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<p>Child abuse constitutes a persistent global public health and human rights challenge, with preschool-aged children facing heightened vulnerability due to developmental immaturity and dependence on adult caregivers. Although school-based abuse prevention education has demonstrated effectiveness among school-aged populations, evidence focusing specifically on preschool-aged children remains fragmented. This scoping review aimed to systematically map and characterize existing school-based abuse prevention education programs designed for preschool-aged children. The review followed the Joanna Briggs Institute (JBI) methodology for scoping reviews and was reported in accordance with PRISMA guidelines. Five electronic databases (EBSCOhost, PubMed, ScienceDirect, Scopus, and Web of Science) were searched from inception to May 2024. Eligible studies involved preschool-aged children (approximately 3–6 years), implemented school-based educational interventions addressing multiple forms of child maltreatment, and reported child-focused outcomes. Data were synthesized narratively using the Population–Concept–Context (PCC) framework. Twelve primary studies met the inclusion criteria. Most programs were conducted in the United States, with additional evidence from Australia and Jamaica. Interventions varied in structure and duration, ranging from single-session programs to year-long curricula integrated into classroom routines. Common components included safety rule instruction, recognition of unsafe situations, self-protection skill practice, and identification of trusted adults, delivered through interactive and developmentally appropriate methods. Overall, programs demonstrated favorable short-term outcomes, particularly improvements in children’s safety knowledge and disclosure confidence. However, evidence regarding sustained behavioral outcomes and long-term effectiveness remains limited. Future research should prioritize standardized outcome measures, longer follow-up, and culturally responsive program adaptation.</p>

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School-Based Abuse Prevention Education Programs for Preschool-Aged Children: a Scoping Review

  • 期刊论文

  • 发表日期：

    2026年4月7日

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  • Dwi Karina Ariadni,
  • Wenny Artanty Nisman,
  • Lely Lusmilasari,
  • Sri Endriyani,
  • Yayuk Fatmawati

摘要

Child abuse constitutes a persistent global public health and human rights challenge, with preschool-aged children facing heightened vulnerability due to developmental immaturity and dependence on adult caregivers. Although school-based abuse prevention education has demonstrated effectiveness among school-aged populations, evidence focusing specifically on preschool-aged children remains fragmented. This scoping review aimed to systematically map and characterize existing school-based abuse prevention education programs designed for preschool-aged children. The review followed the Joanna Briggs Institute (JBI) methodology for scoping reviews and was reported in accordance with PRISMA guidelines. Five electronic databases (EBSCOhost, PubMed, ScienceDirect, Scopus, and Web of Science) were searched from inception to May 2024. Eligible studies involved preschool-aged children (approximately 3–6 years), implemented school-based educational interventions addressing multiple forms of child maltreatment, and reported child-focused outcomes. Data were synthesized narratively using the Population–Concept–Context (PCC) framework. Twelve primary studies met the inclusion criteria. Most programs were conducted in the United States, with additional evidence from Australia and Jamaica. Interventions varied in structure and duration, ranging from single-session programs to year-long curricula integrated into classroom routines. Common components included safety rule instruction, recognition of unsafe situations, self-protection skill practice, and identification of trusted adults, delivered through interactive and developmentally appropriate methods. Overall, programs demonstrated favorable short-term outcomes, particularly improvements in children’s safety knowledge and disclosure confidence. However, evidence regarding sustained behavioral outcomes and long-term effectiveness remains limited. Future research should prioritize standardized outcome measures, longer follow-up, and culturally responsive program adaptation.