Child sexual abuse prevention in schools: school personnel perspectives

Child sexual abuse (CSA), which is associated with adverse physical and mental health outcomes, is a significant major public health issue in the United States. Recent CSA prevention efforts have shifted towards primary prevention models that seek to prevent CSA by changing attitudes, behaviors, and environments. Given their close and consistent contact with youth, schools are considered to be at the frontline of CSA prevention. To effectively support these efforts, school personnel must understand CSA prevention, be familiar with school policies and practices, and feel competent and confident in addressing CSA. Clarity is needed regarding school personnel knowledge, attitudes, and beliefs about CSA prevention. Thus, the purpose of this study was to examine school professionals’ knowledge of CSA prevention best practices, their understanding of school policies and practices regarding CSA, and their comfort and confidence in following CSA prevention models and procedures. Following an initial survey, this mixed-methods study conducted interviews and focus groups with school personnel, including counselors, teachers, and other educational professionals from a central U.S. state. Reflexive thematic analysis was used to analyze the qualitative data. Results revealed that school staff prioritize youth safety, vary in their competence and confidence to address CSA, lack awareness of specific policies and practices, desire improved training, and perceive barriers in preventing CSA. Findings will be discussed in terms of strategies to strengthen CSA prevention efforts, address barriers, and support school personnel in reporting and preventing the onset of CSA and problematic sexual behavior of youth.