The Role of Educators in
 

Preventing and Responding to
 

Child Abuse and Neglect
 

Cynthia Crosson-Tower 

2003 

U.S. Department of Health and Human Services
 

Administration for Children and Families
 

Administration on Children, Youth and Families
 

Children’s Bureau
 

Office on Child Abuse and Neglect
 
Table of Contents
 

PREFACE..................................................................................................................................1
 

ACKNOWLEDGMENTS..........................................................................................................3
 

1. PURPOSE AND OVERVIEW............................................................................................7
 

Guiding Principles................................................................................................................7
 

Child Abuse and Neglect Statistics ......................................................................................8
 

The Role of Educators..........................................................................................................8
 

2. IDENTIFYING REASONS WHY EDUCATORS 


ARE CONCERNED ABOUT CHILD ABUSE AND NEGLECT......................................9
 

Community Efforts ............................................................................................................10
 

Educational Opportunities ................................................................................................10
 

Legal Concerns ..................................................................................................................10
 

Professional Responsibilities ..............................................................................................11
 

Personal Commitments ......................................................................................................12
 

3. RECOGNIZING CHILD ABUSE AND NEGLECT ......................................................13
 

Physical Abuse....................................................................................................................14
 

Neglect ..............................................................................................................................16
 

Emotional Maltreatment ....................................................................................................18
 

Sexual Abuse ......................................................................................................................19
 

General Indicators of Abuse and Neglect............................................................................22
 

Conversations with Families and Children ........................................................................24
 

Child Abuse within the School ..........................................................................................27
 

4. REPORTING CHILD ABUSE AND NEGLECT ............................................................29
 

Federal Legislation..............................................................................................................29
 

State Law............................................................................................................................30
 

Local Policies and Procedures Regarding Reporting............................................................32
 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect i 
Difficulties That May Be Encountered When Reporting....................................................34
 

Once the Report Is Made ..................................................................................................36
 

5.	 PROVIDING SUPPORT AFTER THE REPORT: 


WHAT SCHOOLS CAN OFFER ....................................................................................39
 

Sharing Relevant Information ............................................................................................39
 

Support for the Child, the Parents, and the Family ............................................................39
 

Child Abuse and Neglect Multidisciplinary Teams ............................................................43
 

Community Coordination ................................................................................................44
 

6.	 PREVENTING CHILD ABUSE AND NEGLECT ..........................................................45
 

School-based Programs for Children and Adolescents ........................................................45
 

School-based Programs for Families....................................................................................50
 

School-Community Programs ............................................................................................51
 

Individual Action ..............................................................................................................52
 

Conclusion ........................................................................................................................53
 

ENDNOTES............................................................................................................................55
 

APPENDICES:
 

APPENDIX A—GLOSSARY OF TERMS....................................................................59
 

APPENDIX B—RESOURCE LISTINGS OF SELECTED NATIONAL 


ORGANIZATIONS CONCERNED WITH CHILD MALTREATMENT....................65
 

APPENDIX C—STATE TOLL-FREE TELEPHONE 


NUMBERS FOR REPORTING CHILD ABUSE ........................................................71
 

APPENDIX D—EDUCATORS’ CHECKLIST FOR 


RECOGNIZING POSSIBLE CHILD MALTREATMENT ..........................................73
 

APPENDIX E—SAMPLE LIST OF CONTACTS FOR REPORTING 


SUSPECTED CASES OF CHILD ABUSE OR NEGLECT ........................................77
 

APPENDIX F—SAMPLE REPORT OF 


SUSPECTED CHILD ABUSE AND NEGLECT ........................................................79
 

ii Table of Contents 
The Role of Educators in Preventing and Responding to Child Abuse and Neglect 

Preface
 

Each day, the safety and well-being of some 

children across the Nation are threatened by 

child abuse and neglect. Intervening effectively in 

the lives of these children and their families is not 

the sole responsibility of any single agency or 

professional group, but rather is a shared 

community concern. 

The Child Abuse and Neglect User Manual Series has 

provided guidance on child protection to hundreds 

of thousands of multidisciplinary professionals and 

concerned community members since the late 

1970s. The User Manual Series provides a 

foundation for understanding child maltreatment 

and the roles and responsibilities of various 

practitioners in its prevention, identification, 

investigation, assessment, and treatment. Through 

the years, the manuals have served as valuable 

resources for building knowledge, promoting 

effective practices, and enhancing community 

collaboration. 

Since the last update of the User Manual Series in the 

early 1990s, a number of changes have occurred that 

dramatically affect each community’s response to child 

maltreatment. The changing landscape reflects 

increased recognition of the complexity of issues facing 

parents and their children, new legislation, practice 

innovations, and system reform efforts. Significant 

advances in research have helped shape new directions 

for interventions, while ongoing evaluations help us to 

know “what works.” 

The Office on Child Abuse and Neglect (OCAN) 

within the Children’s Bureau of the Administration 

for Children and Families (ACF), U.S. Department 

of Health and Human Services (DHHS), has 

developed this third edition of the User Manual 

Series to reflect the increased knowledge base and 

the evolving state of practice. The updated and new 

manuals are comprehensive in scope while also 

succinct in presentation. They are easy to follow 

and address trends and concerns relevant to today’s 

professional. 

This manual, The Role of Educators in Preventing 

and Responding to Child Abuse and Neglect, builds 

upon A Coordinated Response to Child Abuse and 

Neglect: The Foundation for Practice, the keystone 

publication of the User Manual Series. It provides 

the basis for the involvement of educators in 

combating the problem of child abuse and neglect. 

It also may be used by other professionals involved 

in child abuse and neglect interventions, such as 

child protective services, mental health, law 

enforcement, health care, and early childhood 

professionals, to gain a better understanding of the 

role of educators in child protection. 

1 
User Manual Series 

This manual—along with the entire Child Abuse and Neglect User Manual Series—is available from the 

National Clearinghouse on Child Abuse and Neglect Information. Contact the Clearinghouse for a full list 

of available manuals and ordering information: 

National Clearinghouse on Child Abuse and Neglect Information
 

330 C Street, SW
 

Washington, DC 20447
 

Phone: (800) FYI-3366 or (703) 385-7565
 

Fax: (703) 385-3206
 

E-mail: nccanch@caliber.com
 

The manuals also are available online at http://nccanch.acf.hhs.gov/profess/tools/usermanual.cfm. 

2 Preface
Acknowledgments
 

AUTHOR CONTRIBUTING AUTHORS 

Cynthia Crosson-Tower, Ph.D., taught in the 

behavioral sciences department at Fitchburg State 

College in Massachusetts for 24 years and 

continues to be the director of the Child Protection 

Institute at the College. Currently, she consults for 

various schools and social agencies and maintains a 

private practice, Harvest Counseling and 

Consultation, which specializes in the treatment of 

survivors of abuse and the perpetrators of sexual 

abuse as well as the supervision of other 

professionals. She offers workshops and trainings, 

both nationally and internationally, for educators 

and other human service professionals. 

Dr. Crosson-Tower is the author of numerous 

publications, including: Understanding Child Abuse 

and Neglect, Exploring Child Welfare: A Practice 

Perspective, When Children Are Abused: An 

Educator’s Guide to Intervention, Secret Scars: A 

Guide for Survivors of Child Sexual Abuse, Homeless 

Students and How Schools Can Combat Child Abuse 

and Neglect. In addition, she has authored a 

monograph, Designing and Implementing a School 

Reporting Protocol: A How-to Manual for 

Massachusetts Teachers, for the Children’s Trust 

Fund in Boston, and is currently working on a 

child sexual abuse text and a handbook for clergy 

to aid them in responding to abuse. 

Carl R. Tacy, M.S.W., a consultant with Caliber 

Associates, has more than 10 years experience 

working in clinical, policy, and management 

positions addressing substance abuse, domestic 

violence, and child welfare issues. Additionally, he 

has managed projects responsible for marketing, 

developing, and disseminating relevant products. 

Jeannie Newman, M.I.B.S., M.S.W., a consultant 

with Caliber Associates, has held policy and direct 

practice positions in child welfare and family 

programs. She also has cultivated an extensive 

network in various related professional fields, 

including domestic violence and fatherhood. 

ACKNOWLEDGMENT OF PRIOR EDITIONS 

This manual, originally published in 1979 and 

1984 as The Educator’s Role in the Prevention and 

Treatment of Child Abuse and Neglect, by Diane D. 

Broadhurst, was revised and expanded by Cynthia 

Crosson-Tower in 1992. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 3 
REVIEWERS 

Barbara Adolfi 

Independent Consultant 

Kelly Giniesczki 

Clearview Elementary School, Herndon, Virginia 

Corrine Anderson-Ketchmark 

School Social Work Association of America 

Sharon Long 

Clearview Elementary School, Herndon, Virginia 

Kathy Pinto 

Howard County, Maryland, Department of Social 

Services 

Ann Rice 

Clearview Elementary School, Herndon, Virginia 

Richard Verdugo 

National Education Association 

Sarah Webster 

Texas Department of Protective 

and Regulatory Services (retired) 

Brad Wilcox 

Department of Sociology 

University of Virginia 

TECHNICAL ADVISORY PANEL 

The following were members of the January 2001 

Technical Advisory Panel for the User Manual Series 

contract. The organizations identified reflect each 

member’s affiliation at that time. 

Carolyn Abdullah 

FRIENDS National Resource Center 

Washington, DC 

Lien Bragg 

American Public Human Services Association 

Washington, DC 

Sgt. Richard Cage 

Montgomery County Police Department 

Wheaton, MD 

Diane DePanfilis, Ph.D. 

University of Maryland at Baltimore School of 

Social Work 

Baltimore, MD 

Pauline Grant 

Florida Department of Children and Families 

Jacksonville, FL 

Jodi Hill 

Connecticut Department of Children and Families 

Hartford, CT 

Robert Ortega, Ph.D. 

University of Michigan School of Social Work 

Ann Arbor, MI 

Nancy Rawlings 

Kentucky Cabinet for Families and Children 

Frankfort, KY 

Barry Salovitz 

Child Welfare Institute/National Resource Center on 

Child Maltreatment 

Glenmont, NY 

Sarah Webster 

Texas Department of Protective and 

Regulatory Services 

Austin, TX 

Ron Zuskin 

University of Maryland at Baltimore School of 

Social Work 

Baltimore, MD 

4 Acknowledgments 
The following members were subsequently added to 

the Technical Advisory Panel: 

William R. (Reyn) Archer III, M.D. 

Hill and Knowlton, Inc. 

Washington, DC 

David Popenoe, Ph.D. 

National Marriage Project 

Princeton, NJ 

Bob Scholle 

Independent Consultant 

Pittsburgh, PA 

Brad Wilcox, Ph.D. 

University of Virginia, Department of Sociology 

Charlottesville, VA 

ADDITIONAL ACKNOWLEDGMENTS 

The third edition of the User Manual Series was 

developed under the guidance and direction of Irene 

Bocella, Federal Task Order Officer, and Catherine 

Nolan, Director, Office on Child Abuse and Neglect. 

Also providing input and review was Susan Orr, 

Associate Commissioner, Children’s Bureau. 

This manual was developed and produced by Caliber Associates, Fairfax, VA, under Contract Number 

HHS-282-98-0025. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 5
7 

This chapter provides a very brief overview of 

child abuse and neglect and the role of 

educators in preventing and responding to 

maltreated children. The reader is referred to the 

first manual in this series, A Coordinated Response to 

Child Abuse and Neglect: The Foundation for 

Practice, for an indepth description of the various 

types of child abuse and neglect. 

GUIDING PRINCIPLES 

Parents have a fundamental right to raise their 

children as they see fit, and society presumes that 

parents will act in their children’s best interest. 

When parents do not protect their children from 

harm or meet their basic needs—as with cases of 

child abuse and neglect—society has a 

responsibility to intervene to protect the health and 

welfare of these children. Any intervention into 

family life on behalf of children must be guided by 

Federal and State laws, sound professional 

standards for practice, and strong philosophical 

underpinnings. 

The key principles guiding child protection are 

largely based on Federal statutes, primarily 

delineated in the Child Abuse Prevention and 

Treatment Act (CAPTA) and the Adoption and 

Safe Families Act (ASFA). CAPTA, in its original 

inception, was signed into law in 1974 (P.L. 93-

247) and is reauthorized by Congress every 5 years. 

CAPTA was reauthorized on June 25, 2003, as part 

of the Keeping Children and Families Safe Act of 

2003 (P.L. 108-36). ASFA was signed into law in 

1997 (P.L. 105-89) and built upon earlier laws and 

reforms to promote the safety and well-being of 

maltreated children. These laws and other guiding 

legislation are referenced throughout this 

publication and are specifically discussed in 

“Federal Legislation and Programs” in Chapter 8 of 

A Coordinated Response to Child Abuse and Neglect: 

The Foundation for Practice. ASFA promotes three 

national goals for child protection: 

• Safety. All children have the right to live in an 

environment free from abuse and neglect. The 

safety of children is the paramount concern that 

must guide child protection efforts. 

• Permanency. Children need a family and a 

permanent place to call home. A sense of 

continuity and connectedness is central to a 

child’s healthy development. 

• Child and family well-being. Children deserve 

nurturing families and environments in which 

their physical, emotional, educational, and 

social needs are met. Child protection practices 

must take into account each child’s needs and 

should promote the healthy development of 

family relationships. 

In addition, ASFA underscores the importance of 

the accountability of service delivery systems in 

achieving positive outcomes for children related to 

each of these goals. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 

CHAPTER 1 

Purpose and Overview 
CHILD ABUSE AND NEGLECT STATISTICS 

To help illustrate the importance of preventing and 

responding to child abuse and neglect, it may be 

useful to examine the scope of its occurrence. The 

following findings describe reported child 

victimization rates by major types of maltreatment as 

stated in the National Child Abuse and Neglect Data 

System (NCANDS) for 2001: 

•	 Neglect. More than one-half of all reported 

victims (59.2 percent) suffered neglect 

(including medical neglect), an estimated rate of 

7 per 1,000 children. 

•	 Physical abuse. Approximately one-fifth of all 

known victims (18.6 percent) were physically 

abused, an estimated rate of 2 per 1,000 

children. 

•	 Sexual abuse. Of all reported child 

maltreatment cases, almost one-tenth (9.6 

percent) had been sexually abused, an estimated 

rate of 1 per 1,000 children. 

•	 Psychological maltreatment. Less than onetenth (6.8 percent) were identified as victims of 

psychological maltreatment, or less than 1 per 

1,000 children.1 

(Note: Some children are reported as victims of more 

than one type of maltreatment.) 

THE ROLE OF EDUCATORS 

Children and adolescents spend a large portion of 

their time in school, which gives educators more 

access to students than most other professionals. For 

the purpose of this manual, the term “educator” is 

meant to encompass not only the classroom teacher, 

but also other school personnel involved in serving 

the child. This manual is designed to examine the 

roles that teachers, school counselors, school social 

workers, school nurses, special education 

professionals, administrators, and other school 

personnel have in helping maltreated children. 

The Role of Educators in Preventing and Responding to 

Child Abuse and Neglect is intended to expand the 

information provided in A Coordinated Response to 

Child Abuse and Neglect: The Foundation for Practice 

by addressing issues unique to education 

professionals. Specifically, this manual will address 

the following topics: 

•	 Identifying reasons why educators are concerned; 

•	 Recognizing child abuse and neglect; 

•	 Reporting child abuse and neglect; 

•	 Providing support after the report—what 

schools can offer; 

•	 Preventing child abuse and neglect. 

Appendices providing sample instruments and other 

information also are included. 

Using this manual, the educator can contribute to the 

increased well-being of children in a variety of ways. 

Certainly, the first area of defense against the problem 

of child maltreatment is one of awareness. Each 

individual who is involved with children has the 

obligation of knowing the basics of how to protect 

children from harm. The protection of children is not 

only an individual issue, but a community concern as 

well. Educators are an integral part of the community 

and, as such, can lead and be involved in community 

efforts to combat child maltreatment. 

8 Purpose and Overview 
9 

The educator has a vital role in identifying, 

reporting, and preventing child abuse and 

neglect. Over the last few decades, various 

organizations have developed programs directed at 

informing educators that they are a valuable 

resource. Professionals submitted more than onehalf (56.5 percent) of the cases referred to and 

assessed or investigated by child protective services 

(CPS), with education personnel the most frequent 

source of reports (16.2 percent).2 This highlights 

the important role of educators and indicates that 

many educators are already involved in responding 

to this issue, yet more can be done to address 

maltreatment. Several studies indicate that many 

educators are not entirely clear what the indicators 

of child abuse and neglect are or how to report 

suspected maltreatment.3 One study surveyed 

2,793 schools to assess staff readiness to report 

maltreatment. Because only 51 percent of those 

completing the questionnaire had received training 

on reporting child maltreatment, there is still much 

work to be done to alert educators to their 

important role in identifying and reporting abuse 

and neglect.4 

There are many reasons why educators are so vital 

in identifying, treating, and preventing child 

maltreatment. First, they have close and consistent 

contact with children. Second, educators have a 

professional and legally mandated responsibility for 

reporting suspected maltreatment. While 

educators facilitate children’s learning, children 

cannot learn effectively if their attention or energy 

is sapped by the conflicts inherent in being 

maltreated. Third, school personnel have a unique 

opportunity to advocate for children, as well as 

provide programs and services that can help 

children and strengthen families. It is important to 

realize that a positive relationship with a 

supporting adult may enhance the resiliency of 

children who have been abused, are at-risk for 

being abused, or live in a home where no 

maltreatment occurs but the family experiences 

other problems, such as substance abuse. 

