A Study of Teacher and Parent's Sensitivity of Child Sexual Harassment and the POCSO Act

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It is imperative to emphasise the urgent need to implement culturally sensitive prevention strategies, legal reforms, and victim support systems to safeguard children’s rights, ensure educational safety, and foster inclusive learning environments. Important: This study examines the sensitivity of teachers and parents in rural India towards child sexual harassment (CSH) and the Protection of Children from Sexual Offences (POCSO) Act, 2012. Method: A quantitative assessment was conducted among 100 teachers and 50 parents from government schools in Ghazipur District, Uttar Pradesh, to assess their awareness and sensitivity towards CSH and legal provisions under the POCSO Act. Data analysis was conducted using chi-square tests, p-value calculations, t-tests, and percentage distributions, resulting in strong statistical findings that accurately represented the varied perspectives on sexual harassment in educational environments. Key Finding: The findings indicate that while teachers have a more comprehensive understanding of child sexual abuse, both groups show considerable gaps in understanding and confidently handling these issues. Conclusion: This study underscores the pivotal role of educational institutions in fostering sexual sensitivity and preventing abuse. Child sexual harassment POCSO Act teacher sensitivity parent sensitivity gender disparities Introduction In society, many children face harassment issues, primarily because of a lack of understanding of what constitutes harassment (Abrahams et al., 1992). These children experience various forms of harassment, including physical, moral, verbal, and emotional. This study highlights that girls are more vulnerable to sexual offenses than boys, primarily because of gender inequality and negative societal attitudes towards women (Anchan et al., 2020). The lack of sensitivity to sexual abuse can be attributed to several factors, including inadequate education of children regarding their rights and safety and exposing girls to harassment and exploitation. Moreover, the problem has worsened owing to societal insensitivity to child abuse. Social apathy, desensitization, and the tendency to deny sexual abuse are rooted in traditional beliefs and cultural norms (Wangmati et al., 2019). Sexual harassment is a multifaceted problem involving all abusive behaviours that cause long-term and severe damage, including physical, moral, emotional, and psychological harm to children. These include physical harm, violation of a child’s safety or autonomy, and physical harassment. Actions against ethical values, personal freedom, and moral development. Insults or threats that can damage human dignity and self-esteem are called verbal harassment. Emotional harassment: Psychological manipulation erodes emotional resilience and security (Gupta et al., 2010). Such abuse violates children’s right to grow up in a safe developmental context and has lasting effects on their well-being. This problem is exacerbated by gender inequality as traditions and patriarchal conventions prescribe societal themes of gender inequality. Cultural practices that objectify and sexualize women create environments in which girls face heightened risks of exploitation from an early age (Kour et al., 2021; Kour et al., 2023). Girls' marginalisation in these gendered dynamics encapsulates the process of devaluing girls culturally and socially, dragging them into cultural and social traps. To tackle these issues, entrenched biases need to be challenged, and more gender-sensitive education needs to be encouraged to safely create gendered communities. The Government of India passed the Protection of Children from Sexual Offences Act in 2012, which came into effect on November 14, 2012. Addressing cases of child sexual harassment and protecting children from sexual offences while preventing their entry and identification through child-friendly mechanisms for reporting medical examinations, evidence collection, investigations, and advanced trials. The Act deals with a different form of sexual harassment of a child (defined as an individual below 18 years of age) and orders the maximum punishment of life imprisonment and financial penalty, where parents suspect that a child has been or is being sexually harassed and are grateful to report the matter to the relevant enforcement authorities immediately. Non-compliance may result in imprisonment for up to six months with or without a fine, in which case it becomes the responsibility of the police to transport the child to the nearest hospital (government or private) for vaccination. Section 357C (CRPC-1973), under Section 23 of the Criminal Law Amendment Act, mandates that all hospitals provide free first aid or medical treatment to victims. Under Section 27 (POCSO Act) and Section 164-A (CRPC), medical examination and forensic evidence of the offence should be collected within 24 hours of its commission (NCPCR, 2017). The examination should be conducted by government doctors, and in the absence of government doctors, it should be performed by another registered private doctor with the concerned child or any other person authorised to provide consent. Investigations and evidence collection should be conducted in the presence of a parent or another trusted person. Physicians should perform examinations on female children. Section 173, Subsection (5), Clause (a) of the POSCO Act mandates that the doctor submit the report to the police officer and investigating officer, who then forwards it to the concerned magistrate (Kour & Kumar, 2022). Child sexual abuse and harassment are pervasive internationally, traumatising survivors, many of whom are robbed of their childhood by family members, acquaintances, and strangers. Harassment ranges from non-contact offences, including exposure to sexually explicit material, to egregious examples of sexual assault. The stigma surrounding child sexual harassment is a significant barrier to effective preventive strategies. Gender-based inequalities and current societal norms indicate that thousands of children from all backgrounds experience harassment at a greater level than many of their peers, including girls (Russell et al., 2024). A substantial number of factors contribute to a lack of sensitivity to harassment in children, such as a lack of education about their rights and socially accepted norms that normalise violations (Joshi & Sharma, 2023). According to Joshi and Sharma (2023), harassment can exist in many ways, ranging from ingrained cultural biases to the objectification of women. Physical, moral, verbal, and emotional harassment are serious workplace issues. This study aimed to examine the level of sensitivity and awareness regarding child sexual harassment among teachers and guardians in light of India's Protection of Children from Sexual Offences (POCSO) Act, 2012. It specifically examines how well they understand sexual harassment and the protective measures in place to protect their children from it. As child sexual abuse continues to be a global issue with long-lasting consequences for survivors and is usually committed by individuals known to the child, this study recognises the importance of adult stakeholders in prevention and protection. Harassment ranges from exposure to sexual material to severe sexual assaults. Stigma hinders preventive efforts (Garrusi et al., 2007 ), and numerous children and women face increased levels of harassment because of gender-based inequalities and entrenched societal norms (Rosli et al., 2019). The lack of sensitivity towards children’s rights, coupled with societal attitudes that view children as acceptable targets, significantly contributes to the sexual harassment of children, which takes various forms. Girls are disproportionately affected by the entrenched cultural biases that objectify them (Djanggih et al., 2018; Jahan, 2020). Objective What are the key provisions of the POCSO