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McGinn, Tony, Chereni, Adi and McGinnis, Emma (2026) A systematic review of the perceived barriers to and facilitators of technology assisted - child sexual abuse disclosure. Child abuse & neglect, 172 (107869): S0145-2134. pp. 1-11. ISSN 1873-7757
Background:
Disclosure rates of Technology-Assisted Child Sexual Abuse (TA-CSA) remain exceptionally low despite growing awareness of its scale and harm. The 2024 conviction of Northern Irish offender Alexander McCartney, who exploited thousands of children online and drove a 12-year-old victim to suicide, illustrates how shame, fear, and confusion can silence victims. Strengthening evidence on what helps children disclose digitally mediated abuse is essential to inform prevention and intervention efforts.
Objective:
To systematically review and synthesize the empirical literature on barriers and facilitators to technology-assisted child sexual abuse (TA-CSA) disclosure among children and adolescents.
Participants and setting:
Combined sample size across the included studies is 38,045. The studies encompass diverse populations including children, adolescents, and adults from various countries, focusing on experiences of online sexual abuse, victimization, and professional perspectives.
Methods:
Following a published protocol, we systematically searched 14 multidisciplinary databases (2015-2025). Empirical studies (quantitative, qualitative, or mixed methods) reporting factors influencing minors' TA-CSA disclosure were included. These encompassed victim accounts and insights from caregivers, professionals, or perpetrators. Data were extracted and thematically analyzed to identify pivotal or recurring themes.
Results:
Barriers to disclosure included victims' failure to recognize abuse (due to grooming or low awareness), feelings of shame and self-blame, fear of disbelief or blame, reluctance to report known perpetrators, and perceptions that adults would not understand. Facilitators, though less commonly reported, included increased awareness through education, supportive peers or siblings, and trusted adults who responded with empathy and understanding.
Conclusions:
Further research is needed to develop effective disclosure interventions, but education alone is unlikely to improve outcomes, particularly for vulnerable groups in low-resource settings, pointing to the need for identity verification by technology companies. Prevention must combine education with structural safeguards, as offenders continue to exploit anonymous online platforms.
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