This chapter discusses a variety of reasons why 

educators must become involved in preventing and 

responding to child abuse and neglect. These 

reasons are related to: 

• Community efforts 

• Educational opportunities 

• Legal concerns 

• Professional responsibilities 

• Personal commitments 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 

CHAPTER 2 

Identifying Reasons 


Why Educators Are
 

Concerned About Child
 

Abuse and Neglect
 
to learning as much as any type of academic or COMMUNITY EFFORTS physical impediment that schools spend so much time 

addressing.6 

Dealing with child abuse and neglect is, in fact, a 

community effort. As leaders in their communities, 

educators are often in an ideal position to initiate this 

type of teamwork. A variety of formal programs 

involving the schools and the community have been 

especially effective in addressing the difficult and selfdestructive behavior in youth that often is an 

aftereffect of child abuse. 

Model programs use community resources to 

promote the concepts of cooperation, peer mediation, 

independence, and acceptance of the common good.5 

A good example of one such community effort took 

place in a small city and resulted in the conviction for 

sexual abuse of a popular clergyman who had been 

involved with a local Boy Scout troop. Once the 

initial shock had subsided, the church members 

joined with local school officials and other citizens to 

address the concerns of the community’s children and 

their parents. Support groups for both the abused 

boys and the nonabused boys who knew the 

perpetrator, as well as awareness and educational 

programs, helped the stunned community recover. 

EDUCATIONAL OPPORTUNITIES 

The primary goal of the education system is to teach. 

In order to achieve this, it is sometimes necessary to 

remove barriers that impede a child’s ability to learn. 

Every year, millions of dollars are authorized through 

various legislative acts for this purpose, including the 

No Child Left Behind Act of 2001 (P.L. 107-110), 

the recent reauthorization of the Elementary and 

Secondary Education Act of 1965, and the Education 

for All Handicapped Children Act (P.L. 94-142), 

which is now called the Individuals with Disabilities 

Education Act or IDEA (P.L. 101-476). These laws 

protect the right of every child to an education and 

attest to the Nation’s commitment to remove barriers 

to each child’s ability to learn. The trauma and 

residual effects of child abuse and neglect are barriers 

Educators are trained to recognize and intervene 

when children are not able to benefit fully from their 

educational opportunities. This training makes them 

uniquely qualified to detect indicators that may 

signify that a child is being maltreated. Since schools 

are one of the few places in which children are seen 

almost daily, educators have a chance to see changes in 

appearance and behavior. From classroom teachers to 

guidance counselors, as well as social workers, nurses, 

psychologists, and administrators—everyone becomes 

an integral part of the educational team to help 

children. 

LEGAL CONCERNS 

Every State legally mandates that educators report 

suspected child abuse and neglect. A mandated 

reporter is anyone required by State law to report 

maltreatment to the designated State agency. 

However, some States clearly define that teachers, 

principals, nurses, and counselors are included in this 

mandate, while other States designate all school 

personnel. In addition, almost every State levies a 

penalty against mandated reporters who choose not to 

report. This penalty ranges from a fine, a 

misdemeanor charge, or time spent in jail. Until 

recently, most States did not strictly enforce these 

penalties, but this has changed within the last few 

years. A number of States have sanctioned 

nonreporters for failing to obey reporting laws, so it is 

important that educators know the reporting laws for 

their State. 

In addition to penalties for not reporting abuse and 

neglect, all States provide immunity from civil 

liability and criminal penalty for mandated reporters 

who report in good faith. In other words, the law 

10 Identifying Reasons Why Educators Are Concerned About Child Abuse and Neglect 

To learn more about legislation related to education

issues, visit http://www.ed.gov/index.jsp.
requires educators to report child abuse and neglect, 

provides protection for those educators who become 

involved, and penalizes those who fail to meet their 

obligations. 

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.7 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. 8 

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. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 11 
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. 

12 Identifying Reasons Why Educators Are Concerned About Child Abuse and Neglect 
13 

Every form of maltreatment (e.g., physical 

abuse, neglect, sexual abuse, and emotional 

maltreatment) is inflicted on school-age children. 

In addition, many children who live in homes 

where domestic violence occurs are not only in 

danger of a misdirected blow, but probably suffer 

emotional consequences from witnessing this 

disturbing behavior.

9 Knowledgeable educators 

can pick up indicators of possible maltreatment by 

observing children’s behavior at school, recognizing 

physical signs, and noticing family dynamics 

during routine interactions with parents. 

Physical signs of maltreatment are those that are 

readily observable. They may be mild or severe, 

such as numerous, deep bruises or broken bones, or 

more subtle, such as malnutrition or the wearing of 

inappropriate clothing (e.g., a lack of warm 

clothing in winter). 

Behavioral indicators may exist independently or 

may accompany physical indicators. Children who 

have witnessed family violence also may 

demonstrate this through their behavior. There 

might be subtle clues, such as the educator’s 

intuitive or “gut feeling” that something is wrong. 

There might be sexual behaviors in young children 

indicating sexual knowledge not ordinarily 

possessed by young children. Being victimized by 

abuse also may result in inappropriate behavior, 

such as sexual or physical aggression toward 

younger children. 

Educators are in an excellent position to notice 

behavioral indicators. As trained observers, they 

are sensitive to the range of behaviors exhibited by 

children at various developmental stages, and they 

are quick to notice behaviors that fall outside this 

range. Teachers also can talk with a child’s previous 

teacher to note any major changes in his or her 

behavior. Abused and neglected children 

sometimes get the reputation for being “bad kids” 

or extremely difficult to control or understand. 

Research suggests that challenging behavior is often 

a cry for help that concerned adults need to learn 

to decode.10 

In the past, lists of physical and behavioral indicators 

have been provided as guidelines to help educators 

recognize maltreatment. The first manual in this 

series, A Coordinated Response to Child Abuse and 

Neglect: The Foundation for Practice, provides a full 

range of indicators that may help someone recognize 

abuse or neglect. Exhibit 3-1 lists several of the key 

indicators, and Appendix D—Educators’ Checklist 

for Recognizing Possible Child Maltreatment, 

provides a more extensive listing. Recognition of 

child maltreatment, however, is not based always 

upon the detection of one or two clues, but rather on 

the recognition of a cluster of indicators that make 

up a composite or pattern. It also is very important 

to remember that some indicators, both physical and 

behavioral, may be indications of something other 

than abuse. This chapter is dedicated to recognizing 

composites that might be seen specifically by 

educators and that warrant the consideration of 

maltreatment as a cause. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 

CHAPTER 3 

Recognizing Child 


Abuse and Neglect
 
PHYSICAL ABUSE 

Physical abuse of children includes any nonaccidental 

physical injury caused by the child’s caretaker. It may 

include injuries sustained from burning, beating, 

kicking, punching, and so on. While the injury is not 

an accident, neither is it necessarily the intent of the 

child’s caretaker to injure the child. Physical abuse 

may result from extreme discipline or from 

punishment that is inappropriate to the child’s age or 

condition, or the parent may experience recurrent 

lapses in self-control brought on by immaturity, 

stress, or the use of alcohol or illicit drugs. 

Some children are more susceptible to being 

maltreated than others. Some require a great deal of 

care (e.g., premature babies or disabled or 

developmentally delayed children), and others may be 

difficult to raise (e.g., hyperactive children, children 

with behavioral problems). These children would fare 

well in some families, but not in other families where 

the burden is too great for the parents to cope with 

the special needs of these children. 

Regardless of whether the child has special needs or 

not, signs of physical abuse often are difficult to 

interpret with absolute certainty and may be confused 

with normal childhood injuries, such as bruises. 

Exhibit 3-1 

Behavioral Clues That May Indicate Child Abuse 

Although there are many other potential indicators, the abused child may: 

•	 Be aggressive, oppositional, or defiant; 

•	 Cower or demonstrate fear of adults; 

•	 Act out, displaying aggressive or disruptive behavior; 

•	 Be destructive to self or others; 

•	 Come to school too early or not want to leave school—indicating a possible fear of going home; 

•	 Show fearlessness or extreme risk taking; 

•	 Be described as “accident prone”; 

•	 Cheat, steal, or lie (may be related to too high expectations at home); 

•	 Be a low achiever (to learn, children must convert aggressive energy into learning; children in conflict 

may not be able to do so); 

•	 Be unable to form good peer relationships; 

•	 Wear clothing that covers the body and that may be inappropriate in warmer months (be aware that 

this may be a cultural issue as well); 

•	 Show regressive or less mature behavior; 

•	 Dislike or shrink from physical contact—may not tolerate physical praise such as a pat on the back).11 

14 Recognizing Child Abuse and Neglect 
Since children typically receive bruises during the 

course of play or while being active, the leading or bony 

edges of the body, such as knees, elbows, forearms, or 

brows, are most likely to be bruised. The soft tissue 

areas, such as cheeks, buttocks, and thighs, are not 

normally injured in such circumstances. Additionally, 

bruises received during the normal course of childhood 

activity are rarely in distinct shapes, such as a hand, belt 

buckle, or adult teeth marks. Bruises in soft tissue areas 

or in distinct shapes are much more indicative of 

physical abuse.12 

Unlike bruises, abuse directed to the abdomen or the 

head, which are two particularly vulnerable spots, often 

are undetected because many of the injuries are 

internal. Injuries to the abdomen can cause swelling, 

tenderness, and vomiting. Injuries to the head may 

cause swelling in the brain, dizziness, blackouts, retinal 

detachment, or even death. Referred to more recently 

as the “shaken baby” syndrome, violent shaking can 

cause severe damage in children at any age. 

Children who are being abused may demonstrate a 

change in behavior. Many become more aggressive, 

destructive, fearful, or withdrawn. Often, in an effort 

to avoid the abuse, they will stay away from home as 

much as possible. They may see school as a safe 

environment. Some children are abused because their 

parents have higher expectations of them than the 

children are able to achieve or because the expectations 

are developmentally inappropriate. The case example 

below illustrates this point. 

Sandy’s story of parents who expect too much is 

common. The child’s withdrawn behavior was 

indicative of her poor self-concept and exacerbated by 

her experiences at home. Cigarettes are tools for abuse 

due to their ready accessibility, as are objects such as 

irons, electric cords, and other household items. 

Substance abuse also may be a factor in child 

maltreatment cases. 

Despite their need for help, many children and 

adolescents do not initially admit to being abused. 

Rather they often may invent seemingly plausible 

explanations, but the explanations tend not to fit the 

injury. Despite the abuse, children often are 

understandably fearful of being taken from their 

families or getting their parents into trouble. Other 

children also may just assume that this behavior is 

normal. 

Sometimes, it is assumed that physical abuse does not 

occur typically with adolescents or that, since they 

often are more difficult or provocative, they “invite” 

abuse. After all, adolescents are stronger, have more 

resources, and can run away. In fact, neither resistance 

nor flight is a good option for most adolescents. 

Resistance might further ignite their parents’ anger, and 

unless they want to deal with the harsh realities of life 

on the street, flight is not an option for most 

adolescents. In addition, since adolescents often are 

perceived as more capable, adults are less likely to 

intervene or alert them to the resources available that 

can address personal or family issues.13 

Case Example 

Sandy was 10 years old when her teacher became concerned about possible abuse. She was extremely shy and 

withdrawn and often took a great deal of time to grasp ideas, despite the fact that testing showed no significant 

organic or perceptual difficulties. Her mother, a professional artist who had chosen to stay home with her four 

children, and her father, an accountant, found Sandy’s slowness especially distressing. 

As the homework required of Sandy increased, she became more withdrawn. The teacher suggested she ask for 

help at home, especially with her math. At first Sandy began coming to school with peculiar marks on her hands 

and arms. On another day she arrived with a burn mark covering a good part of her hand. It had not been treated 

and had become infected. In asking Sandy about her injuries, the teacher learned that Sandy was being abused by 

her father. After several drinks, he would “help her” with her homework, become angered by her slowness, and 

prod her with his lit cigarette. The latest burn was a result of Sandy’s hand being pressed on an iron when her 

father had taken over her mother’s efforts to teach Sandy how to “iron properly.” 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 15 
Case Example

Dara, a ninth-grade student, began complaining to her gym teacher after a particularly intense argument 

with her parents. Despite her complaints, Dara insisted that her bruised face was the result of “bumping into 

a door.” The teacher suspected otherwise because of the location of the bruise and Dara’s frightened 

demeanor, but chose not to act. It was not until Dara began vomiting several months later and was doubled 

over in pain that the situation came to anyone’s attention. It was discovered that Dara had internal injuries 

from a severe blow to the abdomen. The girl finally admitted to the teacher about months of physical abuse 

she received from her father. 

Abuse situations similar to Dara’s happen to 

adolescents for various reasons. In Dara’s home, 

adolescence, with its emerging sexuality, created 

problems. Her father sought to control her with 

force, perhaps fearful that she would become 

pregnant before marriage, as her sister had done. The 

fear of losing a child can sometimes paradoxically 

drive parents to abuse. In other homes, physical 

punishment already present may increase and escalate 

into abuse as the child matures. 

In all of the case examples, school personnel became 

aware of physical or behavioral symptoms and family 

patterns that, in a composite, pointed to either abuse 

or the exposure to abuse (such as observing, hearing, 

or intervening in domestic violence or dealing with 

the subsequent fears and behaviors, which some States 

define as child maltreatment). 

It also is important for those working with children to 

be sensitive to comments about severe physical fights 

between the parents that might indicate the presence 

of domestic violence. A child who speaks of 

caretakers who sleep a great deal during normally 

wakeful hours may be living with substance abusers or 

individuals suffering from clinical depression. 

Extremely erratic behavior described by the child on 

the part of the parent might suggest other types of 

mental illness. Educators must learn to listen 

“between the lines” as children make comments about 

their homes. Sometimes this will give vital clues 

about the conflict with which they are dealing. 

While symptoms do not necessarily indicate abuse, 

any suspected child abuse legally must be reported to 

child protective services (CPS) to be assessed or 

investigated. Directly communicating with CPS or 

using the school’s protocol, in combination with the 

educator’s common sense and concern for the 

students, will help identify what information will be 

needed to file a report. See Appendix F—Sample 

Report of Suspected Child Abuse and Neglect, for an 

example of a school reporting protocol. 

NEGLECT 

Because neglect often leaves no visible scars, it is more 

likely to go undetected. Neglect is the most common 

type of maltreatment that children experience and has 

consequences that are just as serious as physical 

abuse.14 It accounts for over one-half of reported 

child maltreatment cases and is the leading cause of 

fatalities due to child maltreatment.15 Living in 

poverty, in and of itself, does not mean that a child is 

being neglected. Neglect involves the caregiver’s 

inattention to the basic needs of a child, such as food, 

clothing, shelter, medical care, and supervision. 

While physical abuse tends to be episodic, neglect 

tends to be chronic. Neglectful families often appear 

to be multiproblem families, although families with 

numerous problems are not always neglectful. 

Because neglect often is chronic rather than episodic, 

these children may grow up believing that this is a 

normal way life and will not seek assistance or confide 

this information to anyone. 

16 Recognizing Child Abuse and Neglect 
Neglect follows a continuum from mild to severe. 

The more severe the neglect, the more negative the 

impact on the children. Neglect often is very difficult 

to define. Parents might be accused of failing to 

provide a safe environment by not protecting them 

from unsanitary or hazardous living conditions. It 

also can be the result of extenuating circumstances, 

such as leaving young children alone when the 

babysitter fails to show up or when not going to work 

may result in losing a job that is the only means of 

income. In such a case, while the child is definitely 

being neglected, CPS would work with the family to 

provide other child care arrangements. 

In a study of 87 educators in New York, researchers 

found that educators were less likely to report neglect 

than any other type of child maltreatment.16 When 

educators are considering the possibility of neglect, it 

is important to look for consistencies. They should 

ask themselves the following questions: 

•	 Does the child consistently demonstrate 

unattended material needs? 

•	 Is the child stealing or hoarding food 

consistently or only occasionally? 

•	 Would looking at the family in the context of the 

community or the culture provide any answers? 

•	 Is this culturally acceptable child-rearing, a 

different lifestyle, or true neglect as defined by 

law? 

•	 Does the child describe parental behavior that 

might indicate the presence of substance abuse? 

•	 Does the child miss a lot of school? 

•	 Is the child having difficulty staying awake in 

school? 

•	 Is the child inappropriately dressed for the 

weather? 

•	 Does the child exhibit poor hygiene consistently? 

Neglect usually permeates a family, with all children 

subject to similar treatment, as the case example above 

illustrates. It also shows how neglect can have an 

intergenerational cycle. It often is difficult for parents 

to break this cycle if they have not witnessed 

appropriate caretaking skills and behaviors or if they 

have not received services that provide relevant 

treatment, instruction, or education. This lack of 

experience and knowledge of appropriate parenting 

skills sometimes leads to other difficulties. For 

instance, it is not uncommon to see a parent-child 

role reversal where children appear to be taking on 

Case Example 

The seven Reese children demonstrated poor hygiene and generally listless behavior. Although bright, the 

four, school-age children had difficulty in school, a fact seemingly more attributable to problems in 

organizing their thinking and perhaps a lack of stimulation at home, than to an absence of innate ability. 

Simon, a fifth-grade student, had been called to the attention of teachers numerous times in his school career 

for stealing food from other children and the cafeteria. Several times the children had been sent home with 

lice. The school nurse routinely attended to their neglected medical needs. Frequently Jena, a first-grade 

student, would report being left home with her younger siblings while her older brothers were away from 

home. 

Mrs. Reese was a 26-year-old single mother. Jena’s father had recently left the home. Although she loved 

her children, she seemed to have little energy to care for them. She fluctuated between working, collecting 

unemployment, and being on welfare. Mrs. Reese’s own family had been involved with CPS for severe 

neglect. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 17 
Case Example

 

Oscar lived with his alcoholic parents and spent most of his free time caring for his four younger siblings. At 

15, Oscar was out of school more than he attended it. Repeated calls to the parents did not seem to remedy 

the problem. Oscar began sleeping at friends’ houses. Often, when the school called to find out why Oscar 

was not there, his mother had not seen him for several days. She seemed angrier that her 10-year-old child 

was complaining about taking care of the younger children than whether Oscar appeared to be missing. 

