Knowing is not enough: an <i>in situ</i> evaluation of personal safety behaviour in individuals with intellectual disabilities

Purpose Individuals with intellectual disabilities are at increased risk of victimisation, yet limited research has examined their ability to apply personal safety skills in real-life situations. This study aims to evaluate both the knowledge and actual behavioural responses of individuals with mild to moderate intellectual disabilities when confronted with lures from strangers, and to examine the extent to which knowledge translates into safe behaviour in real-world conditions. Design/methodology/approach A cross-sectional observational design was used. A total of 89 adolescents and adults with mild to moderate intellectual disabilities (68.5% male, 31.5% female; mean age = 24.5 years) were recruited from two social welfare centres in Northern Greece. Personal safety knowledge was assessed using the What-If Situation Test (WIST III-R), while behavioural responses were evaluated through an in situ assessment in which a trained female confederate attempted to lure participants using standardised scripted scenarios. Responses were scored based on refusal, avoidance and reporting behaviours. Findings Although 94% of participants demonstrated above-average knowledge of personal safety skills on the WIST III-R, 89.88% followed the stranger during the in situ assessment, and no participant demonstrated a fully appropriate safety response. No meaningful correlation was found between knowledge scores and behavioural performance, indicating a substantial gap between what individuals know and how they act in real-world situations. Research limitations/implications The use of convenience sampling and the specific cultural context (Greece) may limit generalisability. The single confederate profile (female adult) and the baseline-only design are additional constraints. The use of a post hoc assent procedure raises questions about fully informed participation. Findings nonetheless highlight a critical need for behaviourally focused, ecologically valid intervention research. Practical implications There is an urgent need to shift from knowledge-based safety education towards interventions that promote behavioural performance and generalisation, such as behavioural skills training incorporating in situ practice. Personal safety skills should be formally integrated into life-skills curricula, and evidence-based national guidelines addressing victimisation prevention in this population are needed. Enhancing personal safety skills is essential for reducing vulnerability and improving autonomy among individuals with intellectual disabilities. Originality/value This study makes an original contribution by directly comparing knowledge and real-life behavioural responses in adults with intellectual disabilities using ecologically valid in situ methodology. It extends existing literature by demonstrating that the knowledge–behaviour gap is particularly pronounced in this population and provides a foundation for intervention research targeting functional safety skill generalisation.