Effectiveness of a school-based educational video intervention for the prevention of technology-facilitated sexual violence among adolescent girls: a sequential explanatory mixed-methods study

@article{saleha2026effectiveness,
  title = {{Effectiveness of a school-based educational video intervention for the prevention of technology-facilitated sexual violence among adolescent girls: a sequential explanatory mixed-methods study}},
  author = {Nurmukaromatis Saleha and Restuning Widiasih and Iqbal Pramukti and Meita Dhamayanti and Laili Rahayuwati and Binahayati Rusyidi and Suriyati},
  journal = {BMC Public Health},
  year = {2026},
  month = aug,
  doi = {10.1186/s12889-026-28700-7},
  url = {https://doi.org/10.1186/s12889-026-28700-7},
  note = {CC BY 4.0},
}

TY  - JOUR
TI  - Effectiveness of a school-based educational video intervention for the prevention of technology-facilitated sexual violence among adolescent girls: a sequential explanatory mixed-methods study
AU  - Nurmukaromatis Saleha
AU  - Restuning Widiasih
AU  - Iqbal Pramukti
AU  - Meita Dhamayanti
AU  - Laili Rahayuwati
AU  - Binahayati Rusyidi
AU  - Suriyati
PY  - 2026
DA  - 2026/08/01
JO  - BMC Public Health
DO  - 10.1186/s12889-026-28700-7
UR  - https://doi.org/10.1186/s12889-026-28700-7
AB  - Background: Technology-facilitated sexual violence (TFSV) threatens adolescent health and safety, yet prevention content remains insufficiently addressed in routine school-based education. This study evaluated a school-based digital TFSV prevention programme and explored adolescents’ experiences and perceptions of its implementation.  Methods: A sequential explanatory mixed-methods study was conducted in two public senior high schools in Bengkulu City, Indonesia. The quantitative phase used a quasi-experimental pre-test–post-test non-equivalent control group design involving 69 female adolescents (control, n = 33; intervention, n = 36). Both groups received the standard school-based programme; the intervention group additionally received six educational videos over approximately five weeks through classroom sessions, Zoom reinforcement, and repeated Instagram access. Knowledge, awareness, and attitudes were analysed using Wilcoxon signed-rank and Mann–Whitney U tests, with Holm adjustment for post-test comparisons. The qualitative phase comprised a post-intervention focus group discussion with seven participants and was analysed using reflexive thematic analysis.  Results: Post-test knowledge was higher in the intervention group than in the control group (U = 375.000, adjusted p = 0.009, r = 0.36), as was awareness (U = 418.000, adjusted p = 0.044, r = 0.28). No significant between-group difference was found for attitude (U = 516.000, adjusted p = 0.331, r = 0.12); attitude increased significantly within both groups. Qualitatively, participants described gaps in formal TFSV education, viewed audiovisual delivery as relevant and engaging, identified perceived relevance, family support, and trust in school personnel as influences on engagement and help-seeking, and recommended integration into routine school structures with interactive delivery. Integration of both strands indicated that these experiences helped explain the gains in knowledge and awareness, while contextualising the absence of an intervention-specific attitudinal effect.  Conclusion: The digital TFSV prevention programme was associated with higher short-term knowledge and awareness than the standard school-based programme, but no additional effect on attitude was demonstrated. Relevant and engaging audiovisual education may strengthen adolescents’ recognition of TFSV risks; sustained prevention may require repeated reinforcement, family engagement, trusted school-based support, and integration into routine school health promotion. Further multicentre studies with baseline-adjusted analyses and longer follow-up are warranted.  Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1186/s12889-026-28700-7.
SN  - 1471-2458
ER  -