Follow-up data on the effectiveness of New Zealand's national school based child protection program

Abstract

In 1987, in response to concerns relating to the high incidence of (reported) child sexual abuse, the Ministry of Education and New Zealand Policy jointly introduced a national school-based personal safety program, Keeping Ourselves Safe. In December 1990, 252 children were interviewed in eight primary schools, selected as representative of the ethnic, economic, and social diversity of New Zealand society (Briggs 1991). The interview schedule was designed on problem-solving lines to establish whether children could identify and respond safely to a wide range of potentially unsafe situations. One year later, 117 of the children were available for interview using the same questionnaire. Children exposed to Keeping Ourselves Safe had retained and increased their safety strategies during that time. The variables of gender, age, race, and academic level did not affect improvement but the number of initial gains by children with highly committed teachers was almost double the number achieved by teachers classified as having low levels of commitment. Prior to using the program, children from low socioeconomic groups had significantly lower knowledge and skill levels than their middle-class contemporaries. Middle-class children also gained more from the program. The difference in gains achieved is explained in terms of parental participation in the school program.