Association of Perceived Sexual Harassment and Abuse with Primary School Learners’ Attitudes Toward Sex Education

Research in many parts of the world reports cases of sexual harassment and abuse in schools. However, the concept of sexual abuse and harassment can be contested based on various factors. Unfortunately, when such violence occurs, it may affect pedagogical practices and learner performance, hence the need for contextual research to determine such a relationship. To address this need, this study examined primary school learners’ perceptions of sexual harassment and abuse in two primary schools in Ado-Ekiti Local Government Area, Ekiti State, Nigeria, and analysed the effects of the violence on these learners’ attitudes toward sex education. Using Bronfenbrenner’s Ecological Systems Theory, the study implements a survey design involving 130 learners (aged 9–12) from two primary schools. Data were collected using a validated questionnaire (SVAQ), adapted from the Child Sexual Abuse Questionnaire (CSAQ). The analysis involved descriptive statistics and regression analysis. Results reveal a low level of sexual abuse and harassment; however, significant percentages of learners reported exposure to inappropriate behaviours: 14.6% experienced unwanted physical contact, 15.4% received requests to disclose private body parts, and 19.2% acknowledged having received sexually arousing touch by adults. Female learners were identified as more vulnerable, with a prevalence of 78.5%. Respondents demonstrated strong support for sex education, with 85.3% advocating for its inclusion in school curricula and 77.7% recognising its significance in preventing teenage pregnancies and STDs. Regression analysis indicated a significant positive correlation between experiences of sexual harassment and favourable attitudes towards sex education (B = 0.196, p < 0.001), suggesting that affected individuals view it as a protective measure. Recommendations highlight the importance of thorough, age-suitable sex education initiatives, improved teacher training, and community-focused approaches to create safer school settings, and the critical need to incorporate sex education into primary school curricula to address vulnerabilities, empower learners, and break the cycles of abuse (whether sexual or otherwise).