Introduction: The aim of this article is to describe the assumptions of sexuality education of people with mild intellectual disabilities in the school system. This situation is the result of the current regulations and laws relating to the conditions of the organization of teaching, education and care for children and young people with mild intellectual disabilities as well as the realization of the subject “Family life education”.

Material and methods: The analysis of the regulations relating to both the situation of a student with mild intellectual disabilities in a mainstream school and the implementation of the subject “Family life education”.

Results: a student with mild intellectual disability in a mainstream school is subject to the same regulations relating to sexuality education as a student without a disability, and implements the same content as other students at the same time.

Conclusions: Content implemented under the “Family life education” subject for students with mild intellectual disabilities require concretization, the use of activating methods, preparation of appropriate teaching materials and educational packages. The educators are also very important. In addition to their own personal competencies and knowledge within the subject, they should also have enough knowledge of how people with mild intellectual disabilities function.