Integration of Social Capital and Humanistic Approaches in Reproductive Health Education (Teenagers with Down Syndrome in Special Schools)

Abstract

This article analyzes how the integration of social capital and the humanistic approach contributes to reproductive health education for adolescents with Down Syndrome in Special Schools (SLB). This issue is critical because reproductive education for adolescents with intellectual disabilities is still rarely provided systematically, although their needs increase during puberty and their vulnerability to social risks remains high. This study employed a descriptive qualitative approach involving 13 participants, consisting of five students with Down Syndrome, three teachers, and five parents. Data were collected through observations, in-depth interviews, and document analysis, and were thematically analyzed to identify patterns of social support and the application of humanistic practices in the learning process. The findings reveal that social capital,reflected in trust between teachers and parents, shared norms, and the school’s social networks, plays an essential role in creating a safe environment for addressing sensitive reproductive topics. Meanwhile, the humanistic approach practiced by teachers, including empathy, unconditional acceptance, and open communication, helps students understand their bodies, personal boundaries, and appropriate social behavior. The integration of these two approaches enhances learning comfort, strengthens students’ self-awareness, and increases parental involvement in guiding reproductive education at home. These findings highlight the importance of a community-based and humanistic reproductive education model in SLB settings.