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This article explores the sexual experiences of women with learning difficulties, highlighting the blurred nature of the boundary between abusive and consented sex.

The following paper has been put together by women with learning difficulties and some non‐disabled women who support them. In their own words they speak about sexual abuse and describe the response by Powerhouse and Beverley Lewis House, which they have contributed to and benefited from.

The research reported here examines the experiences of women with learning disabilities who have lived at the only specialist refuge available in this country. A full description of the specialist refuge is given and lessons drawn for other learning disability service providers. The importance of safe, women‐only space is emphasised.

Powerhouse is unique in that it is the UK's first and only safe house for abused women with learning difficulties. It was originally formed so that women with learning difficulties at risk of being abused could access a safe and supportive place to stay. This was the Powerhouse refuge, Beverley Lewis House, which opened in 1995.

Sexuality is complex, concerning concepts such as power relations, sensuality, personal integrity, capacity to consent, decision making, identity and self‐awareness, intimacy and relationships. Despite this complexity, it is an integral part of every human being, affected by race, socio‐economic status and intellectual ability. However, the expression of the sexuality of people with learning disabilities is denied and rarely facilitated. Often the importance of gender identity is ignored and this is reflected, for example, in how women with learning disabilities see their own bodies. Explanations include historical beliefs like eugenics, service principles such as normalisation, economics and an over‐riding concern to protect women and men with learning disabilities from abuse. Acknowledging that such factors play an important role in preventing the facilitation or expression of sexuality by men and women with learning disabilities, this paper focuses on the development of the criminal law, the role and potential of current sexual offences and the Home Office Report Setting the Boundaries.

This article reports the findings of a national survey of the consultation of people with learning difficulties by social services departments in the development of adult protection procedures and guidelines. The survey also considered the consultation of other service users, carers and family, and staff. Despite the rhetoric of user involvement in adult protection literature, low levels of consultation for people with learning difficulties were found.

Sex has increasingly been constructed as a problem for men with learning disabilities. Research has focused on their vulnerability to abuse and their capacity to exploit. There are also the additional fears of their sexual activity leading to HIV infection or pregnancy. Notions of sexual rights and sexual pleasure are lost in such a discourse. This paper looks in detail at the actual experience of sex for men with learning disabilities, based on qualitative interviews. It paints a very uncomfortable picture, leading to the title question: is sex a good thing for men with learning disabilities?

This paper aims to review research of relevance to women with learning disabilities, focusing in particular on literature which is applicable to women with learning disabilities who use forensic services.

Research involving women with learning disabilities over the past 30 years was sought out and reviewed, and literature relating to women living in locked wards (including those without learning disabilities) was focused upon. Related themes such as the BPD diagnosis, self injury, and aggression are explored.

The author found very little research relating to women with learning disabilities who use secure services, particularly which included quotes from the women themselves.

The author recommends that more research in this area is needed, primarily research which includes the voices of women service users themselves.

This paper will be relevant to all staff who work with women in secure services.

The aim of this paper is to highlight some of the complexities involved in undertaking sexuality work and attempting to address the differing cultural needs of service users. It is primarily based on the direct work experiences of the authors but is reinforced by the broader experiences of colleagues.The paper is not written with the intention of giving answers but rather to explore the responsibility of services, as well as the practical implications of carrying out sexuality work with service users from a range of cultural backgrounds within an equal opportunities framework.