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School-based child sexual abuse (CSA) prevention programs effectively improve children's knowledge, attitudes, and behaviors. Longer programs and those for younger students show greater efficacy in protecting children.

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Area of Science:

  • Public Health
  • Developmental Psychology
  • Educational Interventions

Background:

  • Child sexual abuse (CSA) is a significant public health issue with severe, long-term consequences.
  • School-based programs aim to enhance children's knowledge, attitudes, and protective behaviors against CSA.
  • Previous research indicates overall program effectiveness, but lacks detailed synthesis on influencing variables like session count and intervention style.

Purpose of the Study:

  • To conduct an updated meta-analysis on the effectiveness of school-based CSA prevention programs.
  • To specifically examine the impact on participants' knowledge, attitudes, and behaviors.
  • To investigate moderators such as intervention style, grade level, and session count.

Main Methods:

  • Systematic literature search across six databases (2012-2022).
  • Inclusion of 26 randomized and quasi-experimental studies (N=13,669) on school-aged children (5-18 years).
  • Calculation of effect sizes (Hedges' g) and moderator analyses following PRISMA guidelines.

Main Results:

  • Overall effect size for knowledge was 0.796; for attitudes and behaviors, it was 0.759.
  • Intervention length and participant educational level significantly impacted knowledge outcomes (p<0.05).
  • Modern intervention styles showed a greater effect on attitudes and behaviors (p=0.036).

Conclusions:

  • School-based CSA prevention programs are effective in enhancing children's knowledge and protective skills.
  • Programs with more sessions and those targeting younger children are more efficacious.
  • Standardizing program components and evaluating long-term effects are crucial for sustainability and generalizability.