A Study to Evaluate the Effectiveness of Structured Teaching Programme on the Knowledge Regarding Child Abuse among School Age Children in Selected School, Odisha

Background: Child abuse is a serious global concern that affects the physical, emotional, and psychological well-being of children. School-age children are especially vulnerable due to limited awareness and inability to report incidents. Educating children about child abuse and preventive measures can play a crucial role in safeguarding their rights and promoting a safe environment.
Methodology: A pre-experimental one group pre-test post-test design was adopted. A total of 30 school-age children studying in classes VI to VIII at a selected school in Jajpur, Odisha, were selected through systematic random sampling. Data were collected using a structured knowledge questionnaire. After the pre-test, the STP on child abuse was administered, and a post-test was conducted after one week. Data were analyzed using descriptive and inferential statistics such as mean, standard deviation, paired‘t’ test, and chi-square test.
Result: The findings revealed that in the pre-test, the majority of children (66.7%) had inadequate knowledge, while none had adequate knowledge. After the intervention, knowledge levels significantly improved, with 56.7% attaining adequate knowledge. The mean pre-test score was 9.7, which increased to 21 in the post-test, with a mean difference of 11.3. The calculated paired‘t’ value (26) was highly significant at p < 0.05. Significant associations were found between knowledge and selected demographic variables such as parental education and source of information.
Conclusion: The study concludes that the structured teaching programme was effective in enhancing the knowledge of school-age children regarding child abuse. Educational interventions in schools are essential to empower children with the awareness and skills to protect themselves from abuse

Structured Teaching Programme, Child Abuse, Knowledge, School-age Children, Prevention

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