{"id":2210,"date":"2025-10-30T06:00:00","date_gmt":"2025-10-30T10:00:00","guid":{"rendered":"https:\/\/thesexmed.com\/?p=2210"},"modified":"2025-10-16T18:05:00","modified_gmt":"2025-10-16T22:05:00","slug":"reimagining-sex-ed-cripping-the-future-of-sexual-health","status":"publish","type":"post","link":"https:\/\/thesexmed.com\/francais\/reimagining-sex-ed-cripping-the-future-of-sexual-health\/","title":{"rendered":"Reimagining Sex Ed: “Cripping” the Future of Sexual Health"},"content":{"rendered":"

<\/p>\n\n\n\n

Written by: Dr. Alan Martino, Ph.D. (he\/him) & Thomas Tri, BSW (he\/they)<\/p>\n\n\n\n

Edited by: Nadra Musse (she\/her)<\/p>\n\n\n\n

\n\n\n\n

Sexual health education, as it is traditionally taught, tends to assume a \u201cdefault\u201d body and mind: non-disabled, cisgender, heterosexual, and neurotypical (1). This one-size-fits-all approach to sex education can not only fail disabled learners but also actively exclude them, reinforcing harmful stereotypes, myths, and silences around disability and sexuality.<\/strong> However, a growing movement led by disabled activists, educators, and allies is advocating for a radical rethinking of sexual health education, often called \u201ccripping\u201d sex ed (2). This approach insists on<\/p>\n\n\n\n

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creating space for all bodies and identities, and challenges us to reimagine how we learn, teach, and experience our sexuality.<\/em><\/p>\n<\/blockquote>\n\n\n\n

<\/div>\n\n\n\n

What Does \u201cCripping\u201d Mean?<\/strong><\/p>\n\n\n\n

The term \u201ccripping\u201d emerged from disability justice circles and disability studies scholarship, particularly in the area of \u201ccrip theory\u201d (3). Historically, words like \u201ccripple\u201d were wielded as slurs to devalue disabled people. Over time, some disabled communities began reclaiming \u201ccrip\u201d\u2014not unlike how many LGBTQ+ folks have reclaimed \u201cqueer\u201d (4,5). Embracing \u201ccrip\u201d seeks to transform a once-harmful label into a source of political identity and collective pride, challenging the negative stereotypes and societal norms that have historically marginalized disabled people. To \u201ccrip\u201d something is to center the lived experiences of disabled people and to critically examine social norms and practices that exclude or marginalize them (5). <\/strong><\/p>\n\n\n\n

\u201cCripping\u201d is also about disruption (6). It challenges deeply held assumptions about what counts as sex, who gets to be seen as desirable, and how pleasure is experienced in all its forms<\/strong>. When we embrace a crip perspective, we question the narrow scripts that define \u201cnormal\u201d sex solely in terms of penetrative intercourse between two non-disabled bodies (7). We reclaim a broader spectrum of intimacies\u2014many erogenous zones may be discovered through assistive devices, alternate forms of touch, or imaginative role-plays that accommodate pain, mobility, or sensory differences (8,9). This disruption opens up creative possibilities for not just disabled folks but everyone who wants to expand how they experience and express intimacy.<\/p>\n\n\n\n

In the context of sexual health education, it means reframing lessons, curricula, and community practices so that <\/p>\n\n\n\n

<\/div>\n\n\n\n
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disabled people\u2019s desires, relationships, access needs, and personal agency become an integral part of the conversation\u00a0<\/em><\/p>\n<\/blockquote>\n\n\n\n

<\/div>\n\n\n\n

(10). When educators and advocates \u201ccrip\u201d sex ed, they do more than add a paragraph about disability. They ask tough questions about who is represented, how information is shared,<\/strong> and which assumptions about bodies and pleasure are taken for granted (11). <\/p>\n\n\n\n

Why Is This Important?<\/strong><\/p>\n\n\n\n

    \n
  • Representation Matters<\/strong>: Many disabled individuals grow up feeling invisible in sexual health discussions (12). Their questions, desires, and concerns remain unaddressed, and when they do appear in mainstream sex ed, it\u2019s often in the context of cautionary tales or medical discourses (13,14). <\/li>\n<\/ul>\n\n\n\n
    <\/div>\n\n\n\n
    \n

