The increasing exposure of children to digital devices and online platforms has led to a rise in online-related risks, including online sexual harassment (OSH). While most existing studies focus on adolescents or adults, research on OSH among younger children, particularly in Asian or indigenous contexts, remains scarce. This study aims to fill that gap by investigating the experiences, perceptions, delay factors, and help-seeking behaviors of elementary school students in Taitung County, Taiwan, many of whom come from indigenous communities.
The Attitude Scale Toward Online Sexual Harassment for Elementary School Students was developed and applied to the study. This quantitative survey was administered to 926 students.
Results showed that approximately 10% of students had encountered online sexual harassment, such as receiving inappropriate messages or being asked to send personal images. A high percentage (90%) reported feeling discomfort when imagining OSH scenarios. Gender differences were significant: girls were more likely to report discomfort, while boys were more likely to delay or avoid seeking help. Notably, younger students and boys expressed a stronger belief that they could handle such incidents independently.
Regression analyses revealed that students' perception of discomfort, experience with OSH, and grade level were significant predictors of their delay in help-seeking. Key delay factors included fear of being blamed, fear of not being believed, and a lack of trust in adult responses. Despite high levels of reported discomfort, around 10% of students said they would not seek help even if they experienced OSH, highlighting a critical gap between awareness and action.
This study contributes to applied psychology by developing and validating an age-appropriate OSH attitude scale, Identifying cognitive and emotional predictors of help-seeking behavior, uncovering the gendered and cultural nuances in young students' responses to OSH, and proposing a predictive model that educators and school counselors can use to identify at-risk students.