Finally, the boy disappeared and only rumors from some of the other students in his school gave any 

indication about his whereabouts. 

parental roles and responsibilities. This can be a 

heavy burden and these adolescents often “drift” out 

of the home rather than formally leave, as the case 

below shows. 

EMOTIONAL MALTREATMENT 

Emotional maltreatment includes blaming, belittling, 

or rejecting a child; constantly treating siblings 

unequally; and a persistent lack of concern by the 

caretaker for the child’s welfare. While emotional 

maltreatment most often is observed through 

behavior, it is possible for children to internalize it so 

sufficiently as to cause developmental lags, 

psychosomatic symptoms, and other visible effects, 

such as speech disorders. 

For Max and other children like him, the world has 

taken on a sinister quality. These children may seem 

overly compliant and undemanding or aggressive and 

overdemanding. Educators involved with such 

children may need to tailor or modify their 

interactions with and responses to these behaviors. 

While the behavior of emotionally maltreated 

children may be similar to those who are emotionally 

disturbed, parental behavior can help to distinguish 

the two. The parents of an emotionally disturbed 

child generally accept the existence of a problem. 

They are usually concerned about the child’s welfare 

and seek help. The parents of an emotionally 

maltreated child, however, may blame the child for 

the problem, may ignore the problem’s existence, may 

refuse all offers of help, or may be unconcerned about 

the child’s welfare. 

Case Example 

At age 11, Max spent much of his free time rocking back and forth. He did not seem to be aware of this 

behavior. He also had been observed sucking his thumb. When Max was 6 his father died, and his mother 

had remarried when he was 7. Soon after, Max developed a tendency to stutter when he felt a great deal of 

stress. His stepfather was a career military man who described Max as a “real wimp who has to be whipped 

into shape.” The “whipping” was not physical, but rather an emotional battering that seriously damaged the 

child’s already shaky self-concept. Now Max described amorphous fears that plagued him both day and 

night. He became obsessed with “aliens who were coming to destroy the world.” His drawings depicted 

menacing creatures bent on destruction. 

18 Recognizing Child Abuse and Neglect 
SEXUAL ABUSE 

Sexual abuse is defined as inappropriate adolescent or 

adult sexual behavior with a child. It includes 

fondling a child’s genitals, making the child fondle the 

adult’s genitals, intercourse, incest, rape, sodomy, 

exhibitionism, sexual exploitation, or exposure to 

pornography. Sexual abuse also may be committed by 

a person under the age of 18 when that person is 

either significantly older than the victim or when the 

perpetrator is in a position of power or control over 

the child. 

Sexual abuse may take place within the family 

(referred to as incest), by a parent’s boyfriend or 

girlfriend, or at the hands of adult caretakers outside 

the family, for example, a family friend or babysitter. 

Contrary to the myth of abuse by strangers, these 

adults are usually known to the child and have a 

relationship with him or her. 

The impact of sexual abuse on the child depends upon 

many factors. The identity of the perpetrator, the 

amount of force or betrayal involved, the duration of 

the abuse, and the child’s age and individual 

personality can affect the way in which the child 

responds to the abuse. When children know the 

perpetrator and are not significantly physically 

harmed, the feelings of betrayal when they recognize 

that they have experienced abuse may be more 

disturbing than the abuse itself. Boys are as vulnerable 

to sexual abuse as girls, though they are not as likely 

to report the abuse.17 One problem in detecting 

sexual abuse is that the warning signals to its existence 

also may be indicative of other disturbances. 

Freddy’s fears, nightmares, bedwetting, and obsessive 

cleanliness are typical reactions of sexually abused 

children. Some victims withdraw while others express 

their conflicts with aggression. Educators should be 

aware of other indicators of possible sexual abuse, 

such as children drawing unusual pictures involving 

children with no mouths or hands or explicit drawings 

of genitalia or sexual acts. Many are so consumed 

with the efforts to deal with their conflicts over the 

abuse that they lack the energy to keep up their 

studies. Like Freddy, sexually abused children keep 

the secret not only because the perpetrator may have 

threatened them, their families, or their pets, but also 

because they feel they are to blame for their 

involvement and fear that no one will believe them if 

they report the abuse. The abuse also may create fear 

in boys about their sexuality or masculinity. 

When sexually abused children begin to tell of their 

abuse by sexually acting out, the clues may seem 

clearer to some adults. Children who are being or 

have been sexually abused will sometimes abuse their 

peers or younger children. This seems to be their way 

of trying to make sense of the abuse they have 

received. They have learned sexual stimulation and, 

therefore, may stimulate themselves or peers. 

Learning that they often receive attention through 

Case Example 

Freddy began complaining of headaches and loss of appetite. His parents reported that he had frequent 

nightmares and bedwetting and was suddenly obsessed with keeping clean. He seemed alienated from his 

friends and withdrew into himself. His schoolwork appeared to suffer. 

His concerned but busy parents began to explore the cause of his changed behavior. A friend of Freddy told 

his parents that a male staff member at an after-school program that both he and Freddy attended had 

molested him. The story revealed that Freddy also was abused. Freddy continued to deny this until the staff 

member admitted his involvement with both boys and described the threats he used to attempt to silence 

them. Freddy was afraid to reveal the abuse due to the threats made toward him. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 19 
sexualized behavior, they may approach adults 

seductively assuming that this is what all adults want 

from them. 

It may be more difficult to detect the symptoms of 

sexual abuse in adolescents because of their increased 

knowledge about sexuality. Yet, teens that exhibit 

intense promiscuity and self-injurious behavior (e.g., 

eating disorders or self-mutilation) may be revealing 

conflicts they feel they cannot handle. 

In some cases these internal conflicts are so severe that 

a victim of sexual abuse contemplates or attempts 

suicide. If an adolescent or teen confides personal 

thoughts or behaviors to an educator that suggests 

such a possibility, the following questions that focus 

on the strongest risk factors have demonstrated 

usefulness in screening high school students for risk of 

suicide: 

• Have you been feeling unhappy or sad? 

• Have you thought about suicide? 

• If yes, do you have a plan? If yes, what is it? 

If an individual has suicidal thoughts and a plan for 

how to kill him- or herself, the more developed and 

lethal the plan, the greater the risk of suicide.18 The 

educator should be judicious in making such inquiries 

and questions should always be developmentally 

appropriate. Upon learning an adolescent or teen is 

suicidal, the educator must immediately identify and 

contact a professional trained to work in this area. 

It is important to realize that most sexual abuse 

victims do not demonstrate suicidal tendencies. 

Many other indicators and behaviors are more 

commonly exhibited. See the case example below. 

For Beverly, caught up in a web of secrecy and sexual 

abuse, the idea of starving herself seemed preferable to 

telling her mother what was happening. It is 

important to remember that while anorexia is usually 

a cry for help, it is not always indicative of physical or 

sexual abuse. 

Case Example 

Beverly was a ninth-grade student who suddenly began to grow extremely thin. Her teachers observed that 

she never ate lunch, and when they mentioned it to her, she passed it off by saying there was never anything 

she liked. When she fainted in biology lab one day, the biology teacher called in the guidance counselor and 

asked him to see Beverly. Beverly, however, denied that there was a problem. When the guidance counselor 

suggested that he talk with her mother, however, Beverly became hysterical. Several months later when 

Beverly was hospitalized with an eating disorder, a friend, who was petrified that Beverly would die, came to 

the guidance counselor with the information that Beverly was being sexually abused by her uncle. 

20 Recognizing Child Abuse and Neglect 
Another more recent phenomenon is the growing 

sexual abuse of children via the Internet. Children of 

all ages now have access to computers in schools and 

libraries. While no one is disputing the use of 

computers as valuable tools for learning, there is a 

growing problem of children’s exposure (accidentally 

or intentionally) to pornography as well as 

solicitations online from sexual offenders. 

Researchers found in a study that 49 percent of 

youths being solicited and 44 percent of those 

unintentionally exposed to pornography did not 

report the incidents.19 

The following are some clues that a child may be 

involved with a sexual predator or is accessing sexually 

graphic material. Be aware if a child: 

•	 Prevents others from viewing the computer 

screen; 

•	 Has disks that he or she will not allow others to 

see; 

•	 Uses files that end with .gif and .jpg; these may 

be files that are quite innocent or could contain 

pornography; 

•	 Takes significant time away from schoolwork to 

use the computer; 

•	 Begins to exhibit furtive or secret behavior when 

using the Internet. 

Concerns related to this should be reported to CPS, 

who will then refer them to the appropriate agency. 

The National Center for Missing and Exploited 

Children, in conjunction with the Federal Bureau of 

Investigation, the U.S. Postal Service, and the U.S. 

Customs Service, also has a Cyber-tipline 

(http://www.missingkids.com) and toll-free 

telephone number (1-800-843-5678) where anyone 

can file a report regarding online pornography.20 

Nonfamilial Sexual Assault 

Typically in the child welfare field, the term “sexual abuse” refers to situations where a child is abused by 

a parent or another family member (e.g., an uncle, a stepparent) responsible for his or her care and wellbeing. Although the terms are not mutually exclusive, “sexual assault” typically implies a forced or coerced 

sexual act by someone from outside the family. Sexual assault is a broad term that encompasses several, 

more specific legal charges that can be levied depending on the circumstances of a case, including rape, 

statutory rape, sexual battery, forcible sodomy, and exhibitionism. The charges appropriate for a given case 

and the scope and meaning of these legal terms varies from State to State and or sometimes even within a 

State. For instance, statutory rape typically is considered a consensual act between an older person or adult 

and a minor, with the pertinent ages and age disparity ranging by jurisdiction.21 

There are several legal categories of sexual assault perpetrators, including: 

•	 The known adult. This abuser targets children outside the home and often does so within the 

context of a trusted relationship. All too frequently, there are cases of coaches, neighbors, youth 

group leaders, religious leaders, and others who exploit their contact with a child or with several 

children as an opportunity to sexually assault them. 

•	 The peer. The sexual assault of a teen or adolescent by a date or another peer is believed to be 

significantly under-reported to law enforcement, in part because the victims often feel some level of 

responsibility for the abuse. Although the pressure to engage in sexual activity while dating is not 

new, acquaintance rape goes beyond repeated sexual requests or “guilt trips” in an effort to gain sexual 

compliance.22 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 21 
Nonfamilial Sexual Assault (continued) 

•	 The stranger. Whether from inside or outside of the family, most victims know the individual who 

perpetrates sexual violence against them. There are cases, however, of sexual assault being perpetrated 

by a stranger. These situations are so shocking or frightening that they often gain a higher level of 

notoriety or press coverage, which may make them seem more common than they really are.23 

Commonly in each of these situations, there is a power differential (e.g., age, physical size, or position in 

society) between the abuser and the victim that is a dynamic in the assault. The range of the child’s 

possible subsequent behavior, which educators may note in school, is likely to be consistent with that of a 

child who was abused by a family member, making it difficult or impossible for the educator to ascertain 

the perpetrator’s identity. Sometimes a student may not exhibit any physical or behavioral clue regarding 

a sexual assault, but may choose to confide in an educator because he or she is ashamed or afraid to reveal 

it to his or her parents or to law enforcement and is unsure of where else to turn. While educators are 

mandated reporters for cases of suspected physical or sexual abuse, they often are not specifically required 

to report sexual offenses perpetrated by individuals outside of the victim’s family. Educators should be 

familiar with reporting requirements and guidelines in their school system. 

Regardless of whether the perpetrator is a member of the victim’s family, the majority of sexual violence 

cases occur when the victim is a child or adolescent. One national survey of women and girls who had 

been raped found that 29 percent of the cases occurred when the victim was less than 11 years old. 

Another 32 percent of the cases occurred when the victim was between the ages of 11 and 17.24 

There are numerous valuable resources to learn more about this issue, including the National Child 

Welfare Resource Center on Legal and Judicial Issues housed at the American Bar Association. For more 

information, visit their Web site at http://www.abanet.org/child/rclji/home.html. 

GENERAL INDICATORS OF
 

ABUSE AND NEGLECT
 

There are some indicators that serve as general signs 

that a child may be experiencing abuse or neglect 

rather than signaling the presence of one particular 

type of maltreatment. These general indicators 

include academic as well as emotional or 

psychological clues. It is important to remember that 

these also can be signs of other problems such as 

substance abuse, a reaction to divorce, or the 

witnessing of domestic violence, so it is crucial to 

follow each school’s protocol in reporting suspected 

abuse. 

Academic Clues 

Academic performance may be a clue to the presence 

of child abuse and neglect. This is particularly true 

when there are sudden or extreme changes in 

performance. Previously good students who suddenly 

seem disinterested in school or who are no longer 

prepared for class may be maltreated. Students who 

suddenly refuse to change for gym class may be 

concealing evidence of beatings. There can be 

numerous clues suggesting neglect. Some of these 

factors may affect academic performance, such as 

children whose broken glasses have not been replaced. 

Studies have revealed a relationship between child 

maltreatment and certain learning problems. For 

example, Cornell University’s Family Life 

22 Recognizing Child Abuse and Neglect 
Development Center matched maltreated children 

with 530 children who had not suffered abuse or 

neglect and evaluated the school performance of each 

child based upon grades, grade repetition, 

achievement test scores, and other school adjustment 

issues (e.g., truancies, suspensions, and infractions of 

disciplinary codes). Results indicated that 

maltreatment has a significant negative influence on 

children’s performance in school. The maltreated 

children scored lower in test scores, especially in 

reading, and earned fewer A’s and B’s and more F’s 

than children who were not mistreated.25 In addition, 

children who have been maltreated show discipline 

problems at school, poor achievement, increased 

absences and dropout rates, and greater likelihood of 

repeating grades.26 

A similar study in Georgia using a smaller population 

(21 physically abused children, 47 neglected children) 

and a nonmatched control group compared test 

scores, grades, and teacher and parent interviews to 

examine the academic, social, and adaptive behavior 

of school-age children. Significant differences 

between the maltreated children and those in the 

control groups were found. Abused and neglected 

children were more likely to demonstrate disturbed 

behaviors (e.g., aggression, hyperactivity, anxiety, 

depression). Maltreated children had lower selfconcepts and felt unpopular in school. In addition, 

maltreated children scored significantly lower in 

language, math, and reading scores in the Iowa and 

Georgia Criterion Reference Test. Teachers felt these 

children were learning at below-average levels and 

were more likely to repeat a grade.27 

Research also indicates that a child who is physically 

disabled or developmentally delayed is at a statistically 

greater risk of child abuse and neglect. In some 

instances, the disabled child may be viewed as a 

disappointment, a burden, or proof of the parents’ 

“failure.” Educators should be sensitive to the 

particular stresses that having a disabled child can 

produce in some families. Children whose physical 

needs and problems are ignored also may experience 

learning difficulties. Children who are always hungry, 

who cannot see the blackboard because they need 

glasses, or who cannot hear the teacher because they 

need hearing aids, cannot learn well, and this inability 

to learn will be reflected in academic achievement. 

Academic difficulties may have a variety of causes, and 

the presence of an academic problem does not prove 

that child abuse or neglect exists. The possibility of 

child abuse or neglect, however, must be considered 

along with other possible causes when the problem is 

assessed. 

Emotional and Psychological Clues 

Educators typically are sensitive to children who are 

“different” (e.g., physically or mentally challenged). 

That sensitivity should be extended to abused and 

neglected children, who also may appear to be 

different. 

Educators should be alert to children who are hostile 

and angry, those that effectively alienate all who come 

in contact with them, or children who may be passive, 

withdrawn, and uncommunicative. These represent 

extreme ranges in the expected behaviors and attitudes 

of abused and neglected children. Additionally, 

sudden changes in a child’s emotional or psychological 

well-being may serve as clues to child abuse and 

neglect. The previously gregarious child who becomes 

uncommunicative and withdrawn might be 

concealing maltreatment. 

Familial Clues 

The educator often has several opportunities to 

observe family dynamics. Normal interactions with 

the parents may indicate how they feel about the 

child. There may be an increased risk of child abuse 

and neglect if the parents consistently: 

•	 Blame or belittle the child; 

•	 See the child as very different from his or her 

siblings (in a negative way); 

•	 See the child as “bad,” “evil,” or a “monster”; 

•	 Find nothing good or attractive in the child; 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 23 
•	 Seem unconcerned about the child; 

•	 Fail to keep appointments or refuse to discuss 

problems the child may be having in school; 

•	 Behave in a bizarre or an irrational manner. 

There are instances when the educator knows a child’s 

family is in marital crisis, experiencing economic or 

emotional turmoil, or has other significant stressors. 

Such information may be relevant and helpful to CPS 

when maltreatment is suspected and a report made. 

See Appendix D—Educators’ Checklist for 

Recognizing Possible Child Maltreatment for other 

possible symptoms of abuse and neglect. 

CONVERSATIONS WITH FAMILIES
 

AND CHILDREN
 

In all States, educators are mandated reporters for child 

maltreatment cases. It is important to understand that, 

legally speaking, educators only need reasonable suspicion 

rather than hard evidence or proof to report alleged child 

abuse. It may be tempting to call the parents and see 

what they have to say, but such action can pose several 

serious problems, such as increasing the risk of further 

abuse to the child or interfering with the initial CPS 

investigation. Many schools have protocols detailing how 

suspected maltreatment is to be reported to CPS. These 

protocols delineate what information the educator will 

need to provide when reporting, or whether teachers, 

administrators, and other school personnel should refer 

all suspicions to the school’s social worker or Child 

Protection Team who will then make the report to CPS. 

Talking with the Child 

It is the educator’s role to report any suspicions of 

child maltreatment. There are times when CPS may 

request more information in order to meet statutory 

guidelines for accepting a report. In these instances or 

when a child discloses maltreatment to an educator, it 

is important to remember: 

•	 CPS or law enforcement has the responsibility to 

assess and investigate. 

•	 It is critical that the educator not lead the child. 

•	 The child may be afraid to tell the whole truth 

because of: 

-	 Fear of being further hurt by the abuser if he 

or she tells; 

-	 A belief that the abuser may go to jail; 

-	 Fear that the child may be removed from the 

home; 

-	 Feelings of loyalty and attachment to the 

parent, no matter how bad the situation might 

be.

