• Systematic evaluation across preschool to kindergarten and school-age programs reveals varying efficacy in teaching protective skills, with cognitive and behavioral outcomes, plus side effects and follow-up findings guiding program design [7], [8], [12], [9], [16], [15].

• Instructional design matters: active modeling and media tools (participant modeling, comic formats) yield stronger defensive skills than symbolic approaches, across early childhood programs [5], [6], [7], [18].

• Content framing and ethics shape learning outcomes and emotional responses, with debates on good touch/bad touch, blame assignments, and strategies to avoid amplifying fear or guilt [18], [14], [3], [9].

• Long-term psychosocial trajectories after childhood sexual abuse show persistent impacts on social adjustment, behavior, and mental health, stressing durable prevention and post-abuse support needs [19], [4], [10].

• Systematic syntheses compare programs, reveal gaps in evidence, and propose policy-relevant directions for prevention research and implementation [15], [17].