A Policy-Oriented Framework for the Prevention of Sexual Violence in Schools: The Role and Synergy of Schools and Parents

Abstract

Sexual violence in educational settings remains a persistent challenge that cannot be addressed through formal regulations alone. Existing studies often examine school- or family-based interventions separately, with limited attention to integrated approaches that connect institutional responsibilities and family engagement. This study aimed to analyze the implementation of school policies and stakeholder roles, identify the dominant factors influencing the effectiveness of sexual violence prevention, and develop a policy-oriented conceptual framework grounded in the Sustainable Development Goals (SDGs). An exploratory sequential mixed-methods design was employed, involving interviews with 21 participants, a questionnaire administered to 111 respondents, and focus group discussions (FGDs) to integrate and validate the findings. Qualitative data were analyzed thematically, while quantitative data were examined using descriptive statistics and multiple linear regression. The findings revealed a persistent policy–practice gap, limited institutional capacity, fragmented collaboration, and predominantly reactive prevention practices. Although the regression model was not statistically significant, triangulation across qualitative, quantitative, and FGD findings consistently identified contextual factors as the relatively strongest contributor to prevention effectiveness. These findings informed a modified Input–Process–Output framework integrating institutional policy, stakeholder roles, family engagement, and SDG orientation through collaborative processes, with normative context positioned as a critical moderator. The framework provides a contextsensitive basis for strengthening coordinated child protection and guiding sustainable implementation across educational settings.