Disability, Gender, and Inequities in Perceived Quality of Sexuality Education: A Cross-Sectional Population Study

Abstract

Abstract

Sexuality education is a key component of sexual and reproductive rights; however, important inequities persist across populations, particularly among people with disabilities. This study examines perceived quality of sexuality education in Chile, with a primary focus on disability-related inequities and a specific analytic emphasis on women with disabilities. We analysed data from the 2022–2023 National Survey on Health, Sexuality, and Gender (n = 17,679). The outcome was self-reported perceived quality of sexuality education. Survey-weighted descriptive analyses and ordinal logistic regressions were conducted. One model included the full sample, and a second focused on women with disabilities (n = 2324). Predicted probabilities were estimated for key interactions. Nearly half of participants reported poor sexuality education (47.2%). Predicted probabilities indicated consistently lower probabilities of reporting good sexuality education among people with disabilities across gender groups and most age groups. Among women with disabilities, higher education (secondary: odds ratio (OR) = 2.53, 95% Confidence Interval (CI): 1.84–3.49; tertiary: OR = 1.74, 95% CI: 1.12–2.72), foreign nationality (OR = 2.87, 95% CI: 1.27–6.50), and good self-rated health (OR = 1.74, 95% CI: 1.14–2.66) were associated with higher perceived quality, indicating heterogeneity within this population. These findings highlight consistent disability-related inequities in the perceived quality of sexuality education and underscore the need for inclusive, accessible, and gender-sensitive approaches grounded in human rights.