    Recognizing that disabled people can and do have fulfilling sexual lives is vital for self-esteem, personal growth, and public health.<\/em><\/p>\n<\/blockquote>\n\n\n\n

    <\/div>\n\n\n\n
    \n
      \n
    • Combating Stereotypes<\/strong>: Disabled individuals are frequently de-sexualized and infantilized (15). Society often sees them as perpetual children or lacking sexual agency. By bringing disability into the conversation as a natural part of human diversity, we dismantle harmful stereotypes<\/strong> that deny disabled people full intimate citizenship (16).<\/li>\n\n\n\n
    • Improving Access<\/strong>: Traditional sex ed materials may not be accessible to those with different learning needs or sensory modalities (17). Cripping sex ed ensures resources are available in multiple formats\u2014Braille, large print, easy-read text, visual aids, captioned or signed videos, plain language versions<\/strong>\u2014which allows all learners to engage with vital information (18).<\/strong><\/li>\n<\/ul>\n<\/div>\n\n\n\n
      <\/div>\n\n\n\n

      Foundational Principles of \u201cCrip\u201d Sexual Health Education<\/strong><\/p>\n\n\n\n

        \n
      • Center Disabled Voices<\/strong>: Consulting with and employing disabled educators, activists, and workshop facilitators is crucial. The disability community should shape what inclusion looks like in sexual health conversations.<\/strong><\/li>\n\n\n\n
      • Use Inclusive Language<\/strong>: Terms matter. Encouraging the respectful use of identity-first or person-first language<\/strong>\u2014depending on individual preference\u2014affirms people\u2019s self-identification <\/strong>(19). In workshops or classrooms, offering alternatives to ableist terms can create a profound impact.<\/li>\n\n\n\n
      • Emphasize Consent and Autonomy<\/strong>: Consent is the cornerstone of any comprehensive sex ed curriculum. In \u201ccrip\u201d sex ed, this includes addressing how physical or cognitive impairments can influence communication styles around consent (20). Role-playing scenarios might include alternative communication devices or nonverbal cues (21).<\/li>\n\n\n\n
      • Recognize Adaptive Strategies for Pleasure<\/strong>: Adaptive sex toys, accessible sexual positions, and mobility aids all represent creative ways disabled people navigate intimacy (21). Providing practical resources\u2014for instance, how to talk to a partner about combining mobility devices with physical intimacy\u2014creates an environment where disabled learners feel seen and affirmed<\/strong> (12).<\/li>\n\n\n\n
      • Address Intersectionality<\/strong>: Disability intersects with race, gender, sexuality, class,<\/strong> and other identities, compounding the marginalization or creating additional barriers. An intersectional approach ensures that \u201ccrip\u201d sex ed doesn\u2019t replicate other forms of bias (17).<\/li>\n<\/ul>\n\n\n\n

        Looking Ahead<\/strong><\/p>\n\n\n\n

        \u201cCripping\u201d sexual health education is not just about adding a few disability-specific bullet points to an existing curriculum. It requires a fundamental shift in our mindset\u2014<\/p>\n\n\n\n

        <\/div>\n\n\n\n
        \n

        moving beyond tokenization toward true cultural transformation.\u00a0<\/em><\/p>\n<\/blockquote>\n\n\n\n

        <\/div>\n\n\n\n

        This journey involves listening to disabled voices, challenging our preconceptions, and actively working to create accessible, affirming, and comprehensive sexual health resources for everyone.<\/p>\n\n\n\n

        Although \u201ccripping\u201d sexual health education emphasizes the needs and experiences of disabled individuals, its benefits extend to everyone. By opening up discussions about alternate ways of experiencing pleasure and intimacy, we broaden the scope of what sex can look like for all bodies.<\/strong> Whether it be a desire for gentler or more adaptive forms of intimacy, everyone has the potential to gain through the expansiveness and liberation from rigid norms through a crip lens.<\/p>\n\n\n\n

