Desires for emotional closeness, romantic relationships and sexual experiences are all considered fundamental human needs, but often people with learning disabilities are not afforded the same opportunities to develop and explore this important aspect of life. This thesis aimed to research the intimate and relational experiences of people with learning disabilities, and to learn about the supportive and challenging processes that facilitate or hinder such experiences. Part one of this portfolio presents an empirical paper that explores the experiences of romantic relationships in people with learning disabilities that identify as LGBTQ+. The findings suggest that experiences are limited and have often been harmful, thus leading to feelings of vulnerability and isolation. A sense of belonging, connecting with a community, and feeling well supported led to feelings of safety and an ability to express identity authentically. The empirical paper highlighted the impact of inadequate sex and relationship education, professional explicit and implicit biases and lack of specialism and training in the area. Part two presents a qualitative synthesis of the ways in which family systems perceive the relational and sexual needs and development of their loved one with a learning disability. The findings of this review suggest that many families fear their loved one with a learning disability will be harmed and they struggle to adapt to changing needs at crucial times of transition which as a result leads to greater restrictions, discriminatory attitudes, and infantilising narratives. Some families felt able to support with this change, celebrating and supporting romantic relationships and sexual development, however this ability seemed highly dependent upon wider contextual factors such as culture, politics, and parenting approach.