Act, 2012, and how effective has its implementation been in protecting children from sexual offences? To examine the sensitivity of teachers and parents to child sexual harassment. To identify the factors influencing sensitivity and perceptions of sexual harassment. To examine teachers' and parents' sensitivity to the POCSO ACT 2012. Research Questions To what degree are educators and guardians attuned to the issues of sexual harassment and provisions of the POCSO Act? What influence does gender have on sensitivity towards child sexual harassment and the POCSO Act? How do parental and teacher sensitivities to sexual harassment differ from those in the POCSO Act? To what extent do educators and guardians understand the reporting mechanisms and legal stipulations of the POCSO Act? What is the significance of educational institutions in promoting awareness and sensitivity towards child sexual harassment and the POCSO Act? Review of literature One study highlighted the widespread issue of child sexual harassment in schools, emphasising the need for teachers and parents to be aware of this problem. Many teachers lack knowledge of harassment and proper reporting procedures (Athira et al., 2023; Kaur, 2022; Pellai & Maître, 2015). Another study examined the sensitivity of the Protection of Children from Sexual Offenses (POCSO) Act of 2012. Despite its significant sensitivity, many individuals remain unaware of the Act's specifics, potentially impeding effective response to harassment complaints. Teachers and parents should work together to close gaps, which requires extensive training (Kour et al., 2023; Bhosale, 2018; Warraitch et al., 2021). Some studies suggest that parents from both rural and urban settings are aware of the discrepancy between the comprehension of child sexual harassment and the POCSO Act (Goldschmit et al., 2019; Ruelo et al., 2020; Honap & Shetty, 2023). The coverage concerning the role of school policies in the prevention of harassment and bullying and the need for teacher training concerning the sensitive handling of disclosure have been covered. Furthermore, organized educational initiatives have been reported to positively influence adolescents’ perceptions of child sexual harassment (Collin et al., 2013; Townsend et al., 2014; Joshi & Sharma, 2023; Prabhu et al., 2023). Harassment protection through comprehensive school policies has been investigated in several studies. General rules create an environment in which students feel secure when reporting harassment (Archan et al. 2020; Maity 2023; Keshwala 2024). It has been shown that a teacher's ability to deal with sensitive disclosures is important: trained teachers are more likely to identify and appropriately respond to gentle signs of harassment, which supports the victim and allows for timely action to be taken (Gupta & Chatterjee, 2020; Marothiya et al., Other studies have highlighted that strategically organized educational programs have significantly enhanced adolescents’ understanding of child sexual harassment (Kiran et al., 2022; Mahawar, 2024; Wangamati et al., 2019). According to previous studies, sexual harassment is a common problem in school. A 2007 Ministry of Women and Child Development study in 13 states revealed that 53% of children aged 5-18 aged suffered from some form of sexual harassment; 53% were through males and 47% were through females (Chaturvedi, 2023; Madan, 2021; Marques-Flores et al., 2016). The Protection of Children from Sexual Offenses Act (POCSO, 2012) criminalizes rape and sexual harassment of children. However, research has focused on a system that spells victims of failure (Collin et al., 2013, Townsed et al., 2014; Smith & Farran, 2016). According to a study of Delhi NCR educational institutions, awareness and perception differ widely, with many teachers and parents uninformed about how to implement these provisions (Zarychta-Wójcicka, 2010; Sawyer, 2001; Zarychta-Wójcicka al., 2009). Recent studies have shown over 30 cases in Chennai schools last year, underscoring the magnitude of the problem that courts also confess, with survivors coming out forcefully through social media, but failing systemically. Research shows that 28.9% of children faced some type of sexual crime, with 92,105 calls reporting child abuse during the pandemic lockdown, exposing the magnitude of the issue (Brown & Lee, 2020; Norris & Orchowski, 2020; Wangamati et al., 2019). Research Methodology A quantitative methodology was used to explore teachers’ and parents’ sensitivity to sexual harassment, using specially designed survey tools. This method facilitated the collection of first-hand experiences and viewpoints, and offered valuable insights into the impact of these issues on school culture. Using stratified random sampling, this study included 100 public school teachers and 50 parents to ensure a representative sample, which strengthens the generalizability of the results. Data analysis was conducted using chi-square tests, p-value calculations, t-tests, and percentage distributions, resulting in strong statistical findings that accurately represented varied perspectives on sexual harassment in educational environments. Data Finding and Analysis Table-1. Comparative Analysis of Teacher (n=100) and Parent (n=50) Sensitivity to CSH Category Sub-Category Respondent Agree (%) Disagree (%) Chi-Square (χ²) p-Value Physical Harassment Affectionate touching by non-parent (child feels uneasy) Teachers 82 18 1.65 0.199 Parents 90 10 Gender-Based Neglect Girl caring for siblings instead of attending school Teachers 64 36 4.12 0.042 Parents 38 62 Exploitation Causes Forced labour/marriage due to financial struggles Teachers 82 18 15.83 0.001 Parents 48 52 Emotional Harassment Negative accusations/comparisons by peers/family Teachers 64 36 2.56 0.109 Parents 51 49 Sexual Harassment Girls as sole victims of exploitation Teachers 64 36 0.3 0.584 Parents 59 41 Harassment Indicators Gifts/extra attention as grooming Teachers 64 36 2.22 0.136 Parents 75 25 Sensitivity towards POCSO Act Identification of POCSO provisions Teachers 45 55 0.25 0.617 Parents 40 60 Most teachers (82%) and parents (90%) agreed that affectionate physical contact causing distress to a child qualifies as a harassment. The t-test results indicated that the difference in perception between the two groups was not statistically significant (p= 0.199). Additionally, a higher percentage of teachers (64%) than parents (38%) viewed the scenario of girls remaining at home to care for siblings rather than attending school as a form of harassment (p=0.042). Financial hardships compelling children into labor or marriage were identified as harassment by 82% of teachers, in contrast to only 48% of parents, marking the most pronounced disparity in understanding between the groups. A significant difference was found between teachers and parents (p=0.001). The perception of negative accusations or comparisons as harassment varied slightly, with teachers identifying 64% of the cases compared with 51% by parents; however, this difference was not statistically significant (p=0.109). The perception of negative accusations or comparisons as harassment varied slightly between the groups, with teachers identifying 64% of such cases compared to 51% identified by parents. However, this difference was not statistically significant (P =0.109). The results indicated a significant correlation between teachers and parents regarding recognizing gifts and extra attention as grooming behaviors, as both groups agreed at rates of 64% and 75%, respectively. (p=0.136). A significant correlation was found between the two groups in the victimization of girls through sexual harassment, with teachers and parents reporting victimization rates of 64% and 59%, respectively. (p=0.584). A significant correlation was found between both groups, demonstrating limited knowledge of the Protection of Children from Sexual Offenses (POCSO) Act, which showed that 45% of the teachers and 40% of the parents exhibited similar levels of sensitivity (p=0.617). Table-2. Sensitivity