Service Design: Allocate budgets to models that integrate mental health and social care, including transition services for people with intellectual disabilities.

Accountability: Monitor access rates, treatment outcomes, and prescribing practices among people with intellectual disabilities to drive improvement.

Additional Changes Across the Sector

Core Competencies at University: Embed intellectual disabilities competencies across all mental health disciplines, not just specialist tracks.

Service Policy and Specifications: Ensure service pathways explicitly recognize the right of people with intellectual disabilities to access mainstream mental health support.

University of North Texas

Many mental health professionals receive limited training on intellectual disabilities during their core education. As a result, clinicians often feel unprepared to assess or treat people with intellectual disabilities. The knowledge gap fuels anxiety and avoidance. In some cases, practitioners may default to behavioral explanations, overlooking emotional or psychiatric causes.

Why Do Clinicians Feel Ill-equipped?

Williams, N., Tuomainen, H., & Taylor, J. (2026). Lost in the system: rethinking mainstream mental health services for people with intellectual disabilities. Disability & Society, 1–6. https://doi.org/10.1080/09687599.2026.2634347 



Lost in the system: rethinking mainstream mental health services for people with intellectual disabilities

 Others may over-rely on medication, usage of sedation to manage distress in the absence of tailored psychological support. Between 30-40% of people with intellectual disabilities are over-prescribed medication for psychosis, often without a corresponding mental health diagnosis.

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