Intersectoral stakeholders’ experiences of supporting sexually abused learners in Gauteng North schools

Abstract

Child sexual abuse affects many learners worldwide. It leaves victims and their families traumatised. South African children of any race are prone to this phenomenon. This study aimed to explore the experiences of intersectoral stakeholders in supporting learners who are sexually abused in schools from Gauteng North Education District-South Africa. The study is positioned within Bronfenbrenner’s ecological systems theory. A qualitative research approach and phenomenological design was used to gain insights and understanding of the intersectoral stakeholders’ lived experiences of supporting sexually abused children. Data was collected through semi-structured individual interviews, and field notes captured through a journal. An interpretive phenomenological analysis was used to analyse data. Purposive sampling included 12 intersectoral stakeholders (consisting of 4 teachers, 4 psychologists and 4 social workers) responsible for supporting sexually abused learners. The findings show that child sexual abuse is a sensitive, complex, and extensive phenomenon. Intersectoral stakeholders experienced numerous challenges and negative psychological effects on their health and wellbeing while supporting sexually abused learners. The extensive nature of child sexual abuse, multidisciplinary strategies used to support sexually abused children, and effective interventions for providing support to sexually abused children were also explored. The study recommends the use of a collaborative, integrated multidisciplinary approach to provide support to sexually abused learners. Training, development and empowerment of intersectoral stakeholders are necessary to be able to support sexually abused learners speedily and effectively. Introduction of a variety of measures is important for raising the awareness of CSA and equipping learners with knowledge and skills to address the issue of CSA disclosure among learners.