Uncovering hidden predictors of teacher knowledge and attitudes in child sexual abuse prevention

Abstract

Teachers play a critical role in preventing child sexual abuse (CSA) in school settings. However, empirical evidence on how sociodemographic characteristics and information exposure shape teachers’ knowledge and attitudes remains limited, particularly in low- and middle-income contexts. This study aimed to examine the associations between teachers’ sociodemographic characteristics and exposure to CSA-related information with their knowledge and attitudes toward prevention. A quantitative cross-sectional study was conducted from March to December 2024 involving 56 teachers from two districts in West Java, Indonesia, using total population sampling. Data were collected using structured questionnaires and analyzed using descriptive statistics and chi-square tests, with Phi (φ) and Cramér’s V used to assess the strength of associations. Teachers’ knowledge was significantly associated with gender and information sources, including newspapers, Instagram, and headmasters (p<0.05). Attitudes were significantly associated with ethnicity, headmasters, and TikTok (p<0.05). These findings provide novel evidence highlighting the role of institutional leadership, cultural background, and digital media in shaping teachers’ preparedness for prevention. Strengthening school-based prevention requires integrated strategies that combine leadership engagement, culturally sensitive approaches, and the effective use of digital platforms.