SynthesisJournal of prevention (2022)2026
School-Based Prevention Programmes for Sexual Abuse: A Meta-Analysis Study.
Synthesis in Journal of prevention (2022), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
2 authors.
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Abstract
Child sexual abuse (CSA) remains a significant public health concern with lasting impacts on victims' mental, emotional, and social well-being. In recent decades, school-based prevention programs have been implemented globally to increase children's knowledge, attitudes, and protective behaviors. Although previous meta-analyses have reported overall program effectiveness, there is limited synthesis regarding the influence of variables such as session count and intervention style. This study aims to provide an updated meta-analysis focused on the effectiveness of school-based CSA prevention programs, with particular attention to the knowledge, attitudes, and behaviors of participants. A systematic search of six databases (Web of Science, Scopus, PsycINFO, MEDLINE, ERIC, and YÖKTEZ) was conducted to identify studies published between 2012 and 2022. Inclusion criteria encompassed randomized and quasi-experimental studies involving school-aged children (5-18 years) and evaluating school-based CSA prevention interventions. Following PRISMA guidelines, 26 studies (N = 13,669) were included. Effect sizes were calculated using Hedges' g under both fixed and random effects models, and moderator analyses were conducted based on intervention style, grade level, and session count. The overall effect size for knowledge outcomes was 0.796 (random effects model), while the effect size for attitude and behavior outcomes was 0.759. Moderator analyses revealed that intervention length and participant educational level significantly influenced knowledge outcomes (p < 0.05), whereas modern intervention styles had a greater effect on attitudes and behaviors (p = 0.036). School-based CSA prevention programs are effective in improving children's knowledge and fostering protective attitudes and behaviors. Programs with multiple sessions and those targeting younger students demonstrate greater efficacy. Findings underscore the need for standardizing program components and assessing long-term impacts to enhance program sustainability and generalizability.
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