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ABSTRACT Introduction: Childhood is a critical period where children are vulnerable and require proper guidance to ensure their safety and well-being. In recent years, increasing cases of child abuse have highlighted the need for awareness regarding good touch and bad touch among school-age children. Educational interventions like video-assisted teaching can play an important role in improving children's knowledge and helping them protect themselves from abuse. Aim: To assess the effectiveness of video-assisted teaching on knowledge regarding good touch and bad touch among school-age children (6-12 years) in a selected school of Kishanganj, Bihar. Objectives: 1) To assess the existing knowledge regarding good touch and bad touch among school-age children (6-12 years). 2) To evaluate the effectiveness of video-assisted teaching on knowledge regarding good touch and bad touch among school-age children. 3) To determine the association between knowledge regarding good touch and bad touch and selected socio-demographic variables among school-age children. Materials and Methods: The study adopted a quantitative research approach with a one-group pre-test and post-test design to assess the effectiveness of video-assisted teaching on knowledge regarding good touch and bad touch among school-age children (6-12 years). The study was conducted in Saraswati Vidya Mandir School, Kishanganj, Bihar, among 100 children selected using non-probability convenient sampling. Data were collected using a self-structured questionnaire consisting of socio-demographic details and knowledge-based questions. After obtaining consent, a pre-test was conducted, followed by the implementation of video-assisted teaching, and then a post-test was administered to evaluate the effectiveness of the intervention. The collected data were analyzed using descriptive and inferential statistics. Results and Findings: The findings of the study revealed that in the pre-test, the majority of school children (59%) had moderately adequate knowledge, 24% had adequate knowledge, and 17% had inadequate knowledge regarding good touch and bad touch. After the implementation of video-assisted teaching, there was a significant improvement, with 92% of children attaining adequate knowledge and none remaining in the inadequate category. The mean post-test knowledge score (26.57) was higher than the pre-test score (18.87), and the calculated paired t value showed a highly statistically significant difference (p < 0.05), indicating the effectiveness of the intervention. Additionally, a significant association was found between knowledge levels and class of study, while other demographic variables showed no significant association. Conclusion: The study concluded that school-age children had moderate to inadequate knowledge regarding good touch and bad touch before the intervention, but video-assisted teaching significantly improved their knowledge levels. The findings demonstrate that video-assisted teaching is an effective educational strategy for increasing awareness and promoting child safety. Therefore, such teaching methods should be encouraged in schools to empower children to recognize and respond to inappropriate touch.