Difficulties When Reporting Child Abuse and Neglect

by Child Welfare Information Gateway

(Page 3 of 4)

A report of child maltreatment is not an accusation; rather, it is a request to determine if abuse or neglect has taken place and, if so, to begin the helping process. The reporting process, however, does not always proceed smoothly. Difficulties may be encountered that serve as barriers to reporting and discourage the educator from making future reports.

Personal Feelings

One of the biggest obstacles to reporting may be the feelings of the potential reporter. Some individuals would prefer not to get involved. As one educator put it:

"Although I realize that a child abuse report is not an accusation, I really hated to be the one to do it. What if the parents become angry with me? What if they pull their child out of my classroom? What if they see me as a troublemaker? I also wonder if I would be in any personal danger. Some of the abuse seems awfully violent. Will the parents come after me?"

These are typical concerns of educators and should be addressed. Parents who are subjects of a child abuse report typically feel angry. Anger is a natural response when threatened. If the parents angrily confront the reporter, however, a sensitive presentation with the desire to help may actually turn the parents into allies. These parents certainly have the right to pull their child out of a particular classroom, but only a small percentage actually do so, especially when the school makes clear its intention to help rather than punish.

When cultural values conflict with the laws of the State, this is problematic, but the laws remain the same. Where culturally based behaviors could be seen as abusive, it is usually the practice of CPS to try to educate the parents about the laws and to work with them. Some educators question their right to intervene in such instances. One educator described a family who had recently come to this country.

"In their country hitting the children severely is accepted practice," she said. "What right do I have to tell them to change their cultural values?"

One of the most difficult situations for educators is discovering that abuse or neglect is being perpetrated by someone they know well. It may be extremely difficult for an educator to face the fact that the child of a colleague or a neighbor is being maltreated, or that a respected member of the community is sexually abusing a child. This is a natural feeling, but it must be overcome. Even if an educator knows the abusive family well, making a report is still necessary. All children are protected by law and, no matter what the circumstances, the educator remains a mandated reporter.

While the report may help protect the child, the process of reporting suspected child maltreatment is often a stressful experience. Confidentiality issues limit those with whom the educator can discuss the situation. Many educators may benefit from identifying support mechanisms and coping strategies while going through the process. Some schools have Child Protection Teams that aid the process of reporting and provide support to the reporter. Other schools may have developed their own support strategies.

Problems Internal to the School

On occasion, school personnel indicate that school administrators create obstacles to reporting. They may fail to make an official report of suspected maltreatment once a situation has been brought to their attention or make it difficult for other school personnel to report. This may be done for the same reasons discussed above or because the administrator does not want to "make waves." Such actions may be more than obstructive; they may be illegal.

Administrators who refuse to report or who make it difficult to report cause several problems for other adults on their staff. Not only does the educator feel unsupported and even undermined, but educators whose administrators do not report may be held liable for the unreported maltreatment. Thus, the educator is put in a position of being vulnerable to legal sanction or having to bypass the administrator. In some instances, central administrative staff may provide no backup to educators, thus undercutting the reporter who has acted in the best interests of the child and complied with the law. Suddenly reporters find their motives questioned. Superintendents or principals who fail to provide inservice training to staff to inform them of their legal obligations also may be an obstacle to reporting. Educators who do not know the signs and implications of child maltreatment or who are unaware of their legal responsibilities will be at a disadvantage and possibly, unwittingly, a disservice to children in need of assistance.

While some States allow anonymous reporting, the educator would not be protected, as there would be no proof that he or she had ever reported. It is difficult for the educator to know what to do or how to react to an unresponsive or obstructive administrator. The best answer is that it depends on the individual circumstances and available options. For instance, educators in certain locales may be able to develop a relationship with a CPS caseworker or with mental health, law enforcement, or other child welfare professionals who can help facilitate making a report. In other situations, there may be other school personnel, such as the school social worker or someone else in the school's administration, who may be willing to seek alternative avenues for reporting the situation.

About the Author

www.childwelfare.gov
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.