Purpose
People with learning disabilities may experience discrimination which prevents them from exercising choice and control over their right to participate in democratic processes.

Design/methodology/approach
Taking data collected by social workers during a campaign from the 2015 UK General Election, this paper analyses the variables associated with higher rates of democratic participation by people with learning disabilities.


Findings
The present authors undertook secondary analysis on data collected by social workers supporting adults with learning disabilities who were living in community housing units. 1,019 people with learning disabilities who were living in 124 community housing units in one English county gave consent to participate. 84% were registered to vote and 26% cast a vote on polling day. People were significantly more likely to cast a vote if they lived in a housing unit where they understood their rights (Waldx^2=4.896, p=0.027).

Practical implications
Our analyses are consistent with the hypothesis that supporting people with learning disabilities to understand their right to participate in elections increases the likelihood they will cast a vote on a polling day. There are practical implications from this finding for commissioning practices, support planning, and education of health and social care practitioners.

Originality/value
This is the first study of this size which examines data from people with learning disabilities on their experience of democratic participation and the role of social work.This is the first study of this size which examines the data from learning disabled people on their experience of democratic participation and the role of social work.