School-based programs seem promising for child abuse prevention. However, research mainly focused on sexual child abuse and knowledge is lacking on how individual program components contribute to the effectiveness of school-based prevention programs for any form of child abuse. This study aimed to examine the overall effect of these school-based programs on (a) children’s child abuse-related knowledge and (b) self-protection skills by conducting two three-level meta-analyses. Furthermore, moderator analyses were performed to identify how program components and delivery techniques were associated with effectiveness. A literature search yielded 34 studies (158 effect sizes; N = 11,798) examining knowledge of child abuse and 22 studies (99 effect sizes; N = 7804) examining self-protection skills. A significant overall effect was found of school-based programs on both knowledge (d = 0.572, 95% CI [0.408, 0.737], p < 0.001) and self-protection skills (d = 0.528, 95% CI [0.262, 0.794], p < 0.001). The results of the first meta-analysis on children’s child abuse knowledge suggest that program effects were larger in programs addressing social–emotional skills of children (d = 0.909 for programs with this component versus d = 0.489 for programs without this component) and self-blame (d = 0.776 versus d = 0.412), and when puppets (d = 1.096 versus d = 0.500) and games or quizzes (d = 0.966 versus d = 0.494) were used. The second meta-analysis on children’s self-protections skills revealed that no individual components or techniques were associated with increased effectiveness. Several other study and program characteristics did moderate the overall effects and are discussed. In general, school-based prevention programs show positive effects on both knowledge and self-protection skills, and the results imply that program effectiveness can be improved by implementing specific components and techniques.

以学校为基础的计划似乎有希望预防虐待儿童。然而，研究主要集中在性虐待儿童方面，并且缺乏关于个别计划组成部分如何有助于以学校为基础的预防计划对任何形式的儿童虐待的有效性的知识。本研究旨在通过进行两个三级元分析来检查这些基于学校的计划对 (a) 儿童虐待儿童相关知识和 (b) 自我保护技能的总体影响。此外，还进行了调节器分析，以确定程序组件和交付技术如何与有效性相关联。一项文献检索产生了 34 项研究（158 个效应量；N  = 11,798）检查虐待儿童的知识和 22 项研究（99 个效应量；N = 7804）检查自我保护技能。发现校本课程对知识 ( d  = 0.572, 95% CI [0.408, 0.737], p  < 0.001) 和自我保护技能 ( d  = 0.528, 95% CI [0.262, 0.794] ) 的总体影响显着, p  < 0.001)。第一次关于儿童虐待儿童知识的荟萃分析的结果表明，在解决儿童社会情感技能的项目中，项目的影响更大（ 有这个成分的项目d = 0.909， 没有这个成分的项目d = 0.489）和自我责备（d  = 0.776 vs d  = 0.412），当木偶（d  = 1.096 vs d = 0.500）和游戏或测验（d  = 0.966 vs d  = 0.494）被使用。关于儿童自我保护技能的第二项荟萃分析显示，没有任何单独的组件或技术与提高有效性相关。其他几项研究和计划特征确实减轻了整体影响，并进行了讨论。总的来说，学校预防计划对知识和自我保护技能都显示出积极的影响，结果表明可以通过实施特定的组成部分和技术来提高计划的有效性。