Tanzanian Pupils' Perspectives on the 'Don't Touch Me' Song: Recall, Demonstration, and Understanding of a Police-Led Sexual Violence Awareness Intervention
Child sexual violence (CSV) remains a critical issue in Tanzania, with reported cases increasing significantly in recent years. This qualitative study examines Tanzanian pupils' perspectives on the "Don't Touch Me" song, a Sexual Violence (SV) awareness intervention performed by...
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| Main Authors: | , |
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| Format: | Article |
| Language: | deu |
| Published: |
Academy of Cognitive and Natural Sciences
2025-08-01
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| Series: | Освітній вимір |
| Subjects: | |
| Online Access: | https://acnsci.org/journal/index.php/ed/article/view/968 |
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| Summary: | Child sexual violence (CSV) remains a critical issue in Tanzania, with reported cases increasing significantly in recent years. This qualitative study examines Tanzanian pupils' perspectives on the "Don't Touch Me" song, a Sexual Violence (SV) awareness intervention performed by Police Gender and Children's Desk officers during school visits in Chamwino District. Guided by Albert Bandura's Social Learning Theory, the research explores pupils' ability to recall and demonstrate the song, and investigates how it influences their understanding of SV and bodily autonomy. Using focus group discussions, interviews, and documentary review, this study provides insights into the effectiveness of song-based interventions in educating children about SV. Findings reveal that pupils effectively recalled and demonstrated the song. Moreover, the intervention enhanced pupils' understanding of bodily autonomy, helped them identify private areas and recognize inappropriate touch, equipped them with self-protection strategies, and reinforced the importance of consent. These results contribute to the growing body of knowledge on child protection strategies in Tanzania and offer valuable information for policymakers and practitioners in developing culturally appropriate and engaging school awareness sessions. By centering children's voices, this research addresses a crucial gap in understanding the impact of creative interventions on children's comprehension of SV and bodily autonomy in the Tanzanian context. The study highlights the potential of innovative, age-appropriate methods in teaching sensitive but crucial topics to young children.
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| ISSN: | 2708-4604 2708-4612 |