BACKGROUND Research shows that individuals with disabilities are more likely to experience abuse than their peers without disabilities. Yet, few evidenced‐based abuse prevention interventions exist. This study examines whether positive outcomes identified previously in an evaluation of IMPACT:Ability were maintained 1 year later. METHODS A survey measuring safety and self‐advocacy knowledge, confidence, and behaviors among special education high‐school students was administered 12 months post‐training. Paired samples t‐tests were used to compare baseline to follow up and postsurvey to follow up and repeated measures analyses were conducted to test the effect of time across the 3 time points (baseline, post, and 1‐year follow up) (N = 47). RESULTS Follow‐up study participants had a range of disabilities, just over half were boys, and most were either black or Latino/Hispanic. Difference between scores at baseline and follow‐up for all the measures of interest represented gains from baseline. Statistically significant post‐training improvements in participants' safety and self‐advocacy knowledge and confidence were maintained 1‐year later. CONCLUSIONS These results provide additional support for the case that IMPACT:Ability is a promising safety and self‐advocacy training program for diverse groups of students with disabilities.