Adolescence, friendships and relationships
A practical, person-centred guide to puberty education, privacy, consent, friendships, relationships, online safety, emotional wellbeing and transitions for teens and young adults with Down syndrome.
For teens, young adults, families, educators and supporters in Hong Kong and Southeast Asia. Speak directly with the person, offer communication supports, and include them in decisions.
In-depth guide · approximately 10 minutesPuberty and body knowledge
Puberty should be taught as ordinary health learning, not as a reason to exclude someone from growing up. Use correct, consistent words for body parts, menstruation, erections, feelings, hygiene and private activities. Pictures, simple scripts, calendars and rehearsal can help a learner understand change and ask questions. Check understanding by asking the person to explain or show what they would do, rather than assuming a nod means agreement.
NDSS notes that puberty is broadly similar for people with Down syndrome, while timing can vary. If a new symptom, pain, marked mood change or health worry appears, record what is happening and seek individual medical advice. Health appointments are also opportunities to practise private questions, body autonomy and how to request a chaperone or communication support.
Sources: [1]Privacy, consent and boundaries
Teach privacy as a right and a practical skill: which spaces and conversations are private, what support may be needed, and how to close a door, pause, move away or tell a trusted person. Consent applies to hugs, photos, messages, dates and sexual contact. It should be informed, freely chosen and changeable; “no”, silence, distress or moving away means stop and check. Practise both asking and answering with short phrases such as “Is this OK?” and “No, I want to stop.”
Adults should not make all choices simply because communication is slower or support is needed. Instead, break information into steps, offer real alternatives, allow processing time, and document the person’s preferred way to communicate. If someone is pressured, threatened, paid, isolated or unable to understand a decision, pause the situation and use safeguarding and professional routes; do not investigate alone or blame the person.
Sources: [1][4]Friendships, dating and supported choices
Friendships are not a reward for good behaviour or a service delivered by staff. Build ordinary opportunities through clubs, sport, arts, volunteering, study and community life, while letting the person choose who they want to know. A supporter can help plan transport, rehearse introductions and notice unsafe behaviour, but should step back when the person can manage. Keep the person’s social life private unless sharing is necessary for safety.
Dating can be discussed without assuming a person wants or does not want romance, marriage or parenthood. Explore what a good relationship looks like to them: mutual respect, time apart, shared interests, privacy and the right to leave. Transition planning should name concrete ways to maintain friendships after school, because transport, changing routines and fewer shared classes can otherwise increase isolation.
Sources: [2][4]Online safety and digital boundaries
Teach online safety through real examples: keep passwords private, check who is asking for a photo or meeting, avoid sending intimate images, and pause before clicking links or sharing location. Practise blocking, reporting and saving evidence. Make a simple plan for a suspicious message that names two trusted people and the person’s preferred reporting route; do not remove device access as the only response.
Online relationships can feel real and still involve deception, pressure or exploitation. Ask what the person wants help with, use accessible privacy settings together, and respect their adult status. The DSA resource explicitly includes online safety and self-esteem; local schools and services should adapt examples to the platforms, languages and risks the person actually uses.
Sources: [4][1]Emotional wellbeing and help-seeking
Feelings about belonging, rejection, attraction, conflict or a changing body can be intense. Give the person a dependable way to say “worried”, “confused”, “not safe” or “I need help”, using speech, signs, pictures, text or a communication device. Notice changes in sleep, participation, mood or behaviour without treating them as proof of abuse; ask open, non-leading questions and seek professional help when concern persists.
A calm response matters if a person discloses pressure or harm: listen, affirm that it is not their fault, help them become safe, and follow the relevant school, service or emergency safeguarding process. Keep explanations honest and do not promise secrecy. In Hong Kong, ask the responsible school or service about its current safeguarding contact; urgent danger requires local emergency help.
Sources: [1][3]School transition and self-advocacy
Before a move, ask the young person what they want to keep, change or learn: friendships, travel, privacy, health appointments, work or further study. Turn this into a small plan with accessible goals, named supporters and review dates. Invite the person to lead part of the meeting, use an agenda in advance, and provide a way to give feedback afterwards.
Hong Kong’s Education Bureau says schools should adapt values-education resources to students’ developmental and learning needs and school context. That supports a reasonable request for accessible, repeated teaching rather than a one-off warning. Ask for visual materials, role-play, quiet question time and coordination between family, school and health or social-care professionals, with the person’s consent wherever possible.
Sources: [3][2]What this means close to home
Hong Kong schools can adapt Education Bureau sex-education and values-education resources to students’ developmental and learning needs. Ask the school how accessible relationship, privacy, safeguarding and transition teaching is delivered, and which local referral routes apply. Eligibility, fees and current access are controlled by each provider.
Questions to take into your next conversation
- What do you want other people to know about your privacy and boundaries?
- How would you like to show yes, no, not sure or stop?
- Who can help you if a friend, date or online contact makes you uncomfortable?
- What would make school, work or community activities easier for friendships?
- Which decision do you want to make more independently, and what support would help?
Questions families often ask
Does a person with Down syndrome need relationship and sexuality education if they are not dating?+
Yes. It includes body knowledge, privacy, boundaries, friendship, consent, online safety and protection from abuse, not only sexual activity. Teach at a level and pace that match the person, and revisit it as life changes.
Sources: [1][4]How can supporters protect privacy while keeping someone safe?+
Agree in advance what information is private, who may need to know for safety, and how the person prefers help. Use the least intrusive support that works, explain any necessary sharing, and follow the school or service safeguarding process when there is a serious concern.
Sources: [1]What should we do if a young person says yes but seems unsure?+
Pause and make the choice easier to understand. Use plain language, visual choices and time, then ask again without pressure. Consent is not a one-time permission; if the person cannot understand the relevant information or appears pressured, stop and seek appropriate professional or safeguarding advice.
Sources: [1]How can schools make this learning accessible during transition?+
Ask for repeated teaching with pictures, role-play, accessible words, private question time and practice in real settings. Include friendships, privacy, consent, online safety and help-seeking in the transition plan, and ask the student to choose goals and review whether supports work.
Sources: [3][2]Sources you can follow
These links support the sections above. Original content belongs to each source; this guide is an educational synthesis awaiting ALBE review. Source checked 14 October 2026.
NDSS explains accessible sexuality education, body and emotional development, consent as communication of boundaries, and prevention skills such as setting boundaries and knowing how to report concerns.
NDSS highlights social inclusion, supported participation in activities, growing independence, and concrete transition opportunities for socialisation after school.
The Education Bureau says schools should adapt and flexibly use values-education resources in light of school context and students’ developmental and learning needs, with sex education among the cross-curricular domains.
The Association describes accessible, person-centred RSE covering rights, consent, privacy, boundaries, relationships, safe sex, online safety and self-esteem, with visual resources for teenagers and training for adults.
Educational synthesis of the sources below; local service rules differ. ALBE editorial and professional review pending.
Every person’s needs and journey are different. Use this information to support a conversation with a qualified professional, not as a substitute for personalized advice.