        References:<\/span><\/em><\/p>\n\n\n\n

        1. Martino AS, Moumos E, Parks J, Uliki N, Robbins M. Growing up queer with a disability in Canada\u2019s bible belt: 2SLGBTQ+ people with disabilities\u2019 perspectives on religion. Intl J Disabil Soc Justice. 2024 Dec;4(3):87-105. Doi:10.13169\/intljofdissocjus.4.3.0087 <\/p>\n\n\n\n

        2. Martino AS, Jones CT, Eastman N. Cripping sex education. The Palgrave Encyclopedia of Sexuality Education. 2024 Feb: 1-12. Doi:10.1007\/978-3-030-95352-2_110-1\u00a0\u00a0<\/p>\n\n\n\n

        3. McRuer R, B\u00e9rub\u00e9 M. Crip theory: Cultural signs of queerness and disability. New York University Press; 2006.<\/p>\n\n\n\n

        4. Lajoie C. Disability studies and phenomenology. In de Warren N, Toadvine T, editors. Encyclopedia of phenomenology. Springer;2023. p. 1-13. Doi:10.1007\/978-3-030-47253-5_330-1.<\/p>\n\n\n\n

        5. Schalks S. Coming to claim crip: Disidentification with\/in disability studies. Disabil Stud Q. 2013 Apr;33(2). Doi:10.18061\/dsq.v33i2 <\/p>\n\n\n\n

        6. Martino AS. Schormans AF. Theoretical developments: Queer theory meets crip theory. In: Shuttleworth R, Mona L, editors. The Routledge Handbook of Disability and Sexuality. 1st ed. London, Routledge;2020. p. 50-65. Doi:10.4324\/9780429489570<\/p>\n\n\n\n

        7. Bahner J. Legal rights or simply wishes? The struggle for sexual recognition of people with physical disabilities using personal assistance in Sweden. Sex Disabil. 2012 May;33:337-56. Doi:10.1007\/s11195-012-9268-2<\/p>\n\n\n\n

        8. Smith Rainey S. The pleasures of care. Sexualities. 2017 Apr;21(3):271-86. Doi:10.1177\/1363460716688677<\/p>\n\n\n\n

        9. Martino, AS. Toward a \u201ccrip\u201d sociology of fucking. Sexualities. 2025 Aug;OnlineFirst:1-19. Doi:10.1177\/13634607251365765\u00a0<\/p>\n\n\n\n

        10. Campbell M, L\u00f6fgren-M\u00e5rtenson C, Santinele Martino A. Cripping sex education. Sex Educ. 2020 May;20(4):361-65. Doi: 10.1080\/14681811.2020.1749470<\/p>\n\n\n\n

        11. Martino AS, Moumos E, Parks J, Uliki N, Robbins M. \u201cShe couldn\u2019t say the word penis\u201d: Experiences of the 2SLGBTQ+ people with developmental and intellectual disabilities with sexual education in Alberta, Canada. Arch of Sex Behav. 2024 Feb;53:1927-39. Doi:10.1007\/s10508-023-02755-8#Sec18\u00a0<\/p>\n\n\n\n

        12. Chambers GC. Disabled sexuality and negotiations with sexual partners. Sex Disabil. 2013 Mar;41:357-86. Doi:10.1007\/s11195-023-09784-0<\/p>\n\n\n\n

        13. L\u00f6fgren-M\u00e5rtenson L. \u201cI want to do it right\u201d A pilot study of Swedish sex education and young people with intellectual disabilities. Sex Disabil. 2011 Dec;30:209-25. Doi:10.1007\/s11195-011-9239-z<\/p>\n\n\n\n

        14. Sloane HM. Tales of a reluctant sex radical: Barriers to teaching the importance of pleasure for wellbeing. Sex Disabil. Oct 2014;32:453-67. Doi:10.1007\/s11195-014-9381-5<\/p>\n\n\n\n

        15. Martino AS. The intersection of sexuality and intellectual disabilities: Shattering the taboo. In: Fischer NL, Westbrook L, Seidman S, editors. Introducing the new sexuality studies. 4th ed. Routledge;2022. p. 453-63. Doi:10.4324\/9781003163329\u00a0<\/p>\n\n\n\n

        16. Ignagni E, Shormans AF, Liddiard K, Runswick-Cole K. \u2018Some people are not allowed to love\u2019: Intimate citizenship in the lives of people labelled with intellectual disabilities. Disabil Sex. Jan 2016;31(1):131-35.Doi:10.1080\/09687599.2015.1136148<\/p>\n\n\n\n