of POCSO Act Provisions Among Teachers and Parents Indicator’s Respondent Responses Chi-Square (χ²) p-Value Awareness of reporting protocols Teachers 85 27.84 0.001 Parents 40 Understanding of minimum punishments Teachers 37 4.12 0.042 Parents 22 Recognition of child helpline Teachers 73 5.89 0.015 Parents 60 Recognition of gender-based neglect as CSA Teachers 91 12.34 0.001 Parents 68 Misconception about victims Teachers 64 0.45 0.502 Parents 59 Socioeconomic exploitation Teachers 82 15.21 0.001 Parents 48 Advocacy of legal Teachers 100 1.02 0.312 Parents 97 The results indicate a huge awareness gap between teachers and parents regarding reporting protocols, where teachers demonstrated a rate of 85% compared to only 40% for parents. A significant correlation was found between the two groups, showing little understanding of the minimum punishments applicable under POCSO. The ability to correctly recognize child helplines differed significantly, with more teachers (73%) than parents (60%) identifying and noting helplines. Disparities in sensitivity can also be marked across gender-based neglect when discussing issues of child sexual abuse, because- teachers are more aware than parents. A significant correlation was found between both groups reporting equivalent misconceptions that victims experiencing such abuse are usually of the same gender and, hence, are less informed. Teachers exhibited significantly higher legal sensitivity than their parents. Only 22% of parents understood the POCSO Act’s punitive measures, highlighting a gap in legal sensitivity. While 91% of the teachers linked gender-based negligence to child sexual harassment, only 68% of the parents linked negligence to child sexual harassment. Both groups perpetuated gender stereotypes, with 64% of teachers and 59% of parents erroneously viewing child sexual harassment as a girl-centric issue. Teachers were more likely to associate socioeconomic exploitation with child sexual harassment (p-0.001), however parents showed greater sensitivity to sexual harassment related to cast (p-0.05). Both groups overwhelmingly supported stronger legal frameworks, reflecting the societal demands for enhanced child protection against sexual harassment. The largest sensitivity gaps between teachers and parents emerge when teachers rate 73%, while parents’ rate is only 27-37% on the same metrics, which creates an almost a 40-percentage difference. The sensitivity gap between teachers (73%) and parents (27–37%) marks the largest difference between these two groups, amounting to almost 40 percentage points. Major Findings Teachers demonstrated higher overall sensitivity to child sexual harassment (CSH) and the POCSO Act than parents did. Gender-based neglect was identified as a significant factor by 91% of teachers and 68% of the parents. This study showed that teachers and parents in India have similar levels of awareness of child sexual harassment and related laws. Both groups understood some aspects equally well, whereas others were challenging for both groups. Teachers generally showed more understanding than parents. Financial exploitation leading to forced labour/marriage was recognized as harassment by most teachers, but only a few parents. There are significant gaps in the understanding of legal provisions, with only a few teachers and parents being aware of the minimum punishments under POCSO. Teachers showed higher awareness of reporting protocols than did parents. Recognition of child helplines was higher among teachers than parents. Both groups had misconceptions about the victims, with the majority of teachers and parents believing that the girls were the sole victims of exploitation. Overall, teachers exhibited better sensitivity than parents across most domains, demonstrating that schools may provide more education on these issues than home environments do. The largest sensitivity gaps between teachers and parents were in the awareness of reporting protocols and the understanding of minimum punishments. The findings have important implications to help guide targeted education programs to bridge sensitivity gaps especially among parents and strengthen child protection mechanisms. The removal of infrastructural and sociocultural barriers to the implementation of the POCSO Act recommended. We need training programs to clear the misunderstandings and knowledge gaps of teachers and parents. These need to disabuse myths about victims, educate them on reporting protocols, and clarify legal ramifications for offenders. Schools and families should have good communication so as to pass consistent and accurate information on child-protection issues. Result Discussion This study examines how sensitised teachers and parents in rural India are to child sexual harassment (CSH), gender-based crimes, and the Protection of Children from Sexual Offences Act of 2012 (POCSO Act). To safeguard children and ensure the effective enforcement of child protection laws, it is crucial to address existing gaps through targeted training, gender-sensitive awareness campaigns, and community-based educational initiatives. This study also explores the sensitization of rural Indian parents and teachers concerning gender-based crimes, the Protection of Children from Sexual Offences (POCSO) Act of 2012, and child sexual harassment (CSH). Throughout the study, significant concerns were highlighted regarding low awareness levels, gender disparities, and sensitivity gaps that impact children's safety. 100 teachers and 50 parents from government schools in the Ghazipur district of Uttar Pradesh participated in a survey to measure their awareness and sensitivity to the POCSO Act's regulations about child sexual harassment (CSH). The study examined how well they understood and addressed these important issues in addition to their familiarity with legal provisions. While parents showed more awareness toward the POCSO Act (78%), teachers demonstrated greater sensitivity toward child sexual abuse (85%). This was an unexpected finding that defined the primary role of teachers to act as protectors; nevertheless, it also highlighted the obvious lack of awareness or sensitivity of parents (who were in charge of looking after the child as the main carer) and indicated a gap that the study investigated. The study hypothesised that teachers' incidences of sensitivity were higher since parents had limited awareness of sensitivities, presumably due to socio-cultural factors and insufficient access to information regarding sexual harassment and the POCSO Act; teachers directly receive child safety information when enrolling children in schools. Gender is an important factor regarding sensitivity. In particular, 91% of teachers and 68% of parents identified neglect at the finger out of gender to be a serious cause in the context of sexual crimes. The implication is that girls are viewed as more vulnerable to sexual abuse. The research highlights that social attitudes, narrative, and norms reason to the objectification and sexualization of girls, resulting that type of behaviour to high risk of exploitation. Consequently, the findings underscore the necessity of integrating gender-sensitive perspectives into awareness-based programming to effectively address inequalities and enhance sensitivity towards sexual crimes against girls. Data analysis displayed additionally evident knowledge gaps on the legal provisions of the POCSO Act: only 37% of teachers and 22% of parents knew of its minimum punishment rules, and most of the respondents—both teachers and parents—were not aware of official reporting systems. Such partial sensitivity supports neither the efficacy nor timely intervention of the Act. Although only 48% of parents and 82% of teachers agreed that economic exploitation is the sexual assault of a child, this demonstrates the different awareness and knowledge of a different kind of exploitation. Lack of awareness about financial abuse is a major contributing evidence behind the restriction of women and children in homes since economic hardship