Effectiveness of school-based educational intervention on knowledge, attitudes, and socialization about child abuse among adolescents, parents, and teachers: A longitudinal study.

Abstract

Child abuse is a serious public health and human rights issue that has psychological, social, and behavioural repercussions for adolescents. The study aimed to assess the effectiveness of a school-based educational intervention on knowledge, attitudes, and socialization about child abuse among adolescents, parents, and teachers with a six-month follow-up. A longitudinal, true-experimental design was adopted, with 108 adolescents and their parents and 90 teachers selected through simple random sampling, who completed the survey using a self-structured questionnaire. A structured school-based educational intervention was implemented for the interventional group. The findings showed significant improvements in knowledge, attitudes, and socialization score for the intervention groups (adolescents, teachers, and parents) compared to the control group, followed by a slight decline at post-test 2. School‑based child abuse prevention programs consistently improved adolescents’, parents and teachers’ knowledge, socialization, self‑protection skills, and (often) attitudes. Education for parents and teachers strengthens adult knowledge, attitudes, and practices, presenting them as crucial supports for child‑initiated protection and disclosure.