        17. Davies AWJ, Bryan MK, Martin T, Shay B, Akers T, Soud R, Balter A-S, O\u2019Leary S, Neustifer R. Dismantling barriers to access: The necessity of cripping sexuality education in Canadian schools. Can J Hum Sex. 2023 Feb;32(1):1-19. Doi:10.3138\/cjhs.2022-0031<\/p>\n\n\n\n

        18. Lepore-Stevens M. Adapting a human sexuality curriculum for students with disabilities. Health Educ J. Oct 2024;83(3):841-54. Doi:10.1177\/00178969241280442<\/p>\n\n\n\n

        19. Sharif A, McCall AL, Bolante KR. Should I say \u201cdisabled people\u201d or \u201cpeople with disabilities\u201d? Language preferences of disabled people between identity and person-first language. In: Froehlich, J, Shinohara, K, Ludi, S, editors. ASSETS: Proceedings of 24th International ACM SIGACCESS Conference on Computers and Accessibility; 2022 Oct 22-26, New York, NY., ASSETS; 2022;10: p. 1-18. Doi:10.1145\/3517428.3544810.1145\/3517428.35448 <\/p>\n\n\n\n

        20. O\u2019Connell K. Hot girl bummer: Achieving disabled sexual liberation in an ableist world. In: Bones, PDC, Gullion, JS, Barber, D, editors. Redefining disability. Personal\/Public Scholarships. Vol. 12. Leiden, The Netherlands, Brill; 2022. p. 161-70. Doi:10.1163\/9789004512702_028<\/p>\n\n\n\n

        21. Kattari SK, Hecht HK, Isaac YE. Sexy spoonies and crip sex: Sexuality and disability in a social work context. In: Dodd, SJ, editor. Routledge International Handbook of Social Work and Sexualities. 1st ed. London, Routledge;2021. p. 266-82. Doi:10.4324\/9780429342912<\/p>","protected":false},"excerpt":{"rendered":"

