The Campbell Collaboration (C2) was founded on the principle that systematic reviews on the effects of interventions will inform and help improve policy and services. C2 offers editorial and methodological support to review authors throughout the process of producing a systematic review. A number of C2's editors, librarians, methodologists and external peerreviewers contribute. The Campbell Collaboration SynopsisSchool-based programmes for preventing child sex abuse may improve knowledge and selfprotective behaviours but also increase anxiety; further research is needed Childhood sexual abuse is a serious problem for school aged children worldwide. There is no consistent definition of sexual abuse. Some studies restrict sexual abuse to instances of sexual body contact with the child, while others define sexual abuse as any sexual behaviour in a child's presence. Whatever its form, childhood sexual abuse can have a very negative impact on a child. The United Nations' Convention on the Rights of the Child states that "children have the right to be protected from being hurt and mistreated, physically or mentally" and the international community needs to investigate ways this can be done effectively. One widespread method used is to teach school aged children, using school-based programs, about child sexual abuse and how to protect themselves from it. It is important to know if this approach works, for how long it works and if it causes any unintended harm to children and adolescents. This is the purpose of this systematic review.While this review found improvements in knowledge and protective behaviours among children who had received school-based programs, these results should be interpreted with caution. The reasons for a need for caution is that there were problems with the way that many of the original studies were analysed, children's knowledge was tested only a short time period after the program, the studies were conducted in North America and therefore may not apply to other countries and cultures, and several studies reported harms, such as increased anxiety in children. Potential harms need to be closely monitored in future studies and existing school based programs. It is difficult to know if the changes in children's knowledge and protective behaviours seen in the studies will result in prevention of child sexual abuse. As such, school-based programs should, at best, be seen as part of a community approach to the prevention of child sexual abuse.School-based education programmes for the prevention of child sexual abuse 5 Abstract Background Child sexual abuse is a significant problem that requires an effective means of prevention. ObjectivesTo assess: if school-based programmes are effective in improving knowledge about sexual abuse and self-protective behaviours; whether participation results in an increase in disclosure of sexual abuse and/or produces any harm; knowledge retention and the effect of programme type or setting.

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Aim To determine population‐based prevalence, hospital use and costs for children admitted to hospital with chronic conditions. Methods We used hospital admissions data for children aged <16 years, 2002–2013 in New South Wales, Australia. Results Of all admissions, 35% (n = 692 514) included a diagnosis of a chronic condition. In 2013, prevalence was 25.1 per 1000 children. Children with greater socio‐economic disadvantage or living in regional and remote areas had lower prevalence, but a higher proportion of emergency admissions. Prevalence rates were highest for respiratory and neurological conditions (9.4, 7.4 per 1000, respectively). Mental health conditions were most common in older children. Admissions involving chronic conditions had longer length of stay (3.0 vs. 1.6 days), consumed more bed‐days (50% of total) and involved 43% of total hospital costs. Conclusion Differences in prevalence and use of hospital services suggest inequities in access and need for more appropriate and equitable models of care.