•	 The child may feel that the abuse or neglect is 

normal. 

Unfortunately, it can be very easy to fall into the role 

of confidant to an abused child who has begged that 

no one be told. The case example below describes 

such a situation. 

Case Example 

When Frank approached his school coach he said only that he had a problem. He asked that he be able to 

talk to the coach in strictest confidence. The coach must promise to tell no one. The coach agreed and Frank 

disclosed that he was being sexually abused by his older brother. Unsure of what to do, the coach confided 

in the school principal, a good friend. The principal insisted that the case be reported immediately and told 

the coach he must tell Frank. Unfortunately, the report was made before the coach was able to locate Frank. 

In consequence, Frank became extremely angry and hurt, feeling that now he could trust no one. He 

vehemently denied that he had ever reported the abuse and retreated into a protective shell of mistrust. Since 

there was no proof, the case was not pursued. 

24 Recognizing Child Abuse and Neglect 
Exhibit 3-2 

When Talking with the Child 

If CPS needs more information before accepting a report and requests that the educator talk with the child 

or if the child self-discloses, it is important to remember: 

•	 The educator should not appear shocked as a strong reaction may affect the child’s comfort level. 

•	 If self-disclosing, praise the child for revealing what has happened to him or her. It is not up to the 

educator to determine if the child is telling the truth. 

•	 When talking with a child concerning a possible inflicted injury or condition of neglect, the educator 

should refrain from asking leading questions. 

•	 Let the child tell his or her story without probing for information that the child is unwilling to give. 

•	 The child should be made as comfortable as possible under the circumstances. 

•	 The child should be put at ease, and the educator should sit near the child, not behind a desk or table. 

•	 The educator who talks with the child should be the designated person to handle such matters (e.g., the 

school social worker). 

•	 Children often feel or are told that they are to blame for their own maltreatment and for bringing 

“trouble” to the family; therefore, it is important to reassure children that they are not at fault. 

•	 If maltreatment is suspected, the educator must always remember that he or she is a mandated reporter, 

and this should be explained to the child in an age-appropriate way. 

•	 The child may be afraid that either he or she will be taken from the home or the parent may be arrested. 

If such a fear is expressed, the educator should acknowledge not knowing what will occur. 

•	 Children may be fearful of others learning about their maltreatment issues. The educator should assure 

the child that the information would not be shared with classmates or others who have no need to know. 

It is vital, however, that the educator also acknowledge that in order to provide help to the child, it may 

be necessary to discuss these issues with other school personnel, law enforcement, or CPS. It is 

important that the educator abides by the promise to protect the child’s right to confidentiality.28 

While the school had a legal mandate to make a children to discuss abuse, because of emotional 

report to CPS, this case illustrates the importance of elements or a limited ability to express themselves. 

educators not making promises they cannot keep and When talking with the child, use language that a child 

understanding school protocols for reporting. Had will understand. When describing an incident of 

the coach been aware of these responsibilities, he abuse, if the child uses a term with which the 

could have informed Frank at the time and, hopefully, educator is not familiar (e.g., a word for a part of the 

helped the student through the process. It also is body), the educator should ask for clarification or 

important to realize how difficult it is for most have the child point to the body part. The educator 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 25 
should not disparage the child’s choice of language or 

supply terms; rather, the educator should use the 

child’s terms to put the child at ease and to avoid 

confusion. Educators can actually do more harm by 

probing for answers or supplying children with terms 

or information. Several major child sexual abuse cases 

have been dismissed in court because it was felt that 

the initial interviewers had biased the children. 

Additionally, it is important for the educator to not 

display feelings of anger, disgust, or disapproval 

toward the parents or the child for any action 

disclosed. 

If the child wishes to show his or her injuries to the 

educator, he or she should be allowed to do so. The 

educator should never insist on seeing the child’s 

injuries. At no time should the child be asked or 

forced to remove clothing. It may be important to 

have the school nurse present should a child decide to 

remove his or her clothes. 

If further action is to be taken, the child should be 

told what will happen and when. The educator 

should assure the child of support and assistance 

throughout the process and should follow through on 

the assurances. It is important that the onus or 

responsibility not be placed on the child, nor should 

the child be asked to conceal from the parents that the 

conversation has taken place or that further action is 

contemplated. 

The educator should be especially sensitive to the 

safety of the child following the disclosure. Ask the 

child if he or she feels safe returning home and 

observe how this question is answered. While CPS 

must be involved in any situation of suspected 

maltreatment, it is particularly important to involve 

CPS or law enforcement immediately in situations 

where the child’s imminent safety is a concern. If a 

CPS caseworker needs to interview the child at 

school, the school should provide a private place for 

the interview. In addition, ensure that the interview 

location does not alert peers and other classmates to 

the presence of a CPS caseworker. The child’s right to 

confidentiality must be respected. 

If it is necessary for the CPS caseworker to remove the 

child from school for a medical examination, the 

school may request a written release from the 

caseworker, or this may be an established element of a 

memorandum of understanding (MOU) between the 

school and CPS. This varies by locale and it is 

important to know the practice and requirements of a 

particular school. 

Talking with the Parents 

Some educators may feel that it is important to 

contact parents to inform them that the school has 

made a report of suspected child abuse and neglect, 

because they feel that contact will help maintain the 

parents’ relationship with the school and keep the 

door open for further communication. It is very 

rarely appropriate, however, for educators to 

communicate directly with parents regarding alleged 

child maltreatment. CPS caseworkers and law 

enforcement are trained and primarily responsible for 

contacting and discussing these concerns with 

parents. The following issues may arise if educators 

seek to talk with parents before reporting: 

•	 The danger to the child may increase, 

particularly if the child disclosed the 

maltreatment. 

•	 The parent may try to have the child recant upon 

learning that the child has told someone about 

the abuse. 

•	 The parent may flee or withdraw the child from 

school. 

•	 The risk for suicide increases for both the victim 

and the perpetrator immediately after a report is 

made in sexual abuse cases, especially in cases of 

incest. It is crucial that such cases be handled 

swiftly by experts. 

There may be instances when a parent contacts a 

school regarding a report made to CPS. Many school 

systems have one point of contact to handle CPS 

reports, such as the school social worker, nurse, or 

26 Recognizing Child Abuse and Neglect 
principal. The educator should listen to parents and 

refer them to that point of contact. In talking with 

the parents, the educator should respond in a 

professional, direct, and honest manner without 

displaying anger, shock, or an insinuation of guilt. It 

is critical to remember that the educator should not 

reveal any information pertinent to the report made to 

CPS or law enforcement. Parents also should be 

informed about the limitations to confidentiality of 

the present discussion. Further threats or revelations 

of abuse typically require the educator to reveal what 

was discussed to a third party (e.g., CPS). 

Occasionally, an angry parent will come to school 

demanding to know why someone is “telling me how 

to raise my children.” The parent may feel betrayed or 

that someone has “gone behind their back” because 

the school did not communicate with him or her 

directly. Even though CPS caseworkers are legally 

mandated not to reveal the name of the referral 

source, the parent often suspects the source of the 

report. If an angry parent appears at school, the 

educator should attempt to diffuse the situation by 

remaining calm and maintaining a professional 

demeanor. The educator should be mindful of his or 

her own safety, as well as the safety of others, if the 

parent is threatening or violent. School protocol 

should delineate who needs to be contacted in such 

situations. An angry parent usually will calm down to 

a reasonable degree if he or she feels listened to and is 

treated with respect. 

CHILD ABUSE WITHIN THE SCHOOL 

It is extremely disturbing for most educators to 

consider that a fellow colleague might be abusing 

children. In the event that this does occur, however, 

children need special protection. A common response 

when a fellow educator is suspected of abuse, 

especially if that person is popular or a long-time 

employee, is to deny or ignore it. Sometimes the 

abuser is transferred to another school. Even with a 

suspension or reprimand, the violation is likely to 

recur in the absence of intervention and monitoring. 

If a child reports that he or she is being sexually, 

physically, or even emotionally abused by school 

personnel, the educator should remember that it takes 

courage for an abused child to talk to someone. The 

educator must consider facts and consistencies. Older 

children may invent stories, but they usually contain 

obvious inconsistencies. The educator should follow 

school policy and procedures, which usually involve 

contacting CPS. CPS personnel then interview the 

child or refer the allegations to law enforcement 

(depending on the State’s laws) to determine if the 

child knows anyone else to whom this has happened. 

If so, the CPS investigator should talk with any other 

victims. Protocols usually require immediate 

notification of the school administrator. The situation 

should not be discussed among other school staff. The 

accused has a reputation and the right to know of the 

accusation, but it is the investigator (who may be a 

CPS caseworker or law enforcement) who should talk 

with the accused colleague. Not doing so often leads 

to a witch-hunt atmosphere and is not beneficial to 

students or faculty. It also is inappropriate to ask the 

children to tell their stories initially in front of the 

accused. There is a significant difference in power and 

resources between teachers and students. 

It is important to remember that schools are 

mandated reporters whether the abuser is an outsider 

or a school employee. Under State child abuse and 

neglect reporting statutes, educators have the same 

liabilities for failing to report suspected incidents 

perpetrated by colleagues as for incidents resulting 

from interfamilial abuse or neglect. If allegations are 

made and there is suspicion of abuse, CPS or law 

enforcement must become involved. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 27 
I

n addition to trying to help families in which 

maltreatment is suspected, the involvement of 

educators in reporting child abuse and neglect is 

guided by Federal standards and regulations and 

mandated by State and local laws, which identify 

what is required of the educator and how that 

obligation is to be fulfilled. Schools are frequently 

concerned with creating protocols to enable them 

to address maltreatment issues more efficiently. 

Established protocols help address concerns over 

quality control, fear of lawsuits, and the protection 

of staff in reporting cases, as well as ensure that 

there are effective steps for helping children.29 

FEDERAL LEGISLATION 

The Keeping Children and Families Safe Act of 

2003 (P.L. 108-36) included the reauthorization of 

the Child Abuse Prevention and Treatment Act 

(CAPTA) in its Title I, Sec. 111. CAPTA provides 

minimum standards for defining child physical 

abuse and neglect and sexual abuse that States must 

incorporate into their statutory definitions in order 

to receive Federal funds. Under this Act, child 

maltreatment is defined as: 

• Any recent act or failure to act on the part of 

a parent or caretaker that results in death, 

serious physical or emotional harm, sexual 

abuse, or exploitation; 

• An act or failure to act that presents an 

imminent risk of serious harm. 

A “child” under this definition generally means a 

person who is under the age of 18 or who is not an 

emancipated minor. In cases of child sexual abuse, 

a “child” is one who has not attained the age of 18 

or the age specified by the child protection law of 

the State in which the child resides, whichever is 

younger. While CAPTA provides specific 

definitions for sexual abuse and for special cases 

related to withholding or failing to provide 

medically indicated treatment, it does not provide 

such definitions for other types of maltreatment— 

physical abuse, neglect, or psychological 

maltreatment. Each State has statutes providing 

that information. 

Also at the Federal level, the Federal Family 

Educational Rights and Privacy Act (FERPA) of 

1974 (P.L. 93-380), provides standards and 

regulations that are relevant to educators for 

reporting child abuse and neglect. While amended 

numerous times since it was first authorized, 

FERPA still governs the release of information 

from school records. 

In a small number of cases, it may be necessary to 

consult school records to determine if a report of 

suspected child abuse and neglect should be made. 

Usually, parental consent is required before 

releasing information contained in school records. 

However, there are exceptions that can apply in 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 

CHAPTER 4 

Reporting Child Abuse 

and Neglect 

29 
cases of suspected child abuse and neglect. At the 

time of publication, a proposed amendment to 

FERPA would extend these same provisions to homeschooled children. 

STATE LAW 

All States, the District of Columbia, and U.S. 

territories have reporting statutes for child abuse and 

neglect. These statutes outline who must report, to 

whom the abuse or neglect must be reported, and the 

form and content of the report. Given the diversity of 

statutes, educators should be familiar with or obtain a 

copy of the law in their State. 

Who Reports 

Most States specifically require educators to report 

suspected child maltreatment unless educators are 

grouped under the category of “anyone.” Some States 

specifically define what is meant by an “educator” 

(e.g., teachers, principals, administrators, school 

nurses, school social workers, and guidance 

counselors) in any school, whether public or private, 

day or residential. Those professionals mandated to 

report vary from State to State. Educators should 

check their State reporting statute to determine who 

has been designated as a mandated reporter. They 

also should be familiar with their school system’s 

policy and procedures regarding child abuse and 

neglect reporting. Additionally, it should be noted 

that when schools have a Child Protection Team, an 

educator’s report to the team may or may not free him 

or her from further obligation, and a child protective 

services (CPS) caseworker may still contact him or 

her. The Child Protection Team representative would 

make the actual report to CPS. This regulation also 

should be researched within the educator’s own State. 

What to Report 

States specify what can be defined as child 

maltreatment in their particular jurisdiction, often 

specifically defining nonaccidental physical abuse and 

neglect, sexual abuse, and emotional (or 

psychological) maltreatment. Many of the definitions 

for sexual abuse include the production of child 

pornography or compelling children to view sexually 

explicit materials or acts. Some States require that 

domestic violence within a child’s family be reported 

to CPS, as it may adversely affect the child. Every 

school should have or know how to access the 

definitions for abuse and neglect in their jurisdiction. 

While States require the reporting of suspected abuse, 

no State requires that the reporter have conclusive 

proof that the abuse or neglect occurred before 

reporting. The law clearly specifies that reports must 

be made when the educator “suspects” or “has 

reasonable cause to believe” that there is abuse. In any 

case, the intent is clear—incidents are to be reported 

as soon as they are noticed. Waiting for conclusive 

proof may involve further risk to the child. 

When to Report 

Again, State statutes differ as to when a report must 

be made. While early reporting is vital, educators 

may find it useful to keep notes on behaviors, bruises, 

or other potentially relevant information regarding 

the child. These informal, personally kept notes may 

be invaluable not only in filing a report, but in 

providing information to CPS. Notes should be 

taken even after the report is made in order to provide 

updates for CPS investigators. It is important to 

realize, however, that personal notes also can be 

subpoenaed if the case goes to court. 

State and local statutes, as well as school system 

policies, vary regarding whether oral or written 

reports are necessary. Some require only an oral 

report, while others ask the reporter to follow up with 

a written report within a specific period of time. 

Secured Internet reporting to CPS also is allowed in 

some States. Some States and school districts identify 

special reporting requirements. 

30 Reporting Child Abuse and Neglect 
Where to Report 

Every school should have identified, current, and 

accessible contact information for the appropriate 

agency for reporting suspected child maltreatment. 

State law specifies the agency that will receive reports 

of suspected child abuse and neglect. Usually this 

agency is a State’s department of social services, 

human resources, family and children’s services, CPS, 

or department of children and youth services. Other 

agencies mandated to receive reports may include law 

enforcement, the health department, the county or 

district attorney’s office, and the juvenile or district 

court. 

The local department of social services or other 

receiving agency may maintain a special child abuse 

and neglect unit, usually CPS. If there is no special 

unit, the local department itself will have CPS 

responsibility. The CPS unit receives and investigates 

all reports of suspected child maltreatment (that meet 

the State’s statutory definitions) and may be involved 

in treatment and rehabilitation of affected families, by 

either performing such services or referring families to 

other agencies. 

It is important to understand who receives reports of 

suspected child abuse and neglect in a particular 

jurisdiction. Requirements of confidentiality should 

be observed so that reports are made only to 

authorized persons. The State reporting statute will 

provide this information. An attorney should be 

consulted if questions arise. 

How to Report 

Educators should follow local school system policies 

and procedures for reporting suspected abuse. These 

build upon State statutes, which vary regarding the 

form and content of reports of suspected 

maltreatment. All States require that an oral or 

written report (or both) be made to the agency or 

agencies responsible for child abuse and neglect. 

When two reports are required, the oral report is 

usually required immediately, with the written report 

often following within 24 to 48 hours. 

Some State statutes will specify the type of 

information to submit in a report of suspected child 

maltreatment. Usually this includes: 

•	 Child’s name, age, gender, and address; 

•	 Parent’s name and address; 

•	 Nature and extent of the injury or condition 

observed; 

•	 Prior injuries and when observed; 

•	 Actions taken by the reporter (e.g., talking with 

the child); 

•	 Where the act occurred; 

•	 Reporter’s name, location, and contact 

information (sometimes not required, but 

extremely valuable to CPS staff). 

In some States, additional information is required. 

This may include any previous injury observed by the 

reporter to the child or to a sibling; any information 

that would aid in establishing the cause of the injury; 

information that would aid in identifying the person 

responsible for the injury; if a previous report has 

been made to CPS; and other information about the 

child and family that will help CPS in their 

assessment of the risk of maltreatment to the child. 

State Statutes 

To review a summary of reporting laws for each State, visit the State statutes section of the National
 

Clearinghouse on Child Abuse and Neglect’s Web site at http://nccanch.acf.hhs.gov/general/legal/statutes. 


The Role of Educators in Preventing and Responding to Child Abuse and Neglect 31
To assist citizens making oral reports of suspected 

child abuse and neglect, some States maintain a tollfree, 24-hour telephone hotline just for receiving 

reports of suspected maltreatment. (See Appendix 

C—State Toll-free Telephone Numbers for Reporting 

Child Abuse.) Anyone may use hotlines to report an 

incident of suspected child abuse and neglect 

anywhere in their State. 

To facilitate written reports, most States and some 

local school districts provide a reporting form. 

Schools should keep a supply of these forms for more 

efficient reporting. An educator would not be 

excused for failing to report a suspected case of 

maltreatment because a reporting form was 

unavailable. The reporter may submit a report using 

any form, so long as the required information is 

provided. 

LOCAL POLICIES AND PROCEDURES REGARDING
 

REPORTING
 

Since the early 1980s, school systems and local boards 

of education across the country have enacted school 

policies and procedures on child abuse and neglect. 

