries, safety, and body awareness. The findings of this study must therefore be interpreted within a setting characterized by limited institutional guidance, social hesitation, and a strong reliance on families as primary educators. This intersection underscores the urgency of culturally responsive approaches that balance respect for societal values with the protection and well-being of students with autism spectrum disorder.

Teachers and families play a crucial role in the educational journey, particularly for students with autism spectrum disorder. Their influence is substantial and becomes even more vital for these students, who often have unique learning needs and require individualized, supportive care. Certain personal characteristics may make understanding appropriate sexual behavior more challenging, further highlighting the need for strong and coordinated support systems. This study draws attention to these challenges and calls for the urgent development of specialized training programs for both teachers and families.

Ongoing support and access to appropriate resources are essential to help educators navigate evolving challenges in this area. Both teachers and families expressed support for formally integrating sex education into school curricula. Including sex education as part of the formal curriculum reinforces its importance and promotes consistent, structured, and organized instruction.

6. Limitations

Despite the contributions of this study, several limitations should be acknowledged. The purposively selected sample size may not capture the full range of experiences and challenges present across diverse educational and social environments. Accordingly, the perspectives of teachers and families presented in this study may not fully represent the broader autism spectrum disorder community. In addition, reliance primarily on qualitative interviews may introduce potential bias related to self-reporting and interpretation. Future research would benefit from employing mixed-method approaches that combine qualitative and quantitative techniques to provide a more comprehensive understanding of sex education experiences for students with autism spectrum disorder.

7. Prospective

Continued research in this area remains essential. Future studies should examine the long-term effects of sex education on students with autism spectrum disorder and include cross-cultural investigations to identify shared challenges and context-specific solutions across different sociocultural settings. As awareness increases and societal perspectives continue to evolve, approaches to sex education—particularly for students with autism spectrum disorder—are also likely to develop. A proactive, collaborative, and inclusive approach will be critical in shaping strategies that promote safety, autonomy, and empowerment for students with autism spectrum disorder.