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<p>In Cambodia, many children face sexual abuse both offline and online, highlighting the urgent need for primary prevention strategies. The purpose of this study was to provide education on child sexual abuse (CSA) and its prevention to teachers, and to evaluate changes in their knowledge and attitudes toward CSA before and after the educational intervention. Using a pre- and post-test design, teachers were recruited through purposive sampling. Data was gathered via a self-administered questionnaire covering demographics, CSA knowledge, and attitudes. A four-week CSA education program was provided to the study participants. Chi-square and McNemar’s tests were applied to analyse inter- and intragroup differences. Teachers in the intervention group showed significant improvements in their knowledge of CSA and attitudes toward learning after the school-based intervention. Knowledge scores increased for 14 out of 15 items (<i>p</i> &lt; 0.05), with the largest gains in understanding the consequences of CSA (+61.7%), its preventability (+60.0%), and correcting misconceptions about stranger danger (+53.3%). Attitudes toward CSA prevention improved significantly across all 10 items (<i>p</i> &lt; 0.001), including a 65% increase in rejecting victim-blaming beliefs and a 51.7% endorsement of mandatory reporting. In contrast, the control group showed no significant improvements in knowledge or attitudes (<i>p</i> &gt; 0.05), with some items even declining. The intervention successfully raised awareness, equipping primary school teachers to handle sensitive issues and challenge misconceptions about CSA. It is recommended to continue CSA awareness workshops for teachers, integrate a CSA curriculum in schools, and strengthen supportive policies to promote student-centered education.</p>

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Educating teachers on child sexual abuse and assessing its impact on teacher’s knowledge and attitudes in rural primary schools in Cambodia: a pretest-posttest study

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  • 发表日期：

    2026年4月24日

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  • Swarnamala Kantipudi,
  • Montakarn Chuemchit

摘要

In Cambodia, many children face sexual abuse both offline and online, highlighting the urgent need for primary prevention strategies. The purpose of this study was to provide education on child sexual abuse (CSA) and its prevention to teachers, and to evaluate changes in their knowledge and attitudes toward CSA before and after the educational intervention. Using a pre- and post-test design, teachers were recruited through purposive sampling. Data was gathered via a self-administered questionnaire covering demographics, CSA knowledge, and attitudes. A four-week CSA education program was provided to the study participants. Chi-square and McNemar’s tests were applied to analyse inter- and intragroup differences. Teachers in the intervention group showed significant improvements in their knowledge of CSA and attitudes toward learning after the school-based intervention. Knowledge scores increased for 14 out of 15 items (p < 0.05), with the largest gains in understanding the consequences of CSA (+61.7%), its preventability (+60.0%), and correcting misconceptions about stranger danger (+53.3%). Attitudes toward CSA prevention improved significantly across all 10 items (p < 0.001), including a 65% increase in rejecting victim-blaming beliefs and a 51.7% endorsement of mandatory reporting. In contrast, the control group showed no significant improvements in knowledge or attitudes (p > 0.05), with some items even declining. The intervention successfully raised awareness, equipping primary school teachers to handle sensitive issues and challenge misconceptions about CSA. It is recommended to continue CSA awareness workshops for teachers, integrate a CSA curriculum in schools, and strengthen supportive policies to promote student-centered education.