One aspect of child sexual abuse (CSA) prevention involves training teachers to educate students about recognizing, refusing, and reporting unsafe situations. Most studies focus on student outcomes and have methodological shortcomings such as lack of long-term follow-up data. This study examined the impact of the Second Step Child Protection Unit (CPU) on teacher CSA knowledge, attitudes toward reporting, and school climate from pre-test, post-test1 (after CPU implementation), post-test2 (6-month follow-up), and post-test3 (12-month follow-up) in a randomized controlled trial with 159 participants. It also examined the moderating role of teachers’ previous reports to child protective services and perceived acceptability of the intervention in relation to teacher knowledge gains over time. Multi-process latent growth models revealed that teachers in the intervention condition had increased knowledge of CSA, more positive attitudes about reporting suspected CSA, and increased positive school climate, whereas control group teachers’ attitude toward reporting CSA and perceptions of positive school climate decreased over time. Teachers’ perceived acceptability of the intervention related to increased knowledge, positive attitudes about reporting CSA, and positive perceptions of school climate. Implementing CSA prevention can directly benefit teachers in terms of knowledge, attitude, and overall school climate, lending support for incorporating this in comprehensive school health initiatives.

预防儿童性虐待（CSA）的一方面涉及对教师的培训，以教育学生认识，拒绝和报告不安全的情况。大多数研究集中在学生的学习成果上，并存在方法上的缺陷，例如缺乏长期的随访数据。这项研究考察了第二步的影响儿童保护部门（CPU），涉及教师的CSA知识，对报告的态度以及测试前，测试后1（在实施CPU之后），测试后2（6个月的随访）和测试后3的学校环境（12）月随访），有159名参与者参加了一项随机对照试验。它还审查了教师以前的报告对儿童保护服务的调节作用，以及随着时间的推移，与教师获得的知识有关的干预措施的可接受性。多过程潜在增长模型显示，处于干预状态的教师对CSA的了解增加，对报告可疑CSA的态度更加积极，并增加了积极的学校氛围，而对照组教师对报告CSA的态度和对学校积极气氛的认知在时间。教师认为干预的可接受性与知识的增加，对报告CSA的积极态度以及对学校氛围的积极认识有关。实施CSA预防可以在知识，态度和整体学校氛围方面直接使教师受益，为将其纳入全面的学校卫生计划提供了支持。