65 - Awareness of School Teachers in Identifying Child Abuse and Neglect

Abstract:

Purpose:
The purpose of this study was to evaluate baseline awareness and long-term retention of knowledge regarding identification of possible signs of child abuse and neglect (CAN) among school teachers in Nellore, India, following an audiovisual educational intervention.

Methods:
A prospective interventional study was conducted among 300 school teachers using a 19-item questionnaire adapted from a previously validated instrument assessing behavioral, physical, and social indicators of CAN. The questionnaire was developed using a standard focus group discussion method. Baseline awareness was assessed prior to intervention. Participants then received standardized education on possible signs of CAN through a structured audiovisual presentation created and compiled by the investigator and delivered in a controlled school environment via projected video. The same questionnaire was re-administered immediately after the intervention and again after three months to assess knowledge retention. Data were analyzed using Fisher’s exact test to compare responses across time points.

Results:
A statistically significant improvement in awareness of possible signs of CAN was observed when baseline responses were compared with those obtained immediately after the intervention (P < 0.05). No statistically significant difference was found between responses obtained immediately after the intervention and at the three-month follow-up (P >0.05), demonstrating sustained retention of knowledge over time.

Conclusions:
Audiovisual educational intervention significantly improved school teachers’ awareness of possible signs of child abuse and neglect, with knowledge largely retained at three months. These findings support the effectiveness of structured audiovisual training programs as a scalable strategy to enhance early recognition of CAN by school teachers.



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