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Love has been a recurring theme through history and literature, and its relevance to health, well‐being and quality of life has been widely acknowledged. However, the scientific study of love has not yet reached people with learning disabilities. The study reported here was based on research with 376 people with learning disabilities in Spain, and aimed to analyse their appraisal of love, loving relationships and related issues (global evaluation, satisfaction, role of the family and self‐determination). A Likert‐type measure was developed, and the outcomes indicate that the measures have satisfactory psychometric characteristics. It is also evident that the theoretical model of love for people without disabilities can be applied to individuals with disabilities, and includes three key factors (‘commitment, stability and idealisation’, ‘passion and physiological arousal’ and ‘intimacy and romanticism’). It also indicates that the perceptions of love in people with learning disabilities are relatively idealised and influenced by context, and interference from family and self‐determination are key issues.

The purpose of this paper is to outline the work of the Supported Loving Network from its origin in academic research to the practical development of a national Network supporting relationships for people with learning disabilities.

First, the need for the Network is established through a review of the research literature. The paper goes on to critically discuss the Network’s progress to date including its limitations and difficulties encountered, concluding by considering plans for future growth and development.

There is evidence that having a national Network is helpful in supporting intimate relationships for people with learning disabilities. The Network is having a positive impact on professionals who support people with learning disabilities by providing a space for discussion, inspiration and to share positive practice. However, an increase in resources would enable Supported Loving to have a wider reach and possibly a greater influence on organisations that provide social care to adults with learning disabilities.

The research indicates that people with learning disabilities are still less likely to have a loving relationship. The level of interest and engagement with Supported Loving implies that the Network is of value to people with learning disabilities and the professionals who work with them.

The purpose of this paper is to understand some of the barriers people with learning disabilities experience with regards to relationships and consider the possible changes professionals could make to address these.

The current paper will draw on case studies extracted from Bates et al. (2016), using them to illustrate a number of themes/issues that relate to the support that people with learning disabilities received and needed from staff to develop and maintain relationships.

People with learning disabilities continue to experience barriers with regards to relationships. Their rights and choices are not always respected and a climate of risk aversion persists in areas such as sexual relationships. The research highlighted the balancing act staff must engage in to ensure that they remain supportive without being controlling or overprotective of individuals in relationships.

Professional/support provider views were not included but these could have lent an additional perspective to the issues discussed.

An increased understanding of human rights entitlements should be encouraged among people with learning disabilities so they know when their freedom is being unlawfully restricted. Sexuality and relationship training would be beneficial for support staff. This could cover a wider range of areas such as contraception and supporting individuals who have experienced sexual/domestic abuse in starting new relationships.

This paper explores the barriers to relationships from the perspective of people with learning disabilities and offers practical solutions to address them.