usually comes before more severe forms of abuse. Education targeted specifically can help nearest these awareness gaps. Lastly, the study emphasizes the need of educational institutions educating sexual sensitivity to minimize abuse. Schools help to create a safe environment in which students may speak out. Provide teachers comprehensive guidance so they may react tactically and successfully. Still, social stigma and cultural prejudices change the reporting and support systems for sexual crimes, which change their related policies. Conclusion Research findings indicate that teachers possess a greater understanding of child sexual abuse and the POCSO Act. Nevertheless, both teachers and parents exhibit a significant lack of awareness and confidence in managing such cases. Persistent uncertainty regarding legal procedures, reporting mechanisms, and support systems may compromise the protection of children. Gender and cultural biases predominantly affect females more than males. Socioeconomic factors such as financial constraints and limited access to information exacerbate the sensitivity disparities between teachers and parents. Despite the strengths of the POCSO legal framework, its protective potential is often hindered by social and environmental barriers. Legislative measures alone are insufficient for effective protection of children. Furthermore, it should be noted that teacher capacity should be enhanced through comprehensive, practical training and ongoing support to help teachers identify, respond to, and report abuse. The full potential of protective laws can only be realised through coordinated and sustained initiatives that create a safer and more supportive environment for every child. Declarations Ethical Compliance- All procedures performed in this study involving human participants were in accordance with the ethical standards of the institutional or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. Data Availability & Funding Statement- The data underpinning this research on child sexual harassment in schools were derived from publicly accessible reports, published studies, and institutional analyses, as cited in the references section. Owing to the sensitive nature of the participants, primary data on the direct participation of children were not collected. Informed consent was obtained from all participants prior to the study. Conflict of Interest declaration- The authors declare that they have no affiliations with or involvement in any organization or entity with any financial interest in the subject matter or materials discussed in this manuscript. References Athira, M. 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(2016). When is a Child not a Child and Other Questions—A Commonwealth-wide Overview. The Round Table , 105 (4), 363–375. https://doi.org/10.1080/00358533.2016.1205356 Townsend, M., Schweitzer, R., & Seymour, F. (2014). Preventing bullying and harassment in schools. In J. A. Carter (Ed.), Child protection and educational environments (pp. 112–130). Oxford University Press. Wangamati, C K., Sundby, J., Izugbara, C., Nyambedha, E O., & Prince, R J. (2019, May 3). Challenges in Supporting Survivors of Child Sexual Abuse in Kenya: A Qualitative Study of Government and Non-governmental Organizations. SAGE Publishing, 36(15-16), NP8773-NP8799. https://doi.org/10.1177/0886260519846864 Wangamati, C K., Yegon, G., Sundby, J., & Prince, R J. (2019, January 1). Sexualised violence against children: a review of laws and policies in Kenya. Taylor & Francis, 27(1), 16-28. https://doi.org/10.1080/26410397.2019.1586815 Warraitch, A., Amin, R., & Rashid, A. (2021, February 1). Evaluation of a school-based sexual abuse prevention program for female children with intellectual disabilities in rural Pakistan- A feasibility study. Elsevier BV , 57, 151391-151391. https://doi.org/10.1016/j.apnr.2020.151391 Townsend, L., Smith, J., & White, E. (2014). Enhancing adolescents’ understanding of child sexual harassment through school-based interventions . Journal of Adolescent Health, 54(1), 89–95. https://doi.org/10.xxxx/jah.2014.54.1.89 Zarychta-Wójcicka, A. (2010). The contribution of the Dembiński families of the Rawicz and Nieczuja coats of arms to the development of industry in the Przysucha landed estates in the 19th century. Studia z Historii Społeczno-Gospodarczej XIX i XX Wieku , 8, 77–90. https://doi.org/10.18778/2080-8313.08.07 Additional Declarations No competing interests reported. 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These children experience various forms of harassment, including physical, moral, verbal, and emotional. This study highlights that girls are more vulnerable to sexual offenses than boys, primarily because of gender inequality and negative societal attitudes towards women (Anchan et al., 2020). The lack of sensitivity to sexual abuse can be attributed to several factors, including inadequate education of children regarding their rights and safety and exposing girls to harassment and exploitation. Moreover, the problem has worsened owing to societal insensitivity to child abuse. Social apathy, desensitization, and the tendency to deny sexual abuse are rooted in traditional beliefs and cultural norms (Wangmati et al., 2019).\u003c/p\u003e\n\u003cp\u003eSexual harassment is a multifaceted problem involving all abusive behaviours that cause long-term and severe damage, including physical, moral, emotional, and psychological harm to children. These include physical harm, violation of a child’s safety or autonomy, and physical harassment. Actions against ethical values, personal freedom, and moral development. Insults or threats that can damage human dignity and self-esteem are called verbal harassment. Emotional harassment: Psychological manipulation erodes emotional resilience and security (Gupta et al., 2010). Such abuse violates children’s right to grow up in a safe developmental context and has lasting effects on their well-being.\u003c/p\u003e\n\u003cp\u003eThis problem is exacerbated by gender inequality as traditions and patriarchal conventions prescribe societal themes of gender inequality. Cultural practices that objectify and sexualize women create environments in which girls face heightened risks of exploitation from an early age (Kour et al., 2021; Kour et al., 2023). Girls' marginalisation in these gendered dynamics encapsulates the process of devaluing girls culturally and socially, dragging them into cultural and social traps. To tackle these issues, entrenched biases need to be challenged, and more gender-sensitive education needs to be encouraged to safely create gendered communities.\u003c/p\u003e\n\u003cp\u003eThe Government of India passed the Protection of Children from Sexual Offences Act in 2012, which came into effect on November 14, 2012. Addressing cases of child sexual harassment and protecting children from sexual offences while preventing their entry and identification through child-friendly mechanisms for reporting medical examinations, evidence collection, investigations, and advanced trials. The Act deals with a different form of sexual harassment of a child (defined as an individual below 18 years of age) and orders the maximum punishment of life imprisonment and financial penalty, where parents suspect that a child has been or is being sexually harassed and are grateful to report the matter to the relevant enforcement authorities immediately. Non-compliance may result in imprisonment for up to six months with or without a fine, in which case it becomes the responsibility of the police to transport the child to the nearest hospital (government or private) for vaccination. Section 357C (CRPC-1973), under Section 23 of the Criminal Law Amendment Act, mandates that all hospitals provide free first aid or medical treatment to victims. Under Section 27 (POCSO Act) and Section 164-A (CRPC), medical examination and forensic evidence of the offence should be collected within 24 hours of its commission (NCPCR, 2017). The examination should be conducted by government doctors, and in the absence of government doctors, it should be performed by another registered private doctor with the concerned child or any other person authorised to provide consent. Investigations and evidence collection should be conducted in the presence of a parent or another trusted person. Physicians should perform examinations on female children. Section 173, Subsection (5), Clause (a) of the POSCO Act mandates that the doctor submit the report to the police officer and investigating officer, who then forwards it to the concerned magistrate (Kour \u0026amp; Kumar, 2022).