Abstract / Summary
Objectives High-school students with intellectual disability and/or autistic students frequently receive limited education about rights, relationships, and consent, increasing their vulnerability to abuse and exploitation. There is a need for accessible, evidence-based, and co-produced programs that address these gaps. This study aimed to evaluate the effectiveness and social validity of the co-produced Rights and Relationships (R + R) program delivered in high schools in New South Wales (NSW), Australia.Methods A mixed-methods design was employed across eight NSW high schools. The total sample comprised 70 participants: 56 secondary students with intellectual disability and/or autistic students, 11 teachers, and three co-educators, one of whom has intellectual disability. Quantitative data were collected using pre- and post-module quizzes to assess knowledge acquisition across program modules. Qualitative data were gathered through semi-structured interviews with students, teachers, and co-educators to explore perceptions of accessibility, relevance, and impact. Quantitative data were analyzed using paired t-tests to determine significant knowledge gains, and qualitative data were analyzed thematically to examine social validity and participant experience.Results Students demonstrated increased knowledge across all program content areas following participation. Statistically significant improvements were identified in the Relationships and the Law module, particularly in understanding consent. Qualitative findings indicated high social validity. Participants described the program as accessible, engaging, and relevant to students’ lived experiences. Teachers reported increased student confidence in discussing relationships and rights, and co-educators highlighted the importance of lived experience in fostering authenticity, trust, and engagement.Conclusions The R + R program was found to increase students’ short-term knowledge of rights and relationships, and was rated as socially valid within NSW high school contexts. This study also demonstrates that co-production, including involvement of a researcher and co-educator with intellectual disability, strengthens both program delivery and evaluation.