“Do you see me?” – Learning Disability Week 2025
This Learning Disability Week, we’re invited to reflect on a powerful question:
Do you see me?
This question invites a deeper kind of attention – the kind that recognises a person not only by their needs, but by their potential, values, and place in the world. To truly see someone is to acknowledge their individuality, their aspirations, and their right to participate fully in the life of their community.
For most of us, a life well-lived is not measured by safety or routine alone. Fulfilment emerges through meaningful relationships, a sense of purpose, opportunities to contribute, and moments of joy and connection – the elements that bring depth, richness, and dignity to our experience. Yet many people with learning disabilities continue to be excluded from these experiences.
Research shows that fewer than 3% of people with learning disabilities are in romantic relationships, compared to around 70% of the general population¹. Many express a strong desire for closeness, intimacy, and love – but find themselves navigating barriers, not of their own making: risk-averse practices, limited access to social spaces, and support structures that may prioritise protection over personal growth².
When it comes to employment, the gap is just as stark. Only 4–6% of adults with learning disabilities known to social care are in paid work³ – despite repeated studies showing that most want to work and value employment highly⁴. For many, work isn’t just about income; it’s about identity, belonging, and self-worth.
“Only 4–6% of adults with learning disabilities known to social care are in paid work”
Crucially, these aren’t isolated issues. They reflect deeper patterns in how our systems and structures have evolved – often without fully considering the experiences and aspirations of people with learning disabilities. Many of our processes were built to manage needs, not to enable people to flourish.
At Positive Support Group, our work is rooted in the belief that support should be about more than meeting basic needs. It should be about walking alongside people as they pursue the things that make life vibrant and meaningful – whether that’s friendship, creative expression, work, love, learning, or contribution. We want people not just to live “good” lives, but to thrive.
Admittedly, achieving equity in quality of life and wellbeing is no small task. It’s complex, multi-faceted, and layered. It requires creative, interdisciplinary thinking, and collaboration across health, social care, education, employment, housing and beyond. It calls for bold, systemic change – shaped with, not just for, the people affected.
That change begins by asking the right questions: – Why do these barriers persist? – What assumptions are we still holding onto? – How can we co-create something better?
Ultimately, if we really see people with learning disabilities, then we must also see their right to a life rich in meaning, connection and opportunity – and be willing to do the work to help make that possible.
References
1. Emerson, E., & Hatton, C. (2008). People with learning disabilities in England. Improving Health and Lives.
2. McCarthy, M., Hunt, S., & Milne-Skillman, K. (2017). ‘I know it was every week, but I can’t be sure if it was every day’: Domestic violence and people with learning disabilities. Journal of Applied Research in Intellectual Disabilities, 30(2), 269–282.
3. NHS Digital (2022). Measures from the Adult Social Care Outcomes Framework.
4. British Association for Supported Employment (BASE) (2023). Employment support for people with learning disabilities: Evidence and impact.