The policies and procedures support State reporting 

laws and often provide internal mechanisms to follow 

when a case is reported. 

Developing Local Policies and Procedures 

Enacting local policies is a good first step for a school 

system beginning a child abuse and neglect 

prevention program. As an example of one effort, 

several years ago the Children’s Trust Fund of 

Massachusetts offered to review reporting protocols 

for any Massachusetts school that wished to improve 

them. The Children’s Trust Fund published a guide, 

Designing and Implementing a School Reporting 

Protocol: A How-to Manual for Massachusetts 

Educators, to help schools develop effective protocols 

and consider the development of a Child Protection 

Team.30 A protocol clearly delineates duties and 

responsibilities for all staff. Equally important, it 

provides administrative backup for educators who do 

most of the reporting. 

Educators are encouraged to learn whether their 

school system has a board policy or an administrative 

procedure for reporting suspected cases of child abuse 

and neglect. If no such policy or procedure exists, one 

should be developed. 

There are several important questions to consider 

when designing a school protocol, such as: 

1. Does the protocol reference the State law that 

requires educators who have “reasonable cause 

to believe” that a child is being abused 

or neglected to report such suspicion to the 

local CPS? 

2. Who within the school does the educator 

notify if they have suspicions? Who does the 

classroom teacher notify? A nurse? The 

principal? A school social worker? 

3. What specific information does the reporter 

need to know in order to report? 

4.	 What other school personnel should 

be involved? 

5. 	Who makes the report to CPS? How? Who 

is responsible for monitoring or receiving 

feedback from CPS once the report is filed? 

6. What information should be included in the 

report? (This is dictated by State law and 

CPS policy.) 

7. Does the protocol indicate that all reports 

must be kept confidential and in a separate 

file from the students’ regular school file? 

8.	 What follow-up is expected on 

reported cases? 

9. 	Does the protocol state that all school staff 

will receive notification of the protocol? 

32 Reporting Child Abuse and Neglect
10. What role will the school play in possible 

community or Child Protection Teams? 

11. What commitment does the school have to 

inservice training or community programs?31 

Policies should be reviewed periodically with school 

staff (possibly during inservice training) so that 

everyone is reminded of the local school protocol, 

system procedures and policies, and State statutes. 

Making the Report 

Once an educator suspects that a child is being 

maltreated, he or she must waste no time in reporting. 

Making such a report sometimes feels risky and 

confusing to educators. The following checklist can 

be used to prepare information for a report: 

1. Does the educator know the procedure 

outlined in the reporting policy of the school? 

Does he or she have the necessary information 

required for a report? Does the school have 

the necessary report forms? 

2. Has the information been documented? 	Has 

it been written down to help organize it in the 

educator’s mind? 

3. Has the information been analyzed? 	The 

educator should consider what causes him or 

her to suspect abuse or neglect in this 

particular case. The educator should list the 

symptoms—physical and behavioral. 

4. Has the reporter witnessed any parent-child 

interaction that may suggest possible abuse, 

such as belittling or threatening comments? 

Does the parent see the child as worthwhile, 

different from “normal” children, or hard to 

handle? 

5.	 Has the educator spoken with other 

professionals within the school? Do they have 

reason to suspect abuse or neglect? Why? 

6. Does the educator (or school) have the exact 

and current contact information of the agency 

where the reports should be made? 

If the educator cannot answer all these questions 

affirmatively, he or she still needs to report 

immediately. However, organizing one’s thoughts will 

help in simplifying the process. Additionally, there are 

some other questions the reporter may want to ask 

himself or herself in preparation for this process: 

1. Has the educator talked with his or her 

administrator about the support available 

once the report is made? Has the educator 

considered what will happen if the parents try 

to remove the child from the class? 

2. Has the educator set up a support system for 

him- or herself with other educators, 

professionals, or friends?32 

Teamwork within a school cannot be overemphasized. 

For example, a classroom teacher concerned about 

bruises on a student might consult the school nurse. 

If a staff member notices unexplained behavior, a 

referral to the school social worker or psychologist 

might be in order. While it is important to respect a 

child’s right to confidentiality, such a referral may be 

made in a confidential manner. The effectiveness of 

teamwork is another reason why many schools are 

adopting the Child Protection Team approach. Child 

protection team members play a variety of roles 

within the school, and they may shed light on the 

child’s situation from a perspective that was not 

known or obvious to the reporter. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 33 
DIFFICULTIES THAT MAY BE ENCOUNTERED 

WHEN REPORTING 

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 

For additional information regarding cultural issues as they relate to child maltreatment, see the following 

publications in the User Manual Series—A Coordinated Response to Child Abuse and Neglect: The Foundation 

for Practice and Child Protective Services: A Guide for Caseworkers. 

34 Reporting Child Abuse and Neglect 
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. 

Previous Experiences Reporting 

Educators who have had a negative or difficult 

experience when reporting suspected maltreatment 

might be reluctant to become involved again. Such 

educators may feel that a previous case was not 

handled appropriately or to their satisfaction. These 

concerns are real and sometimes valid, but a previous 

bad experience does not mean that the next case will 

not be handled well. CPS agencies throughout the 

country are continually working to upgrade their 

services. In many communities, they are becoming 

steadily more responsive and highly skilled. After 

experiencing an unsatisfactory response with the CPS 

agency, however, the reporter should not hesitate to 

request that an agency supervisor intervene in the 

handling of the case. Exemptions are not granted to 

mandated reporters who have previously had a 

negative experience. In addition, while reporting does 

not guarantee that the situation will improve, not 

reporting virtually guarantees that the child will 

continue to be at risk if the abuse or neglect exists. 

Belief That Nothing Will Be Done 

Sometimes potential reporters believe that nothing 

will be done if they report, so they choose not to. 

Such reasoning often is faulty. If an incident of 

suspected child maltreatment is reported, some action 

will occur. At the very least, a record of the report will 

be made, the educator’s legal obligation will be 

fulfilled, and the investigative process will begin. If 

the incident is not reported, however, it is likely that 

nothing will be done. Maltreated children cannot be 

protected unless they are first identified, and the key 

to identification is reporting. While not all calls result 

in an investigation, educators may not know what 

information was previously or subsequently reported 

about the child or the family. The cumulative effect 

of all the reports may allow CPS to substantiate a case 

and to provide help and intervention. 

Some educators find it frustrating that CPS will not 

let them know whether the case is being investigated. 

Confidentiality laws and policies often make followThe Role of Educators in Preventing and Responding to Child Abuse and Neglect 35 
up impossible. Educators may offer to keep in touch 

with CPS during the treatment phase, however, to 

help the children as much as possible. Some State 

laws will allow release of information from CPS to 

other professionals when the individual is a member 

of a multidisciplinary team. 

ONCE THE REPORT IS MADE 

When a report of child maltreatment is filed, CPS 

makes several decisions. First, they must decide if the 

report meets the statutory criteria for child abuse or 

neglect. Then, they must investigate to ascertain if 

the abuse or neglect can be substantiated. CPS 

determines if the child is safe at home and, if not, 

what are the least intrusive interventions to assure the 

child’s protection. Finally, CPS determines if there is 

a risk that the maltreatment will occur in the future. 

If the risk for future maltreatment exists, then CPS 

must offer or provide services to reduce the risk of 

abuse or neglect. 

In some States, the court may become involved, 

particularly if the child is removed from the home. If 

a court is involved, usually a juvenile or family court 

is responsible for family well-being rather than a 

criminal court. However, increasingly in the case of 

sexual abuse, death, or extreme physical abuse, 

complaints are filed in criminal court. 

In some instances, educators may be asked to appear 

in court as witnesses. It is important for them to 

remember that witnesses are not on trial. Usually, 

school staff will be called to help the child or present 

a more complete picture of the family situation. 

Exhibit 4-1 provides a list of guidelines for educators 

should they be required to appear in court. 

Once the educator has followed the school system’s 

protocol and the situation has been referred to CPS, 

in general, the process for each case is similar. Exhibit 

4-2 provides an overview of the CPS process. 

Exhibit 4-1 

Tips for Educators Going to Court 

•	 Check with the CPS caseworker or attorney to see if there will be a briefing before the court appearance. 

•	 Write down dates, facts, and other information vital to testimony. Usually, it is permitted to take a 

paper or note card to the stand. 

•	 Dress appropriately. 

•	 Go slowly and think through each question. 

•	 Speak slowly, concisely, and loudly enough to be heard so the recorder can record your testimony. 

•	 Speak only when spoken to, and remember that the court is only interested in facts, not opinions, unless 

asked otherwise. 

•	 If you do not know the answer, say so; do not guess. 

•	 Try not to be flustered by the cross-examination. 

•	 Remember that you are not on trial. 

•	 Do not be afraid to call the CPS caseworker after the hearing to learn of the outcome.33 

36 Reporting Child Abuse and Neglect 
Exhibit 4-2 

Overview of Child Protective Services Process 
The Role of Educators in Preventing and Responding to Child Abuse and Neglect 

CHAPTER 5 

Providing Support After 

the Report: What Schools 

Can Offer 

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. 

39 
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. 

Schools have found that structuring learning projects 

for maximum cooperation, reducing reliance on 

competitive activities, peer mediation and conflict 

resolution, and an emphasis on effective problem 

solving helps reduce threatening behavior and benefits 

abused and neglected children.34 By interjecting 

specific types of information into classroom activities 

that are designed to help all children, teachers also 

may help abused and neglected children. For 

example, two issues that often create problems for 

victims of abuse and neglect are recognizing and 

expressing feelings and making decisions. Many 

teachers have successfully designed and used activities 

40 Providing Support After the Report: What Schools Can Offer 
 

to recognize feelings. A popular tool for younger 

students is a “feelings barometer” that encourages 

children to move an indicator to different facial 

expressions to show how they are feeling and to 

discuss why. Many teachers also make creative 

problem solving an integral part of the curriculum. 

In this way, all children learn how to make more 

effective decisions, and maltreated children may feel 

particularly empowered by enhancing this skill. 

Sometimes additional measures are needed since 

children with physical, cognitive, and emotional 

disabilities appear to experience higher rates of 

maltreatment than do other children.35 A national 

study, completed in 1993, found that children with 

disabilities were 1.7 times more likely to be maltreated 

than children without disabilities.36 Schools already 

provide a number of special services to children who 

require them. These services, each backed by 

qualified professionals who administer them, may 

include: 

•	 Diagnosis and assessment of a variety of issues or 

conditions, including academic, learning, 

behavior, health, and social adjustment 

problems; 

•	 Development of individualized educational 

plans; 

•	 Support services including counseling; speech, 

hearing, and language therapy; behavioral 

management; special education; and health care. 

Many schools have formed professional review teams 

to develop individual educational plans for physically 

and mentally challenged children, in accordance with 

Education for All Handicapped Children Act/IDEA 

(P.L. 94-142). Team members are skilled in 

diagnosing and assessing special problems and 

tailoring individual programs to address those 

problems. Teams routinely work with parents and 

other educators; call upon support services, as 

indicated; and annually review each child’s individual 

plan. 

Ways to Address the Needs of Maltreated Children in the Classroom 

Issue Approach 

Inability to express feelings. Use feelings as a barometer. Begin class or morning 

with discussion of how students feel. 

Difficulty making decisions. Teach the use of a formula for solving problems and 

provide sample problems so the students can try it. 

Lack of cooperation with others. 

Structure learning projects to maximize use of 

cooperative activities and solutions. Reduce 

competitive activities. 

Heightened interpersonal conflict. Teach conflict resolution and peer mediation skills. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 41 
Case Example 

When the school made a report about Harvey’s apparent neglect to CPS, it began a chain of events that were 

exceedingly helpful to Harvey and his family. Harvey was born with a condition that necessitated him having 

a catheter that had to be drained during school hours. The school was not informed of this, nor did they 

realize that 7-year-old Harvey was trying to do this hygienic duty himself, often with difficulty. Because of 

this and of poor hygiene in general, the odor coming from Harvey’s desk was overwhelming. He also seemed 

quite slow and withdrawn and the teacher wondered if there was some developmental delay. Since he was a 

new student in his first-grade class, not much was known about him. Calls to the home went unanswered. 

A letter requesting that the mother call was unheeded. The school social worker, who made a visit to the 

home, found two younger children who appeared to be alone. Believing that this was a clear case of neglect, 

she immediately filed a report. When CPS investigated, they discovered that Harvey’s single mother was 

newly immigrated to the United States. She spoke very little English and could not read or write. She had 

secured a job as a restroom attendant, leaving her other children unattended when she went to work. She 

had little idea of how to care for Harvey’s disability. 

In the end, the school was of significant help to Harvey and his family. CPS was able to get Harvey’s younger 

siblings into the daycare program located in the local high school. Harvey was referred for testing by the 

school psychologist who discovered that he was quite bright. His withdrawn manner had been due to his 

embarrassment about feeling different. The school social worker met with Harvey’s mom to help her 

understand what her children were learning and to support her in getting them to school and daycare. The 

mother met with one of the teachers for tutoring in English, since the town did not have an English as a 

Second Language program. A visiting nurse helped to educate both Harvey and his mother about how to 

care for Harvey’s medical condition. In addition, Harvey was referred to a local pediatrician for care, and 

through this referral, he received services to correct his problem. 

School Programs for Parents 

Schools typically offer both direct and indirect 

support to families of maltreated children. None of 

these services is new, and schools have provided them 

for years. It is merely their application for abused and 

neglected children that may be new. 

Educators that serve children with disabilities are 

already working with parents to develop individual 

educational plans. These skills can be transferred to 

planning programs for maltreated children that focus 

on their needs and involve their parents. When a 

problem is identified, parents can be brought in to 

help deal with it. Concrete, targeted suggestions can 

be made and cooperative agreements can be worked 

out between school and the parents. The plan is more 

likely to be successful if the presentation is positive, 

outlines what the school is prepared to do to help the 

parents, and includes recommendations for the 

parents. 

When families with maltreated children experience 

financial difficulties, schools may be able to provide 

free or reduced-price breakfasts, lunches, field trips, 

and extracurricular activities. For children who need 

them, the school may be able to arrange for glasses, 

hearing aids, or prosthetic devices. Many schools also 

maintain an emergency supply of clothing and shoes 

so that children without them can receive them 

quickly and quietly. Helping the family address 

financial difficulties can lessen the level of stress and 

frustration, which helps lower the risk of 

maltreatment. 

42 Providing Support After the Report: What Schools Can Offer 
In many school districts, school social workers, 

guidance counselors, or school nurses make home 

visits to assess family needs and to arrange for needed 

support services. Others arrange for daycare, afterschool care, or special programs such as home tutoring 

for chronically ill children. 

Parents involved in child abuse and neglect are 

frequently lonely, isolated, and experiencing periods 

of great personal or family stress. Many schools 

already provide programs and services that can 

directly benefit these parents, such as: 

•	 Education programs that emphasize the unique 

skills required of parents and help them 

understand that these skills are learned, not 

instinctive. 

•	 Early childhood education programs that 

delineate the process of child development, 

outline typical capabilities relative to the 

developmental stage, and suggest ways to 

enhance the child’s development. 

•	 Counseling programs that range from job skill 

training to substance abuse counseling. 

•	 Adult education programs that include high 

school completion and equivalency programs, 

occupational training, leisure time activities, and 

recreational programs. 

Such programs offer direct help to parents, but they 

also provide parents of maltreated children with 

opportunities to socialize, to enhance self-confidence, 

and to pursue new interests. These benefits are 

important in breaking the pattern of isolation 

common among abusive and neglectful parents. 

Perhaps the most forgotten victims are the parents 

whose child was sexually abused by someone within 

the community. These parents are expected to 

support and advocate for their abused child. Often, 

little recognition is given to the fact that these parents 

may be having problems too. Parents often feel guilty 

over being unable to protect their children. Educators 

can be instrumental in recognizing that these parents 

have these kinds of feelings and may need support so 

they may help their own children. Sensitive educators 

might acknowledge this in their dealings with such 

parents. A distressed parent also might welcome a 

referral for professional support. 

Schools can offer indirect support to families by 

providing education and assistance to the community 

at large and by making their extensive facilities 

available for support groups and crisis nurseries. All 

that is needed is acceptance of the school’s critical role 

in child abuse and neglect and a willingness to be 

involved in its elimination. (See A Coordinated 

Response to Child Abuse and Neglect: The Foundation 

for Practice for philosophical tenets regarding 

maltreating parents.) 

CHILD ABUSE AND NEGLECT MULTIDISCIPLINARY
 

TEAMS
 

Multidisciplinary teams are a concept that refers to 

teams inside and outside the school. Within the 

school, Child Protection Teams or crisis teams are 

good examples of this approach. These teams are 

composed of various professionals within the school 

and are dedicated to reviewing and responding to 

child abuse reports or a variety of school-based crises, 

such as substance abuse, death, and other 

emergencies. By bringing together professionals from 

different perspectives, children can be served more 

effectively because team members have specific roles 

and expertise. 

There are also community multidisciplinary teams. A 

community approach to child maltreatment makes 

optimal use of the special skills and knowledge of 

various professionals so that family and community 

needs are met. Many communities are turning to 

multidisciplinary, child maltreatment-case 

consultation teams as a means of ensuring integrated 

investigation, planning, and service delivery. These 

community teams usually include representatives 

from health or mental health, CPS and social services, 

law enforcement, and education agencies. Members 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 43 
bring with them a wide range of backgrounds and a 

diversity of diagnostic, assessment, and treatment 

skills. They meet together regularly to assess cases of 

child maltreatment and to recommend treatment 

programs. Team members are able to commit services 

from the agencies they represent and can call upon a 

broad range of services, resources, skills, and programs 

to help families. 