        Written by: Dr. Alan Martino, Ph.D. (he\/him) & Thomas Tri, BSW (he\/they) Edited by: Nadra Musse (she\/her) Sexual health education, as it is traditionally taught, tends to assume a \u201cdefault\u201d body and mind: non-disabled, cisgender, heterosexual, and neurotypical (1). This one-size-fits-all approach to sex education can not only fail disabled learners but also actively exclude them, reinforcing harmful stereotypes, myths, and silences around disability and sexuality. However, a growing movement led by disabled activists, educators, and allies is advocating for a radical rethinking of sexual health education, often called \u201ccripping\u201d sex ed (2). This approach insists on creating space for all bodies and identities, and challenges us to reimagine how we learn, teach, and experience our sexuality. What Does \u201cCripping\u201d Mean? The term \u201ccripping\u201d emerged from disability justice circles and disability studies scholarship, particularly in the area of \u201ccrip theory\u201d (3). Historically, words like \u201ccripple\u201d were wielded as slurs to devalue disabled people. Over time, some disabled communities began reclaiming \u201ccrip\u201d\u2014not unlike how many LGBTQ+ folks have reclaimed \u201cqueer\u201d (4,5). Embracing \u201ccrip\u201d seeks to transform a once-harmful label into a source of political identity and collective pride, challenging the negative stereotypes and societal norms that have historically marginalized disabled people. To \u201ccrip\u201d something is to center the lived experiences of disabled people and to critically examine social norms and practices that exclude or marginalize them (5).  \u201cCripping\u201d is also about disruption (6). It challenges deeply held assumptions about what counts as sex, who gets to be seen as desirable, and how pleasure is experienced in all its forms. When we embrace a crip perspective, we question the narrow scripts that define \u201cnormal\u201d sex solely in terms of penetrative intercourse between two non-disabled bodies (7). We reclaim a broader spectrum of intimacies\u2014many erogenous zones may be discovered through assistive devices, alternate forms of touch, or imaginative role-plays that accommodate pain, mobility, or sensory differences (8,9). This disruption opens up creative possibilities for not just disabled folks but everyone who wants to expand how they experience and express intimacy. In the context of sexual health education, it means reframing lessons, curricula, and community practices so that  disabled people\u2019s desires, relationships, access needs, and personal agency become an integral part of the conversation\u00a0 (10). When educators and advocates \u201ccrip\u201d sex ed, they do more than add a paragraph about disability. They ask tough questions about who is represented, how information is shared, and which assumptions about bodies and pleasure are taken for granted (11).  Why Is This Important? Recognizing that disabled people can and do have fulfilling sexual lives is vital for self-esteem, personal growth, and public health. Foundational Principles of \u201cCrip\u201d Sexual Health Education Looking Ahead \u201cCripping\u201d sexual health education is not just about adding a few disability-specific bullet points to an existing curriculum. It requires a fundamental shift in our mindset\u2014 moving beyond tokenization toward true cultural transformation.\u00a0 This journey involves listening to disabled voices, challenging our preconceptions, and actively working to create accessible, affirming, and comprehensive sexual health resources for everyone. Although \u201ccripping\u201d sexual health education emphasizes the needs and experiences of disabled individuals, its benefits extend to everyone. By opening up discussions about alternate ways of experiencing pleasure and intimacy, we broaden the scope of what sex can look like for all bodies. Whether it be a desire for gentler or more adaptive forms of intimacy, everyone has the potential to gain through the expansiveness and liberation from rigid norms through a crip lens. References: 1. Martino AS, Moumos E, Parks J, Uliki N, Robbins M. Growing up queer with a disability in Canada\u2019s bible belt: 2SLGBTQ+ people with disabilities\u2019 perspectives on religion. Intl J Disabil Soc Justice. 2024 Dec;4(3):87-105. Doi:10.13169\/intljofdissocjus.4.3.0087  2. Martino AS, Jones CT, Eastman N. Cripping sex education. The Palgrave Encyclopedia of Sexuality Education. 2024 Feb: 1-12. Doi:10.1007\/978-3-030-95352-2_110-1\u00a0\u00a0 3. McRuer R, B\u00e9rub\u00e9 M. Crip theory: Cultural signs of queerness and disability. New York University Press; 2006. 4. Lajoie C. Disability studies and phenomenology. In de Warren N, Toadvine T, editors. Encyclopedia of phenomenology. Springer;2023. p. 1-13. Doi:10.1007\/978-3-030-47253-5_330-1. 5. Schalks S. Coming to claim crip: Disidentification with\/in disability studies. Disabil Stud Q. 2013 Apr;33(2). Doi:10.18061\/dsq.v33i2  6. Martino AS. Schormans AF. Theoretical developments: Queer theory meets crip theory. In: Shuttleworth R, Mona L, editors. The Routledge Handbook of Disability and Sexuality. 