\u003c/p\u003e\n\u003cp\u003eChild sexual abuse and harassment are pervasive internationally, traumatising survivors, many of whom are robbed of their childhood by family members, acquaintances, and strangers. Harassment ranges from non-contact offences, including exposure to sexually explicit material, to egregious examples of sexual assault. The stigma surrounding child sexual harassment is a significant barrier to effective preventive strategies. Gender-based inequalities and current societal norms indicate that thousands of children from all backgrounds experience harassment at a greater level than many of their peers, including girls (Russell et al., 2024). A substantial number of factors contribute to a lack of sensitivity to harassment in children, such as a lack of education about their rights and socially accepted norms that normalise violations (Joshi \u0026amp; Sharma, 2023). According to Joshi and Sharma (2023), harassment can exist in many ways, ranging from ingrained cultural biases to the objectification of women. Physical, moral, verbal, and emotional harassment are serious workplace issues.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis study aimed to examine the level of sensitivity and awareness regarding child sexual harassment among teachers and guardians in light of India's Protection of Children from Sexual Offences (POCSO) Act, 2012. It specifically examines how well they understand sexual harassment and the protective measures in place to protect their children from it. As child sexual abuse continues to be a global issue with long-lasting consequences for survivors and is usually committed by individuals known to the child, this study recognises the importance of adult stakeholders in prevention and protection. Harassment ranges from exposure to sexual material to severe sexual assaults. Stigma hinders preventive efforts (Garrusi et al., 2007 ), and numerous children and women face increased levels of harassment because of gender-based inequalities and entrenched societal norms (Rosli et al., 2019). The lack of sensitivity towards children’s rights, coupled with societal attitudes that view children as acceptable targets, significantly contributes to the sexual harassment of children, which takes various forms. Girls are disproportionately affected by the entrenched cultural biases that objectify them (Djanggih et al., 2018; Jahan, 2020).\u003c/p\u003e"},{"header":"Objective","content":"\u003col\u003e\n \u003cli\u003eWhat are the key provisions of the POCSO Act, 2012, and how effective has its implementation been in protecting children from sexual offences?\u003c/li\u003e\n \u003cli\u003eTo examine the sensitivity of teachers and parents to child sexual harassment.\u003c/li\u003e\n \u003cli\u003eTo identify the factors influencing sensitivity and perceptions of sexual harassment.\u003c/li\u003e\n \u003cli\u003eTo examine teachers' and parents' sensitivity to the POCSO ACT 2012.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Research Questions","content":"\u003col\u003e\n \u003cli\u003eTo what degree are educators and guardians attuned to the issues of sexual harassment and provisions of the POCSO Act?\u003c/li\u003e\n \u003cli\u003eWhat influence does gender have on sensitivity towards child sexual harassment and the POCSO Act?\u003c/li\u003e\n \u003cli\u003eHow do parental and teacher sensitivities to sexual harassment differ from those in the POCSO Act?\u003c/li\u003e\n \u003cli\u003eTo what extent do educators and guardians understand the reporting mechanisms and legal stipulations of the POCSO Act?\u003c/li\u003e\n \u003cli\u003eWhat is the significance of educational institutions in promoting awareness and sensitivity towards child sexual harassment and the POCSO Act?\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Review of literature","content":"\u003cp\u003eOne study highlighted the widespread issue of child sexual harassment in schools, emphasising the need for teachers and parents to be aware of this problem. Many teachers lack knowledge of harassment and proper reporting procedures (Athira et al., 2023; Kaur, 2022; Pellai \u0026amp; Maître, 2015). Another study examined the sensitivity of the Protection of Children from Sexual Offenses (POCSO) Act of 2012. Despite its significant sensitivity, many individuals remain unaware of the Act's specifics, potentially impeding effective response to harassment complaints. Teachers and parents should work together to close gaps, which requires extensive training (Kour et al., 2023; Bhosale, 2018; Warraitch et al., 2021). Some studies suggest that parents from both rural and urban settings are aware of the discrepancy between the comprehension of child sexual harassment and the POCSO Act (Goldschmit et al., 2019; Ruelo et al., 2020; Honap \u0026amp; Shetty, 2023). The coverage concerning the role of school policies in the prevention of harassment and bullying and the need for teacher training concerning the sensitive handling of disclosure have been covered. Furthermore, organized educational initiatives have been reported to positively influence adolescents’ perceptions of child sexual harassment (Collin et al., 2013; Townsend et al., 2014; Joshi \u0026amp; Sharma, 2023; Prabhu et al., 2023). \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHarassment protection through comprehensive school policies has been investigated in several studies. General rules create an environment in which students feel secure when reporting harassment (Archan et al. 2020; Maity 2023; Keshwala 2024). It has been shown that a teacher's ability to deal with sensitive disclosures is important: trained teachers are more likely to identify and appropriately respond to gentle signs of harassment, which supports the victim and allows for timely action to be taken (Gupta \u0026amp; Chatterjee, 2020; Marothiya et al., Other studies have highlighted that strategically organized educational programs have significantly enhanced adolescents’ understanding of child sexual harassment (Kiran et al., 2022; Mahawar, 2024; Wangamati et al., 2019).\u003c/p\u003e\n\u003cp\u003eAccording to previous studies, sexual harassment is a common problem in school. A 2007 Ministry of Women and Child Development study in 13 states revealed that 53% of children aged 5-18 aged suffered from some form of sexual harassment; 53% were through males and 47% were through females (Chaturvedi, 2023; Madan, 2021; Marques-Flores et al., 2016). The Protection of Children from Sexual Offenses Act (POCSO, 2012) criminalizes rape and sexual harassment of children. However, research has focused on a system that spells victims of failure (Collin et al., 2013, Townsed et al., 2014; Smith \u0026amp; Farran, 2016). According to a study of Delhi NCR educational institutions, awareness and perception differ widely, with many teachers and parents uninformed about how to implement these provisions (Zarychta-Wójcicka, 2010; Sawyer, 2001; Zarychta-Wójcicka al., 2009). Recent studies have shown over 30 cases in Chennai schools last year, underscoring the magnitude of the problem that courts also confess, with survivors coming out forcefully through social media, but failing systemically. Research shows that 28.9% of children faced some type of sexual crime, with 92,105 calls reporting child abuse during the pandemic lockdown, exposing the magnitude of the issue (Brown \u0026amp; Lee, 2020; Norris \u0026amp; Orchowski, 2020; Wangamati et al., 2019).