Child maltreatment-case consultation teams also 

frequently serve as a forum for resolving the issues and 

conflicts that inevitably arise whenever difficult social 

problems must be addressed by multiple public and 

private agencies. As they work together, team 

members come to know, understand, and appreciate 

each other’s functions. Within the team framework, 

problems can be addressed quickly when they arise. If 

a particular recommendation has not been proven 

effective, another can be considered. As team 

members, educators can make additional 

contributions to the team. They can lend their 

expertise in the areas of child development, 

developmental disabilities, and the educational needs 

of children. 

COMMUNITY COORDINATION 

To foster coordination, some communities are 

establishing child protection coordinating committees 

or task forces, which provide an organizational 

structure so community agencies and resources 

involved in meeting the needs of maltreated children 

and their families can work together. This 

community effort can define roles and 

responsibilities, increase communication, identify 

gaps in services, and avoid duplication of services, 

which enhances the efficient use of existing services 

and resources. Typically, CPS has the primary 

responsibility for organizing the committee. 

Educators are one of the many groups called upon to 

work together along with multiple agencies and 

professional disciplines to maximize the services 

available to the community. If there is no child 

protection coordinating committee in a community, 

educators may be able to help institute one. 

Participation in such a body also should be addressed 

in a school’s policy. 

There are a variety of community-based programs 

designed to meet the needs of families and children at 

risk. For example, New York City Public Schools, in 

collaboration with the Children’s Aid Society, the 

New York City Board of Education, and community 

members, designed and implemented a project 

initially intended to curb criminal activity among 

youth. The program arranged for the schools to be 

open for extended hours and to serve nutritional 

breakfasts to students, as well as to help students with 

homework and medical services.37 The program 

ended up also supporting at-risk families, however, 

and the local child protection agency felt its clients’ 

needs were successfully served by the program.38 

For more information on school-based support services and programs, obtain a copy of School-based
 

Child Maltreatment Programs: Synthesis of Lessons Learned available at:
 

http://nccanch.acf.hhs.gov/pubs/focus/schoolbased.cfm. 

44 Providing Support After the Report: What Schools Can Offer 
The Role of Educators in Preventing and Responding to Child Abuse and Neglect 

CHAPTER 6 

Preventing Child Abuse 

and Neglect 

Recognizing and reporting child maltreatment 

are important to prevent abuse and neglect 

from continuing or recurring. Schools also must 

be involved in working to prevent maltreatment 

from ever occurring at all. Schools are in a unique 

position to address this problem by virtue of the 

staff’s training and expertise, the school’s position 

in the community, and the availability of physical 

facilities. A school’s involvement in prevention can 

be divided into school-based programs, schoolcommunity programs, and individual action on the 

part of educators. 

SCHOOL-BASED PROGRAMS FOR
 

CHILDREN AND ADOLESCENTS
 

Some prevention efforts are provided through 

specifically designed programs, other efforts are 

integrated into existing school curricula. Some of 

the more common areas that prevention activities 

address or strengthen are: 

• Life skills training; 

• Socialization skills; 

• Problem-solving and coping skills; 

• Preparation for parenthood; 

• Self-protection training. 

Life Skills Training 

Adults require specific skills to navigate today’s 

complex society successfully, but many daily living 

skills are never taught to them as they are growing 

up. Parents or other involved adults may teach 

these skills directly or by example; if they do not, 

young adults usually learn them by trial and error. 

Therefore, schools are increasingly integrating 

lessons teaching these skills into the curriculum. 

Learning skills that ease the transition into 

adulthood can prevent frustrated or overwhelmed 

future parents from becoming abusive to their 

children. 

It is important to promote tangible and intangible 

life skills that are tailored to students’ 

developmental needs. Tangible life skills are those 

needed for daily living, self-maintenance, and 

obtaining and sustaining employment, such as: 

• Food preparation 

• Personal hygiene 

• Obtaining appropriate medical care 

• Educational planning 

• Money management and budgeting 

• Time management 

• Finding housing 

45 
Intangible life skills are those needed for developing 

and maintaining positive personal and professional 

relationships, such as: 

• Conflict management skills 

• Peer mediation skills 

• Communication skills 

• Problem-solving skills 

• Parenting skills 

Instruction in these tangible and intangible life skills 

is intended to have a positive impact on a youth’s selfsufficiency and self-esteem, in addition to the 

practical advantages he or she will incur in 

adulthood.39 Although only few of these programs 

have been fully evaluated related to child abuse 

prevention, many are working towards that goal in 

order to demonstrate their effectiveness. There are, 

however, studies demonstrating the effectiveness of 

life skills training related to other concerns, such as 

substance abuse prevention. One of the Substance 

Abuse and Mental Health Services Administration’s 

(SAMHSA) rigorously researched and reviewed 

“model programs” is LifeSkills Training. Compared 

to children not receiving the training, participants cut 

their alcohol, tobacco, and marijuana use by 50 to 75 

percent and decreased multiple drug use by up to 66 

percent. These effects were observed up to 6 years 

post-intervention.40 

Another study, funded by the U. S. Department of 

Education, focused on reducing the level of chronic 

disruptive and aggressive behavior in middle school 

populations by teaching conflict management and 

peer mediation skills. Such acting out behaviors are 

frequently observed in youth who have been abused 

or are members of high-risk families. This 3-year 

study found that disciplinary problems in the school 

decreased somewhat and that the skills taught were 

found to be generalized to the home environment and 

minor conflict situations.41 

Socialization Skills 

Socialization—learning appropriate ways to interact 

with peers—is learned by children as they participate 

in activities during the school day. Less emphasis on 

competition and more attention paid to cooperative 

learning, in addition to teaching conflict resolution 

and problem solving, will enable children to better 

relate to peers. 

Research suggests that it is important for children to 

learn these four basic skills to become adequately 

socialized, productive adults. Children need to: 

1. Learn how to get their needs met appropriately. 

Often maltreated children are not able to express 

their needs and ask for help. 

2. Learn how to express feelings, which enables 

children to separate these feelings from actions. 

For example, children must learn that it is 

acceptable to feel anger toward someone, but it is 

not appropriate to hit another person. 

3. Learn to take responsibility for their actions. 

4. Learn how to make decisions and solve problems.42 

Some educators use other techniques to strengthen 

socialization skills. For example, a tool used with 

increased frequency is the journal. Children and 

teens are asked to write in journals as a way of 

composing their thoughts, expressing feelings, and 

gaining self-awareness. 

46 Preventing Child Abuse and Neglect 
Bullying 

A lack of socialization skills in children can be manifest in a variety of ways. Some may act withdrawn or 

introverted, while others are aggressive. Sometimes aggressive, threatening behavior becomes entrenched, 

creating a threat to siblings, neighborhood children, and classmates. Bullying can be defined as repeated or 

systematic harassment and attacks on others. It can be perpetrated by individuals or groups. Bullying can 

take many forms, including: 

• Physical attacks and violence 

• Verbal taunts, name calling, teasing, and put-downs 

• Threats and intimidation 

• Extortion of money or possessions. 

A power imbalance is a key to the dynamic. Students who bully are nearly always stronger, bigger, more 

aggressive, and bolder than those students who are victimized. Bullying behavior may be an indicator of 

difficulties in the home. Abuse, exposure to domestic violence, as well as other high-conflict dynamics can 

play a role in the acceptance of inappropriate power dictating the actions of others. Supervision of children 

has been found to be of significant importance. Just as low levels of supervision in the home may be 

associated with the development of bullying behavior, so too can low levels of supervision at schools be 

problematic, particularly on the playground or in the hallways. Other measures schools can take to reduce 

bullying behavior include: 

• Specific and identified rules against bullying; 

• Consistent and immediate consequences for the perpetrator; 

• Peer and conflict mediation; 

• Awareness and involvement on the part of parents and concerned adults in anti-bullying efforts; 

• Reduced emphasis on competitive activities; 

• A safe space in the school for victims of bullying.43 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 47 
Problem-solving and Coping Skills 

In a stress-filled society, basic lessons on how to solve 

problems are essential. The four steps of problem 

solving are: 

1. Define the problem; 

2. Generate alternative solutions; 

3. Choose the best solution, make a plan, and execute 

it; 

4. Evaluate the outcome.44 

Children also must learn how to cope with a crisis. 

Many sexual abuse prevention programs include 

segments on who the children should call in a crisis 

situation, such as a possible case of abuse. Officers 

from local agencies (e.g., police and fire department) 

often are helpful in educating children on how to 

respond to an emergency. By knowing their 

resources, children take control of their lives and are 

less likely to feel vulnerable. Building a positive selfimage is vital for children to become healthy adults. 

Additionally, there are numerous publications and 

videos that educators may find useful in activities and 

exercises that help children develop positive selfconcepts. 

Preparation for Parenthood 

To help stop the intergenerational cycle of violence or 

prevent new cycles of child abuse, many schools have 

curricula on learning how to parent adequately. To do 

so, children must be armed with knowledge in three 

areas: reproductive processes, child development, and 

parenting skills. 

Not all schools teach how to prevent sexual abuse or 

sexual reproduction. When children are presented 

with age-appropriate material, however, they are 

better equipped to enter into healthy sexual 

relationships as adults, a fact that can strengthen 

healthy marriages and enhance effective parenting.46 

Class Activity to Help Build Problem-solving Skills 

Here is an easy and fun activity to enhance problem-solving abilities and it is appropriate for students in 

grades 6 through 12. 

•	 Pass out 4” x 6” index cards and describe a literary or historical event with which the students are not 

likely to be familiar. 

•	 Present information about a decision that had to be made by a character or person involved in the event. 

•	 Ask the students, working alone or in small groups, to make a decision and to identify key points of 

their reasoning for that decision. 

•	 Take up the index cards and discuss some or all of the solutions that the students developed, including 

strengths, weaknesses, and possible ramifications of each solution. 

•	 After the discussion, reveal to the students the real situation and the real decision that was made. 

Discuss how the outcome would have been different if the students had solved the problem. 

For example, using Romeo and Juliet, present to the students: There are two teenagers who are desperately in 

love with each other, but they cannot date because their families have been rivals and disliked each other for 

generations. What should the teens do?45 

48 Preventing Child Abuse and Neglect 
Basic concepts of child development also should be 

taught to children. Some cases of maltreatment have 

been associated with the parents’ lack of knowledge 

about their children’s developmental needs. Thus, 

students who are trained to understand what children 

do at specific ages may be better able to cope as 

parents. As parents, they are far less likely to become 

angry with a 2-year-old who says “NO!” to every 

command or suggestion when they understand that 

every 2-year-old does this. Courses on child 

development can provide information for teens who 

wish to try their skills with children through 

babysitting. Some schools actually provide a 

babysitting certificate for both boys and girls who 

learn appropriate skills. 

Parenting skills are a necessary complement for 

understanding child development. Numerous lessons 

and exercises exist that teach what is expected of new 

parents, as well as the social, financial, physical, and 

psychological implications of sexual activity and 

potential parenthood. One frequently used exercise is 

the “egg baby” in which students pair up and assume 

responsibility for the complete care of an egg. The 

egg, representing their baby, must be cared for, 

protected, nurtured, kept warm and safe, and not left 

alone. At the completion of the exercise, participants 

discuss their frustrations and satisfactions with the 

experience. The exercise is intended to help the 

students recognize and understand the energy and 

responsibility required in caring for something or 

someone totally dependent on them. The youth 

hopefully learn the gravity and consequences of 

parenthood so they better understand the serious 

implications of sexual behavior. Schools develop and 

establish various programs and activities to achieve the 

same realizations. For instance, some schools have 

programs that promote abstinence as the surest way to 

prevent pregnancy and sexually transmitted diseases. 

Additionally, abstinence ensures the avoidance of 

other consequences associated with premature sexual 

activity, such as the increased likelihood of emotional 

difficulties, substance abuse, or dropping out of 

school.47 

It is important that parenting skills training be a 

component of any high school program for boys and 

girls. Traditionally, such courses have been aimed 

primarily at high school girls. Limiting these courses 

to half of the population means that the other half of 

future parents receive no training or education for 

possibly the biggest challenge they will face as adults. 

Self-protection 

Numerous self-protection programs are available now 

to help children defend themselves, especially against 

sexual abuse. The components of such programs 

usually include: educating children about what sexual 

abuse is (i.e., distinguishing among “good,” “bad,” 

and “confusing” touches); making children aware of 

potential abusers; and teaching children what to do 

when they are abused or feel that they are vulnerable 

to abuse.48 Some programs bring in experts to educate 

the children, while others train teachers to conduct 

the training seminar or to integrate the information 

into their curriculum. It is essential that teachers train 

in the course content and become comfortable with 

their involvement in this type of training. Opinions 

on such programs vary, however, with some 

maintaining that they make the child feel responsible 

for their own protection and cause them to feel guilty 

if they are molested. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 49 
Program Effectiveness 

The effectiveness of child abuse prevention programs 

has been researched in several studies. Researchers 

concluded that not only did children grasp the basic 

concepts, but they also communicated more openly 

about abuse, both in the classroom and with their 

parents.49 One study evaluated 542 school-based 

prevention programs at the elementary school level 

and found that children did benefit from these 

programs, but those who benefited the most had 

already been acquainted with some of the concepts by 

their parents.50 Finally, a meta-analysis of 27 

evaluation studies pointed to the conclusion that 

programs with a minimum of four sessions were the 

most effective, and that active, long-term programs 

had the most impact on children.51 

In addition to in-school prevention programs, there 

are attitudinal additions to the curriculum that help 

both maltreated children and their nonabused peers. 

In the past, society and many helping professions have 

been geared toward looking at people’s deficits or 

“what is wrong with a person.” More recently, mental 

health professionals began to look more at “what is 

right with a person” and focus on the individual’s 

strengths. Indeed, the studies of resiliency in the face 

of trauma have emphasized the fact that many 

individuals are able to build on their inherent 

strengths. This concept of strength-based learning has 

been filtering into schools. All children can benefit 

from educators who look for the positive in them. 

Such a seemingly simple change in focus can have a 

profound impact. 

SCHOOL-BASED PROGRAMS FOR FAMILIES 

A number of school-based programs exist for families. 

These programs are described below. 

Help for Families at Risk 

The strength-based philosophy can benefit parents as 

well as their children. As discussed earlier, parents 

have the ability to learn more effectively if they are 

given the time and necessary training. Schools are a 

natural focal point for such efforts and can aid 

community efforts to prevent child maltreatment by 

recognizing and aiding families at risk. One way is by 

offering after-school care for children of working 

parents or parents who need relief from child care 

responsibilities. 

Adolescents at risk also present special problems for 

identification and help. These young people often 

have more problems with their parents than younger 

children. Schools should make an effort to identify 

and serve adolescents and their families to alleviate 

some of this stress. Setting up recreation programs for 

adolescents during after-school hours is an effective 

way of helping them and their parents. 

Support for Adolescent 


Parents and Their Children
 

Schools are becoming increasingly aware of the needs 

of adolescents, who often become parents (whether 

married or single) without some essential knowledge 

or experience. These youths are faced with adult 

responsibilities while their emotional immaturity and 

the need to continue their studies present additional 

Community groups develop and implement different types of programs with the goal of preventing and 

responding to sexual abuse. One such program is Stop It Now!, which seeks to educate adults about the ways 

to stop sexual abuse and to increase public awareness of the trauma of child sexual abuse, and calls on all 

abusers and potential abusers to stop and seek help. For more information, visit http://www.stopitnow.com. 

50 Preventing Child Abuse and Neglect 
problems. Some schools have begun to address 

adolescent parents specifically because they are at a 

higher risk for economic difficulties, health problems, 

job instability, and troubles with child rearing. 

Programs designed for adolescent parents, especially 

those aimed at adolescent fathers, focus on specific 

activities and skills to help them stay in school and 

strengthen their family life. 

In some school districts, married students and 

adolescent parents are excluded from regular 

academic programs and extracurricular activities. 

This exclusion only heightens the loneliness and 

isolation that many of these adolescents already feel. 

These schools should develop alternative programs for 

these students, such as programs that allow contact 

with their friends, as well as specific help with the 

demands of schoolwork and caring for a family of 

their own. 

Some schools provide special programs for the 

children of adolescent students. Both parents and the 

child attend school, with the child cared for in a 

special child-care center. The parents attend regular 

classes, but they also spend time in the child-care 

center observing and caring for all the children there. 

Such an arrangement offers a unique training ground 

for parents and an enhanced learning experience for 

the children. Other schools are meeting the needs of 

this population in different ways. Some provide 

support groups and others assign special teachers and 

counselors to monitor and support the students. 

Some schools also offer these teens training in 

parenting, birth control, budgeting, child 

development, and time management. 

SCHOOL-COMMUNITY PROGRAMS 

School-community partnerships for the welfare of 

children have existed for years, and these partnerships 

now include efforts to work with maltreated children. 

Although implementing new programs and making 

changes requires effort, the school and community 

together can serve as powerful advocates for children. 

Two exciting new programs that have taken shape in 

the last decade are the Families and Schools Together 

(FAST) Program, which joins parents and schools to 

help reduce delinquency, and Community Schools, 

which provides a forum for collaboration between 

educators, social service agencies, parents, and the 

wider community.52 Although many of these 

programs are originally directed toward the reduction 

of violence, in a broader sense their impact on child 

abuse, as one form of violence, can be significant. 

Traditionally, advocates for special needs programs 

have been the parents of children in need. For 

maltreated children, however, someone other than 

their parents often needs to assume this function. A 

school-community partnership is a logical option. 

Training and Staff Development Programs 

Cooperative efforts between schools and the 

community can be an effective means of preventing 

child maltreatment. Training and staff development 

programs for those who work with children are an 

excellent starting point. These programs should stress 

identifying, reporting, treating, and preventing child 

maltreatment; furnish information on professional 

roles and responsibilities; and offer opportunities for 

free and frank discussion of mutual interests and 

problems among professionals in various disciplines. 

Some States even require educators to receive training 

on being a mandated reporter. 

One school-based program that works with high-risk families is Circle of Security in Spokane, Washington. 

