Articles Vol. 67 No. CĐ6-NCKH 16/06/2026

AWARENESS AND PREVENTIVE SKILLS FOR SEXUAL ABUSE AMONG PRIMARY SCHOOL STUDENTS: A CROSS-SECTIONAL STUDY AT SOME PRIMARY SCHOOLS IN HANOI, VIETNAM

Le Thi Thanh Thuy1,2, Lai Thuy Thanh3,4, Duong Anh Tai3,4, Nguyen Mai Huong3,4, Vu Van Thuan3,4, Chu Thi Ha5,6, Dao Phuong Linh5,6, Duong Van Sy7,8, Ngo Anh Vinh3,4, Nguyen Thi Thuy Huong9,10
1 Vietnam Youth Academy
2 Học viện Thanh thiếu niên Việt Nam
3 Vietnam National Children’s Hospital
4 Bệnh viện Nhi Trung ương
5 Hai Phong University of Medicine and Pharmacy
6 Trường Đại học Y Dược Hải Phòng
7 VinmecHai Phong International GeneralHospital
8 Bệnh viện Đa khoa Quốc tế Vinmec Hải Phòng
9 Hai Phong University ofMedicine and Pharmacy
10 Trường Đại học Y DượcHải Phòng
DOI: 10.52163/yhc.v67iCD6.5349
28 Views
0 Downloads
Keywords
Sexual abuse, primary school students, awareness, prevention skills.
Abstract

Objectives: This study aimed to assess knowledge, risk awareness, and preventive and coping skills related to sexual abuse among primary school students in Hanoi, Vietnam.

Methods: A cross-sectional study was conducted among 430 students from grades 3 to 5 at 4 public primary schools in Hanoi during the 2024-2025 academic year. Data were collected using a structured self-administered questionnaire covering demographic characteristics, awareness of sexual abuse risks, and preventive and coping skills. Descriptive statistics were used for data analysis.

Results: Most students reported prior exposure to basic personal safety education, including body autonomy and seeking help (82.5%). However, correct awareness of common risk behaviors remained limited, ranging from 30.8-41.8%. Students were more likely to recognize direct grooming behaviors such as gift-giving (82.9%) than psychological manipulation tactics, including requests for secrecy (63.4%). In contrast, preventive and coping skills were well recognized, with over 90% of students identifying appropriate responses such as refusing unwanted contact, leaving unsafe situations, calling for help, and reporting to trusted adults.

Conclusions: Primary school students have a good understanding of prevention and response skills when faced with the risk of sexual abuse, but there remains a significant gap in risk awareness and identification of abusive tactics. This highlights the need to strengthen structured, age-appropriate sexual abuse prevention education programs in the school environment.

References
[1]
World Health Organization. Preventing child maltreatment: a guide to taking action and generating evidence. Geneva, 2020. Google Scholar
[2]
Fergusson D.M, McLeod G.F.H, Horwood L.J. Childhood sexual abuse and adult developmental outcomes: findings from a 30-year longitudinal study. Journal of the American Academy of Child & Adolescent Psychiatry, 2013, 52 (6): 664-674. doi: 10.1016/j.jaac.2013.03.017 Google Scholar
[3]
Norman R.E, Byambaa M, De R, Butchart A, Scott J, Vos T. The long-term health consequences of child physical abuse, emotional abuse, and neglect: a systematic review and meta-analysis. PLoS Medicine, 2012, 9 (11): e1001349. doi: 10.1371/journal.pmed.1001349 Google Scholar
[4]
UNICEF Vietnam. Child protection in Viet Nam: programme brief, Hanoi, 2021. Google Scholar
[5]
Trần Thị Minh Đức. Thực trạng và các yếu tố liên quan đến xâm hại tình dục trẻ em tại Việt Nam. Tạp chí Y học Việt Nam, 2019, 473 (1): 45-50. Google Scholar
[6]
Kenny M.C, Wurtele S.K, Alonso L. Evaluation of a personal safety program for preschool children. Child Abuse & Neglect, 2012, 36 (7-8): 537-546. doi: 10.1016/j.chiabu.2012.05.002 Google Scholar
[7]
Walsh K, Zwi K, Woolfenden S, Shlonsky A. School-based education programmes for the prevention of child sexual abuse. Cochrane Database of Systematic Reviews, 2015, (4): CD004380. doi: 10.1002/14651858.CD004380.pub3 Google Scholar
[8]
Finkelhor D. Childhood victimization: violence, crime, and abuse in the lives of young people. New York: Oxford University Press, 2008. Google Scholar
[9]
Walsh K, Brandon L. Their children’s first educators: Parents’ views about child sexual abuse prevention education. Journal of Child Sexual Abuse, 2010, 19 (6): 617-639. doi: 10.1080/10538712.2010.522493 Google Scholar
[10]
Craven S, Brown S, Gilchrist E. Sexual grooming of children: review of literature and theoretical considerations. London: NSPCC, 2006. Google Scholar
[11]
Winters G.M, Jeglic E.L. Stages of sexual grooming: recognizing patterns of predatory behaviors of child molesters. Sexual Abuse, 2017, 29 (8): 792-812. doi: 10.1177/1079063215612442 Google Scholar
[12]
Daigneault I, Hébert M, McDuff P. Men’s and women’s childhood sexual abuse and victimization in adult intimate relationships. Journal of Child Sexual Abuse, 2012, 21 (6): 595-613. doi: 10.1080/10538712.2012.726700 Google Scholar
[13]
Mathews B, Collin-Vézina D. Child sexual abuse: toward a conceptual model and definition. Pediatrics, 2016, 138 (2): e20160823. doi: 10.1542/peds.2016-0823 Google Scholar
[14]
Alaggia R, Collin-Vézina D, Lateef R. Facilitators and barriers to child sexual abuse disclosure: a research update (2000-2016). Trauma, Violence & Abuse, 2019, 20 (2): 260-283. doi: 10.1177/1524838017697340 Google Scholar