Evaluating an Online Training Program for Child Sexual Abuse Prevention in Schools: The Role of Training, Leadership, and Policy in Educator Awareness and Reporting

The problem of school employee sexual misconduct or educator sexual misconduct remains persistent and largely taboo. Yet, organizational priorities and norms play a critical role in determining how effectively schools can prevent such misconduct. This paper examines the impact of Praesidium's online training program by analyzing changes in school employee attitudes and beliefs across three time points: pre-training, immediately after the training, and two to three months after the training. It also incorporates perspectives from school administrators to gain a fuller understanding of what is happening in educational institutions regarding child sexual abuse (CSA) prevention. The educators in the sample come from 63 schools in 12 school districts from 9 states across the U.S. These schools include both independent and public institutions, and several had previously reported incidents of educator sexual abuse. The schools were selected using a purposive and outreach-based strategy aimed at engaging a diverse cross-section of K-12 institutions. By combining survey data with insights from administrator interviews, this paper captures factors that shape school employee preparedness to recognize and respond to sexual misconduct and boundary-crossing behaviors (BCB). The findings highlight the effectiveness of the training program in enhancing knowledge related to grooming, reporting responsibilities, and school culture. This research underscores the importance of equipping educators with practical tools to prevent CSA and emphasizes the need for clear policies and professional development that promote safer learning environments for all. In this paper, school employee sexual misconduct and educator sexual misconduct are used interchangeably.