Reasons Why Educators Are Concerned About Child Abuse and Neglect, Part 2

by Child Welfare Information Gateway

(Page 3 of 10)

Professional Responsibilities

Educators have a keen sense of their professional responsibility to the children in their care. They are concerned about the health, safety, and happiness of these children. Educators are aware that they are role models for the children they teach and that they may be an important source of support, concern, and care for many children. Educators want to do what is best for the children in their care because their professional standards require it. As mandated reporters, all educators have the responsibility not only to report suspected abuse, but also to know how to make a report, to be familiar with their district's policies and reporting procedures, and to communicate with CPS.

Additionally, as adults in constant contact with children, educators must be aware of issues surrounding physical contact with a child - what is considered appropriate versus inappropriate in everyday classroom activities - as well as the issue of corporal punishment.

Many daycare centers and schools are requesting or even mandating that their staff not touch children because of fears that allegations of child abuse will be made against the educators. Nurturing touch, however, may enhance learning for some children. All children, and certainly those who are not nurtured at home, may be robbed of this important element.

Educators should not be afraid of "normal" touching, as it is another positive gesture or affirmation that they can give. It is important to realize, however, that what is considered "normal" varies between individuals and is affected by such factors as personal experience and cultural background. Touching is always a concern if it is done in secrecy or isolation from others or for the sexual gratification of the educator. Children need to be informed and empowered about what is appropriate and inappropriate touching. Prevention programs are now designed to inform children about good, bad, and confusing touch. "Good touch" usually refers to hugs, encouraging pats, and other positive gestures. It is important to remember that people may interpret these gestures differently. For example, some people prefer not to be hugged; for them this is not "good touching." "Bad touch" usually refers to hitting, punching, biting, and other acts that hurt. "Confusing touch" refers to contact that may not feel quite right to children. For instance, the child may feel that the touch lasts too long or is different in some way from the way in which other children are touched.

Once children are informed about "good," "bad," or "confusing" touch, respect for children requires that they be given permission to express their feelings about receiving such touches. Children who are trained to recognize how certain touches feel to them and who are encouraged to express their feelings should be allowed to tell the teacher when something does not feel good. Certainly, no child should be made to feel solely responsible for his or her own protection. This training, however, may help children to feel more confident and comfortable talking with adults about potentially inappropriate touch.

One type of touch used in some schools is corporal punishment. Currently, over half of the States have legally prohibited the practices of hitting, paddling, or punishing children with physical force. Practice varies across school systems and jurisdictions. Additionally, research and opinion vary regarding both the effectiveness and impact of corporal punishment. Most studies imply that corporal punishment, on its own, does not teach right from wrong or deter future misbehavior.

There are several considerations regarding physical punishment in schools. When children are "paddled," school personnel may not always consider alternative or other, more creative forms of punishment. The following case example illustrates the potential benefits of seeking inventive, alternative forms of discipline.

Educators also should be aware that any method of discipline, whether it is time-outs, corporal punishment, or exclusion from activities, can have an unintended impact on an abused or neglected child. Some children who have been abused may actually invite such discipline, if it is the only attention they believe they can get or to which they are entitled. The punishment may be ineffective as a way to stop misbehavior in such instances. Therefore, it is important to try to understand what motivates the child's actions to determine appropriate discipline and encourage good behavior.

Personal Commitments

For many educators, their professional responsibility is supported by a deep personal commitment to the welfare of children. The value of this personal commitment is significant because without it, child abuse and neglect prevention and treatment efforts would be only superficial or ineffective. It is this sense of personal responsibility to and for children that is perhaps the strongest reason for educators to become involved in the prevention and intervention of child abuse and neglect.

The helping professions, including education, often attract those who would like to help improve the lives of others. Some educators were victims of maltreatment in their own families and these abuses may have left residual scars. As educators learn more about child maltreatment, they may find themselves experiencing strong emotions or feelings. The best solution is to try to understand these feelings and not to ignore them. There are numerous books for people who have survived abusive childhoods that may help, while some educators may want to increase their understanding through therapy. Whatever means they choose, educators need to understand their own personal feelings surrounding child maltreatment.

Case Example

A fourth-grade student was constantly vandalizing school property (e.g., writing on desks, etching words in wooden surfaces, and breaking equipment). For each offense he was sent to the principal's office for a "paddling." When his regular teacher was out for a prolonged illness, the long-term substitute believed that this method was not working and wanted to try a "natural consequences" method. After the next offense (etching obscene words in a wooden table), the boy was required to stay in during recess and after school to sand down and completely refinish the small table. After one or two similar gestures with similar punishments, his vandalism ceased. The punishment was "a lot of work," but he also was getting the individual company of the teacher as they were forced to be together during off hours. The teacher felt that it was this attention that the student craved, and the teacher searched for and found more positive methods for the student to request it.

About the Author

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Formerly the National Clearinghouse on Child Abuse and Neglect Information and the National Adoption Information Clearinghouse, Child Welfare Information Gateway provides access to information and resources to help protect children and strengthen families. A service of the Children's Bureau, Administration for Children and Families, U.S. Department of Health and Human Services.