1st ed. London, Routledge;2020. p. 50-65. Doi:10.4324\/9780429489570 7. Bahner J. Legal rights or simply wishes? The struggle for sexual recognition of people with physical disabilities using personal assistance in Sweden. Sex Disabil. 2012 May;33:337-56. Doi:10.1007\/s11195-012-9268-2 8. Smith Rainey S. The pleasures of care. Sexualities. 2017 Apr;21(3):271-86. Doi:10.1177\/1363460716688677 9. Martino, AS. Toward a \u201ccrip\u201d sociology of fucking. Sexualities. 2025 Aug;OnlineFirst:1-19. Doi:10.1177\/13634607251365765\u00a0 10. Campbell M, L\u00f6fgren-M\u00e5rtenson C, Santinele Martino A. Cripping sex education. Sex Educ. 2020 May;20(4):361-65. Doi: 10.1080\/14681811.2020.1749470 11. Martino AS, Moumos E, Parks J, Uliki N, Robbins M. \u201cShe couldn\u2019t say the word penis\u201d: Experiences of the 2SLGBTQ+ people with developmental and intellectual disabilities with sexual education in Alberta, Canada. Arch of Sex Behav. 2024 Feb;53:1927-39. Doi:10.1007\/s10508-023-02755-8#Sec18\u00a0 12. Chambers GC. Disabled sexuality and negotiations with sexual partners. Sex Disabil. 2013 Mar;41:357-86. Doi:10.1007\/s11195-023-09784-0 13. L\u00f6fgren-M\u00e5rtenson L. \u201cI want to do it right\u201d A pilot study of Swedish sex education and young people with intellectual disabilities. Sex Disabil. 2011 Dec;30:209-25. Doi:10.1007\/s11195-011-9239-z 14. Sloane HM. Tales of a reluctant sex radical: Barriers to teaching the importance of pleasure for wellbeing. Sex Disabil. Oct 2014;32:453-67. Doi:10.1007\/s11195-014-9381-5 15. Martino AS. The intersection of sexuality and intellectual disabilities: Shattering the taboo. In: Fischer NL, Westbrook L, Seidman S, editors. Introducing the new sexuality studies. 4th ed. Routledge;2022. p. 453-63. Doi:10.4324\/9781003163329\u00a0 16. Ignagni E, Shormans AF, Liddiard K, Runswick-Cole K. \u2018Some people are not allowed to love\u2019: Intimate citizenship in the lives of people labelled with intellectual disabilities. Disabil Sex. Jan 2016;31(1):131-35.Doi:10.1080\/09687599.2015.1136148 17. Davies AWJ, Bryan MK, Martin T, Shay B, Akers T, Soud R, Balter A-S, O\u2019Leary S, Neustifer R. Dismantling barriers to access: The necessity of cripping sexuality education in Canadian schools. Can J Hum Sex. 2023 Feb;32(1):1-19. Doi:10.3138\/cjhs.2022-0031 18. Lepore-Stevens M. Adapting a human sexuality curriculum for students with disabilities. Health Educ J. Oct 2024;83(3):841-54. Doi:10.1177\/00178969241280442 19. Sharif A, McCall AL, Bolante KR. Should I say \u201cdisabled people\u201d or \u201cpeople with disabilities\u201d? Language preferences of disabled people between identity and person-first language. In: Froehlich, J, Shinohara, K, Ludi, S, editors. ASSETS: Proceedings of 24th International ACM SIGACCESS Conference on Computers and Accessibility; 2022 Oct 22-26, New York, NY., ASSETS; 2022;10: p. 1-18. Doi:10.1145\/3517428.3544810.1145\/3517428.35448  20. O\u2019Connell K. Hot girl bummer: Achieving disabled sexual liberation in an ableist world. In: Bones, PDC, Gullion, JS, Barber, D, editors. Redefining disability. Personal\/Public Scholarships. Vol. 12. Leiden, The Netherlands, Brill; 2022. p. 161-70. Doi:10.1163\/9789004512702_028 21. Kattari SK, Hecht HK, Isaac YE. Sexy spoonies and crip sex: Sexuality and disability in a social work context. In: Dodd, SJ, editor. Routledge International Handbook of Social Work and Sexualities. 1st ed. London, Routledge;2021. p. 266-82. Doi:10.4324\/9780429342912<\/p>","protected":false},"author":55,"featured_media":2211,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[],"class_list":["post-2210","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-professional-insights"],"yoast_head":"\nReimagining Sex Ed: "Cripping" the Future of Sexual Health | Sex[M]ed<\/title>\n<meta name=\"description\" content=\"\u201cA growing movement led by disabled activists, educators, and allies is advocating for a radical rethinking of sexual health education, often called \u201ccripping\u201d sex ed\u201d. In this professional insight by Dr. Martino and Thomas, they talk about the importance of enhancing sexual education to encompass disabled individuals' experiences. They raise strong considerations for why sexual health education needs to be modified and more inclusive, and provide various methods to aid educators on how to improve their teaching. We thank the authors for sharing their knowledge on this topic and bringing a powerful perspective to our journal.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/thesexmed.com\/francais\/reimagining-sex-ed-cripping-the-future-of-sexual-health\/\" \/>\n<meta property=\"og:locale\" content=\"fr_CA\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Reimagining Sex Ed: "Cripping" the Future of Sexual Health | Sex[M]ed\" \/>\n<meta property=\"og:description\" content=\"\u201cA growing movement led by disabled activists, educators, and allies is advocating for a radical rethinking of sexual health education, often called \u201ccripping\u201d sex ed\u201d. In this professional insight by Dr. Martino and Thomas, they talk about the importance of enhancing sexual education to encompass disabled individuals' experiences. 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