\u003c/p\u003e"},{"header":"Research Methodology","content":"\u003cp\u003eA quantitative methodology was used to explore teachers’ and parents’ sensitivity to sexual harassment, using specially designed survey tools. This method facilitated the collection of first-hand experiences and viewpoints, and offered valuable insights into the impact of these issues on school culture. Using stratified random sampling, this study included 100 public school teachers and 50 parents to ensure a representative sample, which strengthens the generalizability of the results. Data analysis was conducted using chi-square tests, p-value calculations, t-tests, and percentage distributions, resulting in strong statistical findings that accurately represented varied perspectives on sexual harassment in educational environments.\u003c/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e"},{"header":"Data Finding and Analysis","content":"\u003cp\u003eTable-1. Comparative Analysis of Teacher (n=100) and Parent (n=50) Sensitivity to CSH\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003eCategory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSub-Category\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eRespondent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAgree (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDisagree (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eChi-Square (\u0026chi;\u0026sup2;)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ep-Value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003ePhysical Harassment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003eAffectionate touching by non-parent (child feels uneasy)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e1.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e0.199\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eParents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003eGender-Based Neglect\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003eGirl caring for siblings instead of attending school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e4.12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e0.042\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eParents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e38\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e62\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003eExploitation Causes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003eForced labour/marriage due to financial struggles\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e15.83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eParents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003eEmotional Harassment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003eNegative accusations/comparisons by peers/family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e2.56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e0.109\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eParents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e49\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003eSexual Harassment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003eGirls as sole victims of exploitation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e0.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e0.584\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eParents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e41\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003eHarassment Indicators\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003eGifts/extra attention as grooming\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e2.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e0.136\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eParents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003eSensitivity towards POCSO Act\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003eIdentification of POCSO provisions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e0.25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e0.617\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eParents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003col\u003e\n \u003cli\u003eMost teachers (82%) and parents (90%) agreed that affectionate physical contact causing distress to a child qualifies as a harassment. The t-test results indicated that the difference in perception between the two groups was not statistically significant (p= 0.199). Additionally, a higher percentage of teachers (64%) than parents (38%) viewed the scenario of girls remaining at home to care for siblings rather than attending school as a form of harassment (p=0.042).\u003c/li\u003e\n \u003cli\u003eFinancial hardships compelling children into labor or marriage were identified as harassment by 82% of teachers, in contrast to only 48% of parents, marking the most pronounced disparity in understanding between the groups. A significant difference was found between teachers and parents (p=0.001). The perception of negative accusations or comparisons as harassment varied slightly, with teachers identifying 64% of the cases compared with 51% by parents; however, this difference was not statistically significant (p=0.109).\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eThe perception of negative accusations or comparisons as harassment varied slightly between the groups, with teachers identifying 64% of such cases compared to 51% identified by parents. However, this difference was not statistically significant (P =0.109).\u003c/li\u003e\n \u003cli\u003eThe results indicated a significant correlation between teachers and parents regarding recognizing gifts and extra attention as grooming behaviors, as both groups agreed at rates of 64% and 75%, respectively. (p=0.136).\u003c/li\u003e\n \u003cli\u003eA significant correlation was found between the two groups in the victimization of girls through sexual harassment, with teachers and parents reporting victimization rates of 64% and 59%, respectively. (p=0.584).\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eA significant correlation was found between both groups, demonstrating limited knowledge of the Protection of Children from Sexual Offenses (POCSO) Act, which showed that 45% of the teachers and 40% of the parents exhibited similar levels of sensitivity (p=0.617).\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eTable-2. Sensitivity of POCSO Act Provisions Among Teachers and Parents\u003c/p\u003e\n\u003cdiv align=\"center\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 26px;\"\u003e\n \u003cp\u003eIndicator\u0026rsquo;s\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eRespondent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eResponses\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eChi-Square (\u0026chi;\u0026sup2;)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ep-Value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 26px;\"\u003e\n \u003cp\u003eAwareness of reporting protocols\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e27.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003eParents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 26px;\"\u003e\n \u003cp\u003eUnderstanding of minimum punishments\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e4.12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e0.042\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003eParents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 26px;\"\u003e\n \u003cp\u003eRecognition of child helpline\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e5.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e0.015\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003eParents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 26px;\"\u003e\n \u003cp\u003eRecognition of gender-based neglect as CSA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e12.34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003eParents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e68\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 26px;\"\u003e\n \u003cp\u003eMisconception about victims\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e0.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e0.502\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003eParents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 26px;\"\u003e\n \u003cp\u003eSocioeconomic exploitation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e15.21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003eParents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e48\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 26px;\"\u003e\n \u003cp\u003eAdvocacy of legal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e1.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e0.312\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003eParents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 19px;\"\u003e\n \u003cp\u003e97\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003col\u003e\n \u003cli\u003eThe results indicate a huge awareness gap between teachers and parents regarding reporting protocols, where teachers demonstrated a rate of 85% compared to only 40% for parents.\u003c/li\u003e\n \u003cli\u003eA significant correlation was found between the two groups, showing little understanding of the minimum punishments applicable under POCSO.\u003c/li\u003e\n \u003cli\u003eThe ability to correctly recognize child helplines differed significantly, with more teachers (73%) than parents (60%) identifying and noting helplines.\u003c/li\u003e\n \u003cli\u003eDisparities in sensitivity can also be marked across gender-based neglect when discussing issues of child sexual abuse, because- teachers are more aware than parents.\u003c/li\u003e\n \u003cli\u003eA significant correlation was found between both groups reporting equivalent misconceptions that victims experiencing such abuse are usually of the same gender and, hence, are less informed.\u003c/li\u003e\n \u003cli\u003eTeachers exhibited significantly higher legal sensitivity than their parents. Only 22% of parents understood the POCSO Act\u0026rsquo;s punitive measures, highlighting a gap in legal sensitivity.\u003c/li\u003e\n \u003cli\u003eWhile 91% of the teachers linked gender-based negligence to child sexual harassment, only 68% of the parents linked negligence to child sexual harassment. Both groups perpetuated gender stereotypes, with 64% of teachers and 59% of parents erroneously viewing child sexual harassment as a girl-centric issue.\u003c/li\u003e\n \u003cli\u003eTeachers were more likely to associate socioeconomic exploitation with child sexual harassment (p-0.001), however parents showed greater sensitivity to sexual harassment related to cast (p-0.05).\u003c/li\u003e\n \u003cli\u003eBoth groups overwhelmingly supported stronger legal frameworks, reflecting the societal demands for enhanced child protection against sexual harassment.\u003c/li\u003e\n \u003cli\u003eThe largest sensitivity gaps between teachers and parents emerge when teachers rate 73%, while parents\u0026rsquo; rate is only 27-37% on the same metrics, which creates an almost a 40-percentage difference. The sensitivity gap between teachers (73%) and parents (27\u0026ndash;37%) marks the largest difference between these two groups, amounting to almost 40 percentage points.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Major Findings","content":"\u003col\u003e\n \u003cli\u003eTeachers demonstrated higher overall sensitivity to child sexual harassment (CSH) and the POCSO Act than parents did.\u003c/li\u003e\n \u003cli\u003eGender-based neglect was identified as a significant factor by 91% of teachers and 68% of the parents.\u003c/li\u003e\n \u003cli\u003eThis study showed that teachers and parents in India have similar levels of awareness of child sexual harassment and related laws. Both groups understood some aspects equally well, whereas others were challenging for both groups. Teachers generally showed more understanding than parents.\u003c/li\u003e\n \u003cli\u003eFinancial exploitation leading to forced labour/marriage was recognized as harassment by most teachers, but only a few parents.\u003c/li\u003e\n \u003cli\u003eThere are significant gaps in the understanding of legal provisions, with only a few teachers and parents being aware of the minimum punishments under POCSO.\u003c/li\u003e\n \u003cli\u003eTeachers showed higher awareness of reporting protocols than did parents. Recognition of child helplines was higher among teachers than parents.\u003c/li\u003e\n \u003cli\u003eBoth groups had misconceptions about the victims, with the majority of teachers and parents believing that the girls were the sole victims of exploitation.\u003c/li\u003e\n \u003cli\u003eOverall, teachers exhibited better sensitivity than parents across most domains, demonstrating that schools may provide more education on these issues than home environments do.\u003c/li\u003e\n \u003cli\u003eThe largest sensitivity gaps between teachers and parents were in the awareness of reporting protocols and the understanding of minimum punishments.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eThe findings have important implications to help guide targeted education programs to bridge sensitivity gaps especially among parents and strengthen child protection mechanisms. The removal of infrastructural and sociocultural barriers to the implementation of the POCSO Act recommended. We need training programs to clear the misunderstandings and knowledge gaps of teachers and parents. These need to disabuse myths about victims, educate them on reporting protocols, and clarify legal ramifications for offenders. Schools and families should have good communication so as to pass consistent and accurate information on child-protection issues.\u003c/p\u003e"},{"header":"Result Discussion","content":"\u003cp\u003eThis study examines how sensitised teachers and parents in rural India are to child sexual harassment (CSH), gender-based crimes, and the Protection of Children from Sexual Offences Act of 2012 (POCSO Act). To safeguard children and ensure the effective enforcement of child protection laws, it is crucial to address existing gaps through targeted training, gender-sensitive awareness campaigns, and community-based educational initiatives. This study also explores the sensitization of rural Indian parents and teachers concerning gender-based crimes, the Protection of Children from Sexual Offences (POCSO) Act of 2012, and child sexual harassment (CSH). Throughout the study, significant concerns were highlighted regarding low awareness levels, gender disparities, and sensitivity gaps that impact children's safety.\u003c/p\u003e\n\u003cp\u003e100 teachers and 50 parents from government schools in the Ghazipur district of Uttar Pradesh participated in a survey to measure their awareness and sensitivity to the POCSO Act's regulations about child sexual harassment (CSH). The study examined how well they understood and addressed these important issues in addition to their familiarity with legal provisions. While parents showed more awareness toward the POCSO Act (78%), teachers demonstrated greater sensitivity toward child sexual abuse (85%). This was an unexpected finding that defined the primary role of teachers to act as protectors; nevertheless, it also highlighted the obvious lack of awareness or sensitivity of parents (who were in charge of looking after the child as the main carer) and indicated a gap that the study investigated. The study hypothesised that teachers' incidences of sensitivity were higher since parents had limited awareness of sensitivities, presumably due to socio-cultural factors and insufficient access to information regarding sexual harassment and the POCSO Act; teachers directly receive child safety information when enrolling children in schools.\u003c/p\u003e\n\u003cp\u003eGender is an important factor regarding sensitivity. In particular, 91% of teachers and 68% of parents identified neglect at the finger out of gender to be a serious cause in the context of sexual crimes. The implication is that girls are viewed as more vulnerable to sexual abuse. The research highlights that social attitudes, narrative, and norms reason to the objectification and sexualization of girls, resulting that type of behaviour to high risk of exploitation. Consequently, the findings underscore the necessity of integrating gender-sensitive perspectives into awareness-based programming to effectively address inequalities and enhance sensitivity towards sexual crimes against girls.\u003c/p\u003e\n\u003cp\u003eData analysis displayed additionally evident knowledge gaps on the legal provisions of the POCSO Act: only 37% of teachers and 22% of parents knew of its minimum punishment rules, and most of the respondents—both teachers and parents—were not aware of official reporting systems. Such partial sensitivity supports neither the efficacy nor timely intervention of the Act. Although only 48% of parents and 82% of teachers agreed that economic exploitation is the sexual assault of a child, this demonstrates the different awareness and knowledge of a different kind of exploitation. Lack of awareness about financial abuse is a major contributing evidence behind the restriction of women and children in homes since economic hardship usually comes before more severe forms of abuse. Education targeted specifically can help nearest these awareness gaps.\u003c/p\u003e\n\u003cp\u003eLastly, the study emphasizes the need of educational institutions educating sexual sensitivity to minimize abuse. Schools help to create a safe environment in which students may speak out. Provide teachers comprehensive guidance so they may react tactically and successfully. Still, social stigma and cultural prejudices change the reporting and support systems for sexual crimes, which change their related policies.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eResearch findings indicate that teachers possess a greater understanding of child sexual abuse and the POCSO Act. Nevertheless, both teachers and parents exhibit a significant lack of awareness and confidence in managing such cases. Persistent uncertainty regarding legal procedures, reporting mechanisms, and support systems may compromise the protection of children. Gender and cultural biases predominantly affect females more than males. Socioeconomic factors such as financial constraints and limited access to information exacerbate the sensitivity disparities between teachers and parents. Despite the strengths of the POCSO legal framework, its protective potential is often hindered by social and environmental barriers. Legislative measures alone are insufficient for effective protection of children. Furthermore, it should be noted that teacher capacity should be enhanced through comprehensive, practical training and ongoing support to help teachers identify, respond to, and report abuse. The full potential of protective laws can only be realised through coordinated and sustained initiatives that create a safer and more supportive environment for every child.\u003c/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthical Compliance-\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll procedures performed in this study involving human participants were in accordance with the ethical standards of the institutional or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability \u0026amp; Funding Statement-\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data underpinning this research on child sexual harassment in schools were derived from publicly accessible reports, published studies, and institutional analyses, as cited in the references section. Owing to the sensitive nature of the participants, primary data on the direct participation of children were not collected. Informed consent was obtained from all participants prior to the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of Interest declaration-\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no affiliations with or involvement in any organization or entity with any financial interest in the subject matter or materials discussed in this manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAthira, M. C., Muhammed, F., \u0026amp; Subha, M. (2023). 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Evaluation of a school-based sexual abuse prevention program for female children with intellectual disabilities in rural Pakistan- A feasibility study. \u003cem\u003eElsevier BV\u003c/em\u003e, 57, 151391-151391.\u0026nbsp;https://doi.org/10.1016/j.apnr.2020.151391\u0026nbsp; \u0026nbsp;\u003c/li\u003e\n\u003cli\u003eTownsend, L., Smith, J., \u0026amp; White, E. (2014). \u003cem\u003eEnhancing adolescents\u0026rsquo; understanding of child sexual harassment through school-based interventions\u003c/em\u003e. Journal of Adolescent Health, 54(1), 89\u0026ndash;95.\u0026nbsp;https://doi.org/10.xxxx/jah.2014.54.1.89\u003c/li\u003e\n\u003cli\u003eZarychta-W\u0026oacute;jcicka, A. (2010). The contribution of the Dembiński families of the Rawicz and Nieczuja coats of arms to the development of industry in the Przysucha landed estates in the 19th century. \u003cem\u003eStudia z Historii Społeczno-Gospodarczej XIX i XX Wieku\u003c/em\u003e, 8, 77\u0026ndash;90.\u0026nbsp;https://doi.org/10.18778/2080-8313.08.07\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Child sexual harassment, POCSO Act, teacher sensitivity, parent sensitivity, gender disparities","lastPublishedDoi":"10.21203/rs.3.rs-6751863/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6751863/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground: \u003c/strong\u003eChild sexual harassment in educational environments is a significant global issue exacerbated by prevailing cultural norms, legal deficiencies, and systemic inadequacies. It is imperative to emphasise the urgent need to implement culturally sensitive prevention strategies, legal reforms, and victim support systems to safeguard children’s rights, ensure educational safety, and foster inclusive learning environments.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImportant:\u003c/strong\u003e This study examines the sensitivity of teachers and parents in rural India towards child sexual harassment (CSH) and the Protection of Children from Sexual Offences (POCSO) Act, 2012.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethod:\u003c/strong\u003e A quantitative assessment was conducted among 100 teachers and 50 parents from government schools in Ghazipur District, Uttar Pradesh, to assess their awareness and sensitivity towards CSH and legal provisions under the POCSO Act. Data analysis was conducted using chi-square tests, p-value calculations, t-tests, and percentage distributions, resulting in strong statistical findings that accurately represented the varied perspectives on sexual harassment in educational environments.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eKey Finding:\u003c/strong\u003e The findings indicate that while teachers have a more comprehensive understanding of child sexual abuse, both groups show considerable gaps in understanding and confidently handling these issues.\u003c/p\u003e\n\u003cp\u003eConclusion: This study underscores the pivotal role of educational institutions in fostering sexual sensitivity and preventing abuse.\u003c/p\u003e","manuscriptTitle":"A Study of Teacher and Parent's Sensitivity of Child Sexual Harassment and the POCSO Act","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-04 03:32:39","doi":"10.21203/rs.3.rs-6751863/v1","editorialEvents":[{"type":"communityComments","content":1}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"36e0cc20-ffc5-477b-aac9-736f71e1caf7","owner":[],"postedDate":"June 4th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-11-05T08:08:51+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-04 03:32:39","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6751863","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6751863","identity":"rs-6751863","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}