Tanzanian pupils' perspectives on the "Don't Touch Me" song: recall, demonstration and understanding of a police-led sexual violence awareness intervention

Abstract

Child sexual violence (CSV) is a critical issue in Tanzania, with reported cases rising significantly. This qualitative study examines the perspectives of Tanzanian pupils on the "Don't Touch Me" song, which was used by Police Gender and Children's Desk officers in a child sexual violence awareness intervention in Chamwino District. Guided by Albert Bandura's social learning theory, the research explores pupils' ability to recall and demonstrate the song, investigating its influence on their understanding of CSV and bodily autonomy. Through focus group discussions, interviews, and documentary reviews, the findings reveal that pupils effectively recalled and demonstrated the song, thereby enhancing their understanding of bodily autonomy, identifying private areas, and recognising inappropriate touch in this regard. Besides, the intervention equipped them with self-protection strategies meanwhile reinforcing the importance of consent. In conclusion, these results highlight the effectiveness of creative interventions in improving children's understanding of CSV. Future research should investigate the long-term effects of such programs and compare them with other educational approaches to refine child protection strategies.