Support After the Child Abuse Report : What Schools Can Do

by Child Welfare Information Gateway

Reporting suspected cases of maltreatment is just the beginning of the child protection process. Treatment, rehabilitation, strengthening the family, and preventing future abuse still lie ahead. Traditionally, the roles of the school and the educator in dealing with child maltreatment have ended with reporting, but this is changing. Increasingly, educators are providing assistance and support to child protective services (CPS) staff by sharing relevant information about families and children after they have been reported; providing services to the child, parents, and the family; and participating on multidisciplinary teams. Schools also are actively involved in community efforts to reduce the incidence of child maltreatment.

Sharing Relevant Information

Although CPS is responsible for case management and follow up after the report has been made, CPS caseworkers will frequently find it necessary to consult with school personnel when assessing the family and planning treatment. School personnel often have information (either in records or through personal knowledge) concerning the child's or family's strengths and weaknesses. This information is invaluable to CPS staff as they seek to make an accurate assessment and formulate realistic treatment goals and objectives for the family.

In providing this information, schools must be conscious of the rights of children and parents. Schools can be an excellent resource for aiding CPS, but great care must be taken to ensure the confidentiality of information and to share it only with those persons and in circumstances designated by law.

Support for the Child, the Parents, and the Family

Educators are in a unique position to provide valuable support to maltreated children and their families. The expertise needed to assess special needs and design programs to fit those needs already exists within the schools. Highly trained educators, already in the schools and skilled in working with children and parents, can be of great help to maltreated children and their families.

General Considerations for Helping in Cases of Maltreatment

The lives of maltreated children, even after the report of abuse or neglect, may be filled with stress. Schools, however, can provide a constant, stable environment. Sensitivity to a child's need for consistency is vital. Something as basic as having their own desks for which they are responsible can be very beneficial. Classroom teachers, school social workers, and school counselors should be mindful of a child's need for consistency and try to find ways to meet that need.

Court involvement is another issue in the lives of maltreated children. Courts often present a scary image for the child. Typically, the child who knows his or her case is going to court may feel agitated, anxious, and insecure. The child may exhibit behavior while at school, such as acting out or being withdrawn, that attests to these fears. If the educator is aware of the court involvement, special care and consideration for what the child is experiencing is appropriate. Demystifying the court system and process can be an educational experience and benefit all children. Schools may want to take students to visit a courtroom or meet with an interested judge or lawyer to help facilitate this.

Some maltreated children are placed in foster homes if CPS feels that they will be unsafe at home. Separation from parents, no matter how abusive or neglectful, can have a profoundly traumatic impact on a child. CPS often will attempt to place children in the same school system to provide some consistency. When a child has been placed in foster care, the school will be contacted by CPS. The person responsible for enrolling the child differs from agency to agency and depends on State and local statutes regarding confidentiality, so the foster parent might not have this opportunity to meet with school staff. Since some foster families may be overwhelmed with caring for an upset or depressed child, they may find little time to make contact with the school early in placement.

In addition to working with the foster parents, educators need to be sensitive to the needs of those children in substitute care. Often, they are still working through feelings of separation and loss. No matter what the parents may have done, the child still wonders about being sent away, often leading to feelings of guilt, anger, helplessness, or depression. The best way for educators to deal with a child in this situation is to contact his or her caseworker and, if appropriate, ask for more information about the child's background to understand his or her needs better. There may be several things the educator can do to support these children. For example, children may need to understand that people do not perceive them differently because of being involved in substitute care, and that their possessions at school are still their own.

School Activities and Programs Supporting the Maltreated Child

The regular school program, if properly structured, can offer opportunities to support the maltreated child. Negative self-concepts common among these children can be offset by positive school experiences and a sense of achievement and accomplishment. The feeling of isolation that maltreated children frequently experience can be counteracted by providing increased contact with classmates and the chance to make new friends. Warm and sympathetic teachers can allow children to see adults in a positive, supportive, and caring role. Creative classroom experiences can further enhance the healing process. Additionally, educators should be mindful of instances when classmates may have heard about the abuse or subsequent actions. These classmates also may ask questions or need support and reassurance. Realize that addressing their concerns or comments can present some difficulties due to issues of confidentiality.

Schools can and frequently do serve as a focal point for special services to children and families. The expertise needed to assess and design programs to address these special needs already exists within the schools.

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.