Abstract
This study explored the quality of a puberty education programme (PEP) implemented in a special educational needs (SEN) school catering to learners with mild intellectual disabilities (MID). Despite its long-term implementation, the PEP has lacked data-driven assessments to evaluate its quality. The study aimed to assess the effectiveness and efficiency of the PEP in addressing the specific puberty-related educational needs of learners with MID and to evaluate programme outcomes. A qualitative programme evaluation methodology was employed, incorporating observations, semi-structured interviews with teachers and document analysis. The research paradigm is pragmatic, leading to the adoption of a programme evaluation design that follows a systematic six-step process. Findings from the programme evaluation revealed a strong alignment between the PEP and the identified developmental, social, and vulnerability-related needs of learners with MID, confirming the programme’s relevance and necessity The evaluation further demonstrated that the PEP was effective in creating a safe, supportive, and contextually responsive learning environment that accommodated the cognitive and emotional profiles of learners with MID.. Overall, the use of a programme evaluation methodology enabled a comprehensive assessment of both the PEP strengths and areas requiring development, highlighting the value of structured evaluation in enhancing programme quality and sustainability. The study contributes to the field of puberty education by demonstrating how programme evaluation can inform continuous improvement and by proposing a sustainable model for puberty education within SEN contexts, with implications for policy and practice in special needs education.