It is a 20-week parent education and therapeutic group working to create secure and emotional attachments 

while decreasing risk factors. For more information on this and other prevention programs that suggest 

positive outcomes, refer to Emerging Practices in the Prevention of Child Abuse and Neglect at 

http://nccanch.acf.hhs.gov/topics/prevention/emerging/report.pdf. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 51 
Public Awareness Programs 

Schools can participate in public awareness programs 

through parent-teacher groups and other schoolcommunity organizations. By increasing public 

sensitivity to child maltreatment, schools can help 

develop a cadre of concerned individuals who will 

press for resources and programs for child abuse and 

neglect prevention. This is a familiar process for 

educators. Many programs for physically disabled, 

learning disabled, and other children with special 

needs began this way. 

Use of School Facilities and Resources 

Schools can offer facilities such as auditoriums or 

conference rooms to self-help groups, such as Parents 

Anonymous or Circle of Parents, or for schoolsponsored public forums and workshops on child 

abuse and neglect prevention. Joint schoolcommunity adult education programs also can be 

offered on such topics as alternative disciplinary 

methods and early childhood growth and 

development. School buildings can be made available 

for daycare, crisis care, and after-school care programs 

operated by social service agencies. School staff can 

serve as consultants, leaders, and facilitators of these 

programs. School newsletters can be used to 

announce them. In addition, school-owned films and 

books can be lent to other agencies and organizations 

for training programs and meetings. 

In short, the school offers a wealth of resources for 

efforts that seek to prevent child maltreatment. All 

that is needed is the school’s willingness to offer them 

and the community’s willingness to accept them. 

INDIVIDUAL ACTION 

While the school as a whole is important in 

preventing child maltreatment, it is the individual 

who is often in a position of carrying out these efforts. 

As mentioned previously, reporting suspected child 

maltreatment is necessary to prevent it from 

continuing. The attitude of the reporter can affect the 

progress the family is able to make once the report is 

filed. The educator, who recognizes the strengths of 

both children and their parents and is supportive and 

available to the family throughout the investigation, 

treatment, and rehabilitation process, helps the family 

maintain its dignity and protects the child. 

Educators must consider how their actions affect 

family functioning. For example, if behavior 

management is a point of contention between parents 

and their child, a terse note from the school about the 

child misbehaving in class may increase the risk of 

maltreatment to the child. Instead, it may be better 

to meet with the parents to decide together which 

techniques of behavior management should be used. 

If grades are an issue, a parent-teacher conference to 

discuss academic performance may be a better choice 

than sending home a report card with a failing grade. 

Whenever possible, the educator should stress the 

child’s positive performance while suggesting ways to 

improve any negative aspects. Reiterating the child’s 

faults may reinforce the child’s negative self-image 

and further the parent’s view of the child as a 

disappointment. In contrast, emphasizing the child’s 

The National Clearinghouse on Child Abuse and Neglect Information continually develops and obtains 

information on prevention and intervention services for children and families. Visit the Clearinghouse Web 

site at http://nccanch.acf.hhs.gov to locate relevant publications and information. 

52 Preventing Child Abuse and Neglect 
assets will increase the child’s self-confidence and 

indicate to the parent that the child is worthwhile, 

capable, and someone of whom to be proud. 

The positive influence of an educator on the life of a 

child can be significant. As one survivor of an abusive 

home commented: 

“I don’t think my fourth grade teacher, Mr. Evans, had 

any idea what an impact he had on my life. He was 

my father’s opposite and taught me much about how 

men could be. He was consistent and concerned 

while my father was drunk or ignored me. He praised 

me while my father criticized. He prized my mind 

and my accomplishments; my father cared only about 

abusing my body. I learned a great deal from that 

teacher about who I was and that I was an important 

person. I think I became a teacher myself to be like 

him, so that I could make a difference for some other 

child.” 

Many survivors will name an educator who made a 

real difference in their lives by showing they cared. 

The actions of these vital educators helped prevent 

survivors of abusive homes from repeating the 

negative behaviors from their childhoods. Every 

educator has the opportunity to make a difference 

for an abused or neglected child. It is a challenge 

worth meeting. 

CONCLUSION 

As is illustrated throughout this manual, educators are 

important partners in preventing, identifying, and 

responding to child abuse and neglect. Because of 

their close and consistent contact with students and 

their families, educators are in a unique and critical 

position to help deal with these issues. Schools and 

educators have developed creative approaches in the 

programs they have established and supported, as well 

as in the messages and lessons incorporated into 

curricula. This creativity is instrumental in allowing 

educators to play an ever-evolving role in addressing 

the needs of maltreated children and their families. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 53 
The Role of Educators in Preventing and Responding to Child Abuse and Neglect 

Endnotes
 

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lives (pp. 161–196). Washington, DC: Child Welfare League 

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in the lives of abused and neglected children? In When 

children are abused: An educator’s guide to intervention (pp. 

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7	 Crosson-Tower, C. (2002b). What about the long-range 

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intervention (pp. 136–155). Boston, MA: Allyn and Bacon. 

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associated child behaviors and experiences: A meta-analytic 

and theoretical review. Psychological Bulletin, 128(4), 

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M.F., Egeland, B., & Pianta, R. C. (1989). The effects of 

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15	 U.S. Department of Health and Human Services. (2003). 

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16	 Reyome, N. D., & Gaeddert, W. (1999). 

17	 Crosson-Tower, C. (2002c). (pp. 8–34). 

55 
18	 Dubowitz, H., & DePanfilis, D. (2000). How do I screen 

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19	 Crosson-Tower, C. (2002d). How has the Internet put children 

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22	 Curtis, D. G. (1997). Perspectives on acquaintance rape. [Online]. Available: http://www.aaets.org/arts/art13.htm. 

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25	 Laird, M., Eckenrode, J., & Doris, J. (1990). Maltreatment and 

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31 	 Crosson-Tower, C. (2002g). 

32 	 Crosson-Tower, C. (2002g). 

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34 	 Johnson, D. W., & Johnson, R. T. (1999). 

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36 	 Crosse, S. B., et al. (1993). 

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50 	 Casper, R. (1999). Characteristics of children who experience 

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56 Endnotes 
52 	 MacDonald, L. & Frey, H. E. (1999). Families and schools 

together: Building relationships. Juvenile Justice Bulletin, 1–19. 

Washington, DC: U.S. Department of Justice, Office of Juvenile 

Justice and Delinquency Prevention; Cotloff, P. (1998). 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 57 
The Role of Educators in Preventing and Responding to Child Abuse and Neglect 

APPENDIX A 

Glossary of Terms 

Adjudicatory Hearings – held by the juvenile and 

family court to determine whether a child has been 

maltreated or whether another legal basis exists for 

the State to intervene to protect the child. 

Adoption and Safe Families Act (ASFA) – signed 

into law November 1997 and designed to improve 

the safety of children, promote adoption and other 

permanent homes for children who need them, 

and support families. The law requires CPS 

agencies to provide more timely and focused 

assessment and intervention services to the 

children and families that are served within the 

CPS system. 

Bad Touch – a term used by primary prevention 

programs for children to describe hitting, 

punching, biting, sexually stimulating touch, and 

other harmful acts. 

CASA – court-appointed special advocates (usually 

volunteers) who serve to ensure that the needs and 

interests of a child in child protection judicial 

proceedings are fully protected. 

Case Closure – the process of ending the 

relationship between the CPS worker and the 

family that often involves a mutual assessment of 

progress. Optimally, cases are closed when families 

have achieved their goals and the risk of 

maltreatment has been reduced or eliminated. 

Case Plan – the casework document that outlines 

the outcomes, goals, and tasks necessary to be 

achieved in order to reduce the risk of 

maltreatment. 

Case Planning – the stage of the CPS case process 

where the CPS caseworker develops a case plan 

with the family members. 

Caseworker Competency – demonstrated 

professional behaviors based on the knowledge, 

skills, personal qualities, and values a person holds. 

Central Registry – a centralized database 

containing information on all substantiated and 

founded reports of child maltreatment in a selected 

area (typically a State). 

Child Abuse Prevention and Treatment Act 

(CAPTA) – see Keeping Children and Families 

Safe Act. 

Child Protective Services (CPS) – the designated 

social services agency (in most States) to receive 

reports, investigate, and provide intervention and 

treatment services to children and families in which 

child maltreatment has occurred. Frequently, this 

agency is located within larger public social service 

agencies, such as Departments of Social Services. 

59 
Concurrent Planning – identifies alternative forms of 

permanency by addressing both reunification and 

legal permanency with a new parent or caregiver if 

reunification efforts fail. 

Confusing Touch – a term used by primary 

prevention programs for children to describe any type 

of contact that “does not feel right.” 

Cultural Competence – a set of attitudes, behaviors, 

and policies that integrates knowledge about groups 

of people into practices and standards to enhance the 

quality of services to all cultural groups being served. 

Differential Response – an area of CPS reform that 

offers greater flexibility in responding to allegations of 

abuse and neglect. Also referred to as “dual track” or 

“multi-track” response, it permits CPS agencies to 

respond differentially to children’s needs for safety, the 

degree of risk present, and the family’s needs for 

services and support. See “dual track.” 

Dispositional Hearings – held by the juvenile and 

family court to determine the legal resolution of cases 

after adjudication, such as whether placement of the 

child in out-of-home care is necessary and what 

services the children and family will need to reduce 

the risk of maltreatment and to address the effects of 

maltreatment. 

Dual Track – term reflecting new CPS response 

systems that typically combine a nonadversarial, 

service-based assessment track for cases where 

children are not at immediate risk with a traditional 

CPS investigative track for cases where children are 

unsafe or at greater risk for maltreatment. See 

“differential response.” 

Evaluation of Family Progress – the stage of the CPS 

case process where the CPS caseworker measures 

changes in family behaviors and conditions (risk 

factors), monitors risk elimination or reduction, 

assesses strengths, and determines case closure. 

Family Assessment – the stage of the child protection 

process when the CPS caseworker, community 

treatment provider, and the family reach a mutual 

understanding regarding the behaviors and conditions 

that must change to reduce or eliminate the risk of 

maltreatment, the most critical treatment needs that 

must be addressed, and the strengths on which to 

build. 

Family Group Conferencing – a family meeting 

model used by CPS agencies to optimize family 

strengths in the planning process. This model brings 

the family, extended family, and others important in 

the family’s life (e.g., friends, clergy, neighbors) 

together to make decisions regarding how best to 

ensure safety of the family members. 

Family Unity Model – a family meeting model used 

by CPS agencies to optimize family strengths in the 

planning process. This model is similar to the Family 

Group Conferencing model. 

Full Disclosure – CPS information to the family 

regarding the steps in the intervention process, the 

requirements of CPS, the expectations of the family, 

the consequences if the family does not fulfill the 

expectations, and the rights of the parents to ensure 

that the family completely understands the process. 

Good Touch – a term used by primary prevention 

programs for children to describe hugs, encouraging 

pats, and other gestures that are not sexually 

stimulating. 

Guardian ad Litem – a lawyer or layperson who 

represents a child in juvenile or family court. Usually 

this person considers the “best interest” of the child 

and may perform a variety of roles, including those of 

independent investigator, advocate, advisor, and 

guardian for the child. A layperson who serves in this 

role is sometimes known as a court-appointed special 

advocate or CASA. 

60 Appendix A—Glossary of Terms 
 

Home Visitation Programs – prevention programs 

that offer a variety of family-focused services to 

pregnant mothers and families with new babies. 

Activities frequently encompass structured visits to the 

family’s home and may address positive parenting 

practices, nonviolent discipline techniques, child 

development, maternal and child health, available 

services, and advocacy. 

Immunity – established in all child abuse laws to 

protect reporters from civil law suits and criminal 

prosecution resulting from filing a report of child 

abuse and neglect. 

Initial Assessment or Investigation – the stage of the 

CPS case process where the CPS caseworker 

determines the validity of the child maltreatment 

report, assesses the risk of maltreatment, determines if 

the child is safe, develops a safety plan, if needed, to 

assure the child’s protection, and determines services 

needed. 

Intake – the stage of the CPS case process where the 

CPS caseworker screens and accepts reports of child 

maltreatment. 

Interview Protocol – a structured format to ensure 

that all family members are seen in a planned strategy, 

that community providers collaborate, and that 

information gathering is thorough. 

Juvenile and Family Courts – established in most 

States to resolve conflict and to otherwise intervene in 

the lives of families in a manner that promotes the 

best interest of children. These courts specialize in 

areas such as child maltreatment, domestic violence, 

juvenile delinquency, divorce, child custody, and child 

support. 

Keeping Children and Families Safe Act – The 

Keeping Children and Families Safe Act of 2003 (P.L. 

108-36) included the reauthorization of the Child 

Abuse Prevention and Treatment Act (CAPTA) in its 

Title I, Sec. 111. CAPTA provides minimum 

standards for defining child physical abuse and neglect 

and sexual abuse that States must incorporate into 

their statutory definitions in order to receive Federal 

funds. CAPTA defines child abuse and neglect as “at 

a minimum, any recent act or failure to act on the part 

of a parent or caretaker, which results in death, serious 

physical or emotional harm, sexual abuse or 

exploitation, or an act or failure to act which presents 

an imminent risk of serious harm.” 

Kinship Care – formal child placement by the 

juvenile court and child welfare agency in the home of 

a child’s relative. 

Liaison – the designation of a person within an 

organization who has responsibility for facilitating 

communication, collaboration, and coordination 

between agencies involved in the child protection 

system. 

Mandated Reporter – individuals required by State 

statutes to report suspected child abuse and neglect to 

the proper authorities (usually CPS or law 

enforcement agencies). Mandated reporters typically 

include professionals, such as educators and other 

school personnel, health care and mental health 

professionals, social workers, childcare providers, and 

law enforcement officers. Some States identify all 

citizens as mandated reporters. 

Memorandum of Understanding (MOU) – a written 

agreement that serves to clarify relationships and 

responsibilities between two or more organizations 

that share services, clients, and resources. 

Multidisciplinary Team – established between 

agencies and professionals within the child protection 

system to discuss cases of child abuse and neglect and 

to aid in decisions at various stages of the CPS case 

process. These terms also may be designated by 

different names, including child protection teams, 

interdisciplinary teams, or case consultation teams. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 61 
Neglect – the failure to provide for the child’s basic 

needs. Neglect can be physical, educational, or 

emotional. Physical neglect can include not providing 

adequate food or clothing, appropriate medical care, 

supervision, or proper weather protection (heat or 

coats). Educational neglect includes failure to provide 

appropriate schooling, special educational needs, or 

allowing excessive truancies. Psychological neglect 

includes the lack of any emotional support and love, 

chronic inattention to the child, exposure to spouse 

abuse, or parental or caregiver drug and alcohol abuse. 

Out-of-Home Care – child care, foster care, or 

residential care provided by persons, organizations, 

and institutions to children who are placed outside 

their families, usually under the jurisdiction of 

juvenile or family court. 

Parent or caretaker – person responsible for the care 

of the child. 

Parens Patriae Doctrine – originating in feudal 

England, a doctrine that vests in the State a right of 

guardianship of minors. This concept has gradually 

evolved into the principle that the community, in 

addition to the parent, has a strong interest in the care 

and nurturing of children. Schools, juvenile courts, 

and social service agencies all derive their authority 

from the State’s power to ensure the protection and 

rights of children as a unique class. 

Penalty for Failure to Report – all State child abuse 

reporting laws delineate penalties for mandated 

reporters who fail to report suspected child abuse or 

neglect to the designated State agency. 

Physical Abuse – the inflicting of a nonaccidental 

physical injury upon a child. This may include 

burning, hitting, punching, shaking, kicking, beating, 

or otherwise harming a child. It may, however, have 

been the result of over-discipline or physical 

punishment that is inappropriate to the child’s age. 

Primary Prevention – activities geared to a sample of 

the general population to prevent child abuse and 

neglect from occurring. Also referred to as “universal 

prevention.” 

Protocol – an interagency agreement that delineates 

joint roles and responsibilities by establishing criteria 

and procedures for working together on cases of child 

abuse and neglect. 

Protective Factors – strengths and resources that 

appear to mediate or serve as a “buffer” against risk 

factors that contribute to vulnerability to 

maltreatment or against the negative effects of 

maltreatment experiences. 

Psychological Maltreatment – a pattern of caregiver 

behavior or extreme incidents that convey to children 

that they are worthless, flawed, unloved, unwanted, 

endangered, or only of value to meeting another’s 

needs. This can include parents or caretakers using 

extreme or bizarre forms of punishment or 

threatening or terrorizing a child. The term 

“psychological maltreatment” is also known as 

emotional abuse or neglect, verbal abuse, or mental 

abuse. 

Reporting Laws – all States have child abuse and 

neglect reporting laws that mandate who must report 

“suspected” child abuse and neglect cases, designate 

which agencies are charged with investigating alleged 

cases of abuse and neglect, and delineate the 

responsibilities of State and local agencies in 

responding to these children and families. 

Response Time – a determination made by CPS and 

law enforcement regarding the immediacy of the 

response needed to a report of child abuse or neglect. 

Review Hearings – held by the juvenile and family 

court to review dispositions (usually every 6 months) 

and to determine the need to maintain placement in 

out-of-home care or court jurisdiction of a child. 

62 Appendix A—Glossary of Terms 
Risk – the likelihood that a child will be maltreated in 

the future. 

Risk Assessment – to assess and measure the 

likelihood that a child will be maltreated in the future, 

frequently through the use of checklists, matrices, 

scales, and other methods of measurement. 

Risk Factors – behaviors and conditions present in the 

child, parent, or family that will likely contribute to 

child maltreatment occurring in the future. 

Safety – absence of an imminent or immediate threat 

of moderate-to-serious harm to the child. 

Safety Assessment – a part of the CPS and domestic 

violence case process in which available information is 

analyzed to determine whether the adult victim or the 

child is in immediate danger of moderate or serious 

harm. 

Safety Plan – a casework document developed when 

it is determined that the adult victim or child is in 

imminent or potential risk of serious harm. In the 

safety plan, the caseworker targets the factors that are 

causing or contributing to the risk of serious harm and 

identifies, along with the adult victim, the 

interventions that will control the safety factors and 

assure the victim and child’s protection. 

