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Child Abuse in the School Setting in the DRC: A Multidimensional Analysis, Psychosocial Impacts, and Pathways to Integrated Prevention

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Submitted   Apr 29, 2025
Published   Jul 25, 2025
Issue    Vol 6 (2025)
DOI   10.25082/TCPP.2025.01.002

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Théodore Mulenga Mulenga
Department of Paediatrics, Faculty of Medicine, University of Lubumbashi, Lubumbashi, DRC
Oscar Numbi Luboya corresponding author
Department of Paediatrics, Faculty of Medicine, University of Lubumbashi, Lubumbashi, DRC
Anne-Marie Etienne
Faculty of Psychology, Speech and Language Therapy and Educational Sciences, University of Liège, Liège, Belgium
Albert Kapend Sabul
Department of Paediatrics, Faculty of Medicine, University of Lubumbashi, Lubumbashi, DRC
Philippe Kasongo Maloba
Department of Paediatrics, Faculty of Medicine, University of Lubumbashi, Lubumbashi, DRC

Abstract

In recent years, the virality of videos depicting various forms of abuse in Congolese schools has exposed an alarming issue, raising questions not only about pedagogical dynamics but also the sociocultural foundations of child protection. This article offers a critical analysis of the systemic determinants of child abuse within the Congolese educational context, examining its neurocognitive, psychosocial, and economic repercussions. Drawing on an interdisciplinary literature review (encompassing pedagogy, public health, and human rights), it develops a theoretical framework for structural reforms centered on primary prevention and restorative justice.

Keywords
child abuse, school violence, sociocultural factors, educational policies

Article Details

How to Cite
Mulenga, T. M., Luboya, O. N., Etienne, A.-M., Sabul, A. K., & Maloba, P. K. (2025). Child Abuse in the School Setting in the DRC: A Multidimensional Analysis, Psychosocial Impacts, and Pathways to Integrated Prevention. Theory and Clinical Practice in Pediatrics, 6, 151-157. https://doi.org/10.25082/TCPP.2025.01.002
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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