Child sexual abuse is one of the most severe forms of maltreatment and violence, with profound consequences for the physical, emotional, and psychological development of boys and girls. In Panama, the role of teachers in the detection, attention, and collaboration in such cases is essential, yet little is known about their training and the institutional support they receive. This study aimed to analyze the knowledge, preparedness, and actions of teaching staff when faced with alleged cases of child sexual abuse in public primary schools in the San Miguelito district. The sample consisted of 73 teachers from the schools Torrijos Carter, Santa Marta, Santa Librada, Estado de Israel, Carlos A. Mendoza, and C.E.B.G. General José de San Martín. This quantitative descriptive study used surveys applied to teachers and revealed a low level of training on response protocols, along with a widespread lack of knowledge regarding existing procedures. Results show that most teachers have not received specific training, are unaware of the guidelines established by the Ministry of Education and lack clear institutional support to respond to such situations. Additionally, the information about these cases tends to circulate informally and in a fragmented manner, hindering an appropriate response. Consequently, the need to design and implement formal procedures for teachers is emphasized, along with continuous training programs and effective institutional communication mechanisms to ensure the comprehensive protection of children who are victims or at risk of sexual abuse in schools.