School Reporting Protocol – a set of suggested 

procedures to be used by a specific school in the 

reporting of suspected child maltreatment. 

Secondary Prevention – activities targeted to prevent 

breakdowns and dysfunctions among families who 

have been identified as at risk for abuse and neglect. 

Service Agreement – the casework document 

developed between the CPS caseworker and the 

family that outlines the tasks necessary to achieve 

goals and outcomes necessary for risk reduction. 

Service Provision – the stage of the CPS casework 

process when CPS and other service providers provide 

specific services geared toward reducing the risk of 

maltreatment. 

Sexual Abuse – inappropriate adolescent or adult 

sexual behavior with a child. It includes fondling a 

child’s genitals, making the child fondle the adult’s 

genitals, intercourse, incest, rape, sodomy, 

exhibitionism, sexual exploitation, or exposure to 

pornography. To be considered child abuse, these acts 

have to be committed by a person responsible for the 

care of a child (for example a baby-sitter, a parent, or 

a daycare provider) or related to the child. If a 

stranger commits these acts, it would be considered 

sexual assault and handled solely by the police and 

criminal courts. 

Substantiated – an investigation disposition 

concluding that the allegation of maltreatment or risk 

of maltreatment was supported or founded by State 

law or State policy. A CPS determination means that 

credible evidence exists that child abuse or neglect has 

occurred. 

Tertiary Prevention – treatment efforts geared to 

address situations where child maltreatment has 

already occurred with the goals of preventing child 

maltreatment from occurring in the future and of 

avoiding the harmful effects of child maltreatment. 

Treatment – the stage of the child protection case 

process when specific services are provided by CPS 

and other providers to reduce the risk of 

maltreatment, support families in meeting case goals, 

and address the effects of maltreatment. 

Universal Prevention – activities and services directed 

at the general public with the goal of stopping the 

occurrence of maltreatment before it starts. Also 

referred to as “primary prevention.” 

Unsubstantiated (not substantiated) – an 

investigation disposition that determines that there is 

not sufficient evidence under State law or policy to 

conclude that the child has been maltreated or is at 

risk of maltreatment. A CPS determination means 

that credible evidence does not exist that child abuse 

or neglect has occurred. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 63 
The Role of Educators in Preventing and Responding to Child Abuse and Neglect 

APPENDIX B 

Resource Listings of 

Selected National 

Organizations Concerned 

with Child Maltreatment 

Listed below are several representatives of the many national organizations and groups that deal with 

various aspects of child maltreatment. Please visit http://nccanch.acf.hhs.gov to view a more 

comprehensive list of resources and visit http://nccanch.acf.hhs.gov/general/organizations/index.cfm to 

view an organization database. Inclusion on this list is for information purposes and does not constitute 

an endorsement by the Office on Child Abuse and Neglect or the Children’s Bureau. 

FOR EDUCATORS 

Committee for Children 

address: 568 First Avenue South, Suite 600 

Seattle, WA 98104-2804 

phone: (800) 634-4449 ext. 200 

fax: (206) 438-6765 

e-mail: info@cfchildren.org 

Web site: www.cfchildren.org 

Provides award-winning social skills curricula for the 

prevention of bullying, youth violence, and child 

abuse, as well as family education, training and 

technical assistance to educators throughout North 

America. 

Educational Resources Information Center 

(ERIC) 

address: 2277 Research Blvd. 

MS 6M 

Rockville, MD 20850 

phone: (800) LET-ERIC 

e-mail: accesseric@accesseric.org 

Web site: www.eric.ed.gov 

Provides ready access to an extensive body of 

education-related literature with the largest education 

database in the world—containing more than 1 

million records of journal articles, research reports, 

curriculum and teaching guides, conference papers, 

and books. 

65 
National Association of School Psychologists 

address:	 4340 East West Hwy., Suite 402 

Bethesda, MD 20814 

phone:	 (301) 657-0270 

(301) 657-4155 TDD 

fax:	 (301) 657-0275 

Web site:	 www.nasponline.org 

Supports educationally and psychologically healthy 

environments for all children and youth by 

implementing research-based, effective programs that 

prevent problems, enhance independence, and promote 

optimal learning. 

National Education Association 

address: 1201 16th Street, NW 

Washington, DC 20036 

phone: (202) 833-4000 

fax: (202) 822-7974 

Web site: www.nea.org 

Promotes the cause of quality public education and 

advances the profession of education with affiliates in 

every State and over 13,000 communities. 

School Social Work Association of America 

address: P.O. Box 2072 

Northlake, IL 60164 

phone: 847-289-4527 

e-mail: SSWAA@aol.com 

Web site: www.sswaa.org 

Encourages the professional development of School 

Social Workers in order to enhance the educational 

experience of students and their families. 

FOR THE GENERAL PUBLIC 

Childhelp USA 

address:	 15757 North 78th St. 

Scottsdale, AZ 85260 

phone:	 (800) 4-A-CHILD 

(800) 2-A-CHILD (TDD line) 

(480) 922-8212 

fax:	 (480) 922-7061 

e-mail:	 help@childhelpusa.org 

Web site:	 www.childhelpusa.org 

Provides crisis counseling to adult survivors and child 

victims of child abuse, offenders, and parents, and 

operates a national hotline. 

National Center for Missing and Exploited 

Children 

address:	 Charles B. Wang International Children’s 

Building 

699 Prince St. 

Alexandria, VA 22314-3175 

phone: (800) 843-5678 

(703) 274-3900 

fax: (703) 274-2220 

Web site: www.missingkids.com 

Provides assistance to parents, children, law 

enforcement, schools, and the community in recovering 

missing children and raising public awareness about 

ways to help prevent child abduction, molestation, and 

sexual exploitation. 

66 Appendix B—Resource Listings 
Parents Anonymous 

address: 675 West Foothill Blvd., Suite 220 

Claremont, CA 91711 

phone: (909) 621-6184 

fax: (909) 625-6304 

e-mail: parentsanon@msn.com 

Web site: www.parentsanonymous.org 

Leads mutual support groups to help parents provide 

nurturing environments for their families. 

COMMUNITY PARTNERS 

The Center for Faith-Based and Community 

Initiatives 

e-mail:	 CFBCI@hhs.gov 

Web site:	 www.hhs.gov/faith 

Welcomes the participation of faith-based and 

community-based organizations as valued and essential 

partners with the U.S. Department of Health and 

Human Services. Funding goes to faith-based 

organizations through Head Start and to programs for 

refugee resettlement, runaway and homeless youth, 

independent living, child care, child support 

enforcement, and child welfare. 

Family Support America 

(formerly Family Resource Coalition of America) 

address: 20 N. Wacker Dr., Suite 1100 

Chicago, IL 60606 

phone: (312) 338-0900 

fax: (312) 338-1522 

e-mail: info@familysupportamerica.org 

Web site: www.familysupportamerica.org 

Works to strengthen and empower families and 

communities so that they can foster the optimal 

development of children, youth, and adult family 

members. 

National Fatherhood Initiative 

address: 101 Lake Forest Blvd., Suite 360 

Gaithersburg, MD 20877 

phone: (301) 948-0599 

fax: (301) 948-4325 

Web site: www.fatherhood.org 

Works to improve the well-being of children by 

increasing the proportion of children growing up with 

involved, responsible, and committed fathers. 

PREVENTION ORGANIZATIONS 

National Alliance of Children’s Trust and 

Prevention Funds (ACT) 

address:	 Michigan State University 

Department of Psychology 

East Lansing, MI 48824-1117 

phone: (517) 432-5096 

fax: (517) 432-2476 

e-mail: millsda@msu.edu 

Web site: www.ctfalliance.org 

Assists State children’s trust and prevention funds to 

strengthen families and protect children from harm. 

National Exchange Club Foundation 

for the Prevention of Child Abuse 

address:	 3050 Central Ave. 

Toledo, OH 43606-1700 

phone:	 (800) 924-2643 

(419) 535-3232 

fax: (419) 535-1989 

e-mail: info@preventchildabuse.com 

Web site: www.nationalexchangeclub.com 

Conducts local campaigns in the fight against child 

abuse by providing education, intervention, and support 

to families affected by child maltreatment. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 67 
Prevent Child Abuse America 

address: 200 South Michigan Ave., 17th Floor 

Chicago, IL 60604-2404 

phone: (800) 835-2671 (orders) 

(312) 663-3520 

fax: (312) 939-8962 

e-mail: mailbox@preventchildabuse.org 

Web site: www.preventchildabuse.org 

Conducts prevention activities such as public awareness 

campaigns, advocacy, networking, research, and 

publishing, and provides information and statistics on 

child abuse. 

Shaken Baby Syndrome Prevention Plus 

address:	 649 Main St., Suite B 

Groveport, OH 43125 

phone: 	(800) 858-5222 

(614) 836-8360 

fax: (614) 836-8359 

e-mail: sbspp@aol.com 

Web site: www.sbsplus.com 

Develops, studies, and disseminates information and 

materials designed to prevent shaken baby syndrome 

and other forms of physical child abuse and to increase 

positive parenting and child care. 

CHILD WELFARE ORGANIZATIONS 

American Humane Association Children’s 

Division 

address:	 63 Inverness Dr., East 

Englewood, CO 80112-5117 

phone:	 (800) 227-4645 

(303) 792-9900 

fax: (303) 792-5333 

e-mail: children@americanhumane.org 

Web site: www.americanhumane.org 

Conducts research, analysis, and training to help public 

and private agencies respond to child maltreatment. 

American Professional Society on the Abuse of 

Children 

address:	 940 N.E. 13th St. 

CHO 3B-3406 

Oklahoma City, OK 73104 

phone: (405) 271-8202 

fax: (405) 271-2931 

e-mail: tricia-williams@ouhsc.edu 

Web site: www.apsac.org 

Provides professional education, promotes research to 

inform effective practice, and addresses public policy 

issues. Professional membership organization. 

American Public Human Services Association 

address: 810 First St., NE, Suite 500 

Washington, DC 20002-4267 

phone: (202) 682-0100 

fax: (202) 289-6555 

Web site: www.aphsa.org 

Addresses program and policy issues related to the 

administration and delivery of publicly funded human 

services. Professional membership organization. 

68 Appendix B—Resource Listings
AVANCE Family Support and Education Program 

address: 301 South Frio, Suite 380 

San Antonio, TX 78207 

phone: (210) 270-4630 

fax: (210) 270-4612 

Web site: www.avance.org 

Operates a national training center to share and 

disseminate information, material, and curricula to 

service providers and policy-makers interested in 

supporting high-risk Hispanic families. 

Child Welfare League of America 

address:	 440 First St., NW, Third Floor 

Washington, DC 20001-2085 

phone:	 (202) 638-2952 

fax:	 (202) 638-4004 

Web site:	 www.cwla.org 

Provides training, consultation, and technical assistance 

to child welfare professionals and agencies while also 

educating the public about emerging issues affecting 

children. 

National Black Child Development Institute 

address: 1023 15th St., NW, Suite 600 

Washington, DC 20005 

phone: (202) 387-1281 

fax: (202) 234-1738 

e-mail: moreinfo@nbcdi.org 

Web site: www.nbcdi.org 

Operates programs and sponsors a national training 

conference through Howard University to improve and 

protect the well-being of African-American children. 

National Children’s Advocacy Center 

address: 200 Westside Sq., Suite 700 

Huntsville AL 35801 

phone: (256) 533-0531 

fax: (256) 534-6883 

e-mail: webmaster@ncac-hsv.org 

Web site: www.ncac-hsv.org 

Provides prevention, intervention, and treatment 

services to physically and sexually abused children and 

their families within a child-focused team approach. 

National Indian Child Welfare Association 

address:	 5100 SW Macadam Ave., Suite 300 

Portland, OR 97201 

phone:	 (503) 222-4044 

fax:	 (503) 222-4007 

e-mail:	 info@nicwa.org 

Web site:	 www.nicwa.org 

Disseminates information and provides technical 

assistance on Indian child welfare issues. Supports 

community development and advocacy efforts to 

facilitate tribal responses to the needs of families and 

children. 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 69 
National Resource Center on Child Maltreatment 

address: Child Welfare Institute 

3950 Shackleford Rd., Suite 175 

Duluth, GA 30096 

phone: (770) 935-8484 

fax: (770) 935-0344 

e-mail: tsmith@gocwi.org 

Web site: www.gocwi.org/nrccm 

Helps States, local agencies, and Tribes develop effective 

and efficient child protective services systems. Jointly 

operated by the Child Welfare Institute and ACTION 

for Child Protection, it responds to needs related to 

prevention, identification, intervention, and treatment 

of child abuse and neglect. 

FOR MORE INFORMATION 

National Clearinghouse on Child Abuse and 

Neglect Information 

address: 330 C St., SW 

Washington, DC 20447 

phone: (800) 394-3366 

(703) 385-7565 

fax: (703) 385-3206 

e-mail: nccanch@calib.com 

Web site: www.calib.com/nccanch 

Collects, stores, catalogs, and disseminates information 

on all aspects of child maltreatment and child welfare to 

help build the capacity of professionals in the field. A 

service of the Children’s Bureau. 

70 Appendix B—Resource Listings 
The Role of Educators in Preventing and Responding to Child Abuse and Neglect 

APPENDIX C 

State Toll-free Telephone
 

Numbers for Reporting
 

Child Abuse
 

Each State designates specific agencies to receive and investigate reports of suspected child abuse and 

neglect. Typically, this responsibility is carried out by child protective services (CPS) within a 

Department of Social Services, Department of Human Resources, or Division of Family and Children 

Services. In some States, police departments also may receive reports of child abuse or neglect. 

Many States have an in-State toll-free telephone number, listed below, for reporting suspected abuse. The 

reporting party must be calling from the same State where the child is allegedly being abused for most 

of the following numbers to be valid. 

For States not listed, or when the reporting party resides in a different State from the child, please call 

Childhelp, 800-4-A-Child (800-422-4453), or your local CPS agency. 

Alaska (AK) Florida (FL) Maryland (MD) 

800-478-4444 800-96-ABUSE 800-332-6347 

(800-962-2873) 

Arizona (AZ) Massachusetts (MA) 

888-SOS-CHILD Illinois (IL) 800-792-5200 

(888-767-2445) 800-252-2873 

Michigan (MI) 

Arkansas (AR) Indiana (IN) 800-942-4357 

800-482-5964 800-800-5556 

Mississippi (MS) 

Connecticut (CT) Iowa (IA) 800-222-8000 

800-842-2288 800-362-2178 

800-624-5518 (TDD) Missouri (MO) 

Kansas (KS) 800-392-3738 

Delaware (DE) 800-922-5330 

800-292-9582 Montana (MT) 

Kentucky (KY) 866-820-KIDS (5437) 

District of Columbia (DC) 800-752-6200 

202-671-SAFE (7233) Nebraska (NE) 

Maine (ME) 800-652-1999 

800-452-1999 

71 
Nevada (NV) Oklahoma (OK) Vermont (VT) 

800-992-5757 800-522-3511 800-649-5285 

New Hampshire (NH) Oregon (OR) Virginia (VA) 

800-894-5533 800-854-3508, ext. 2402 800-552-7096 

800-852-3388 (after hours) 

Pennsylvania (PA) Washington (WA) 

New Jersey (NJ) 800-932-0313 866-END-HARM 

800-792-8610 (866-363-4276) 

800-835-5510 (TDD) Rhode Island (RI) 

800-RI-CHILD West Virginia (WV) 

New Mexico (NM) (800-742-4453) 800-352-6513 

800-797-3260 

Texas (TX) Wyoming (WY) 

New York (NY) 800-252-5400 800-457-3659 

800-342-3720 

Utah (UT) 

North Dakota (ND) 800-678-9399 

800-245-3736 

72 Appendix C—State Toll-free Telephone Numbers for Reporting Child Abuse 
The Role of Educators in Preventing and Responding to Child Abuse and Neglect 

APPENDIX D 

Educators’ Checklist for
 

Recognizing Possible 


Child Maltreatment
 

NEGLECT 

Does the child: 

•	 Come to school in soiled clothing or clothing that is significantly too small or large for them or 

often in need of repair? 

•	 Seem inadequately dressed for the weather? 

•	 Always seem to be hungry, hoarding, or stealing food, but coming to school with little of their 

own food? 

•	 Appear listless and tired with little energy due to no routine or structure around bedtimes? 

•	 Often report caring for younger siblings? 

•	 Demonstrate poor hygiene, smell of urine or feces, or have very bad breath or dirty or decaying 

teeth? 

•	 Seem emaciated or have a distended stomach indicative of malnutrition? 

•	 Have unattended medical or dental problems such as infected sores or badly decayed or abscessed 

teeth? 

•	 Exhibit stealing, vandalism, or other delinquent behaviors? 

•	 Have frequent school absences or tardiness? 

•	 Have poor peer relationships, possibly due to hygiene problems or a depressed or negative 

attitude? 

•	 Appear withdrawn? 

•	 Crave attention, even eliciting negative responses to gain it? 

73 
•	 Demonstrate destructive or pugnacious behavior and show no apparent guilt over his or her acts? 

•	 Exhibit low self-esteem? 

•	 Have a conduct disorder diagnosis or act oppositionally defiant? 

•	 Have difficulty problem solving or coping? 

•	 Have difficulty with language comprehension and expression? 

•	 Have a variety of academic problems? 

PHYSICAL ABUSE 

Does the child have: 

•	 Extensive bruises, especially in areas of the body that are not normally vulnerable? Are the bruises of 

different colors indicating various stages of healing? 

•	 Frequent bruises around the head or face, the abdomen or midway between the wrist and elbow? 

Although bruises to the knees, legs, and elbows frequently occur in normal falls, the above areas are less 

likely to occur in falls and should be investigated. 

•	 Bruises in specific shapes such as handprints, hangar marks, or belt buckles? 

•	 Marks that indicate hard blows from an object such as an electrical cord or other whip-