Friendships - research and statistics

People with a learning disability have fewer chances to take part in leisure activities or socialise with their peers, and so may have fewer friends.

Research shows that children and teenagers with a learning disability partake in fewer activities and participate less frequently than their peers without a learning disability. They also tend to have fewer friends (Solish et al., 2010; Taheri et al., 2016).

Loneliness

Being physically present in a community does not necessarily mean people with a learning disability feel integrated within the community or accepted by their peers. Social inclusion involves making meaningful connections and participation in fulfilling activities (Cummins and Lau 2003; Overmars-Marx  et al., 2013). Research suggests that 1 in 3 young people with a learning disability spend less than 1 hour outside their home on a typical Saturday (Mencap, 2019).

In a  survey by Sense, over half of disabled people reported feeling lonely, rising to over three quarters (77%) for those aged 18-34 (Sense 2017). Loneliness is associated with physical and mental health problems and poorer quality of life (Gilmore & Cuskelly, 2014).

Why are friendships important to people with a learning disability?

More happiness and confidence: Having an active social life can help people with a learning disability to feel happier, included and valued (Mason et al. 2013; Chadwick et al. 2014; Wilson et al., 2017).  

Reduce loneliness: Friendships also help to reduce loneliness. Loneliness is linked to  a number of health risks, such as depression, high blood pressure and higher mortality risk (Holt-Lunstad et al., 2010; Gilmore and Cuskelly 2014; Valtorta et al., 2016).

Improved health: Evidence suggests that having more and better quality friendships is associated with better physical health and lower risk of early mortality (Holt-Lunstad et al., 2010; Ho, 2016; Hojjat et al., 2017)

Leisure

Leisure is the time we give to freely chosen activities when we are not involved in self-care or work. This can include:

• Sport and physical activities (gym, swimming, team games)
• Art and entertainment (theatre, concerts, clubs, films)
• Countryside recreation (picnic, hiking)
• Home-based leisure (reading, TV, computer games)
• Visitor attractions (parks, museums)
• Eating out (restaurants, cafes, pubs)
• Social activities (time with friends)

Active participation in leisure activities is associated with improved quality of life and well-being, development of skills, confidence and friendships (Iulian-Doru & Maria 2013; Copestake et al., 2014; Wilson et al., 2017). Positive direct contact through leisure activities can also help to challenge negative attitudes associated with learning disability (Scior & Werner, 2015).

Lower participation in leisure activities

People with a disability take part in fewer leisure activities than people without a disability. 

For example:

• Adults are recommended to take part in 150 minutes of moderate aerobic exercise per week (NHS, 2018). The Active Lives Survey found that only 43% of people with a learning disability do at least 150 minutes of exercise a week, compared to 67.4% of people with no disability. 44% of people with a learning disability took part in less than 30 minutes of exercise a week (Sport England, 2018)
• Adults with a disability or long-standing illness were found to have lower engagement in the arts, heritage sites, museums and galleries (DCMS, 2018) 

What are the barriers for people with a learning disability trying to access leisure activities? 

• Inaccessible venues and facilities
• Lack of inclusive activities
• Lack of support
• Financial constraints
• Lack of accessible information
• Mobility and transport difficulties
• Negative attitudes towards disability

(Dowling et al.,2012; Copestake et al., 2014; DWP & DCMS, 2015; Shields & Synnot, 2016; Changing-places.org, 2019; Wilson et al., 2017; Charnley et al., 2019)

Increasing participation

There are different ways to help include people with a learning disability in leisure activities, and therefore provide them with increased opportunities for forming friendships: 

1. Awareness training of staff – Training staff to understand the needs to people with a learning disability remains an important component towards improving the experiences of people with learning disabilities. This can lead to better communication and knowledge of how activities can be made accessible and inclusive. 
2. Easy read information – Providing easy-read information about leisure activities would make information about leisure activities more accessible and hence, more inclusive. This includes ensuring websites are accessible for people with a learning disability.
3. Transport and mobility – Greater funding for resources and transport would lead to more innovation and better services for people with a learning disability. More accessible transport options can increase opportunities to participate in leisure activities
4. Improving access of spaces and places – Service providers have a duty to make reasonable adjustments to ensure disabled people are not substantially disadvantaged when compared to non-disabled people. People with a disability should be involved in the design of venues and facilities, in order to meet the needs of people with different impairments
5. Participating in leisure projects – People with a learning disability should be encouraged to participate in leisure projects. Mencap Projects with the aim of improving the inclusion of people with a learning disability in leisure activities are outlined below.  

(Activity Alliance, 2013; Copestake et al., 2014; Pye & Sayce, 2014; Shields & Synnot, 2016; Allcock, 2018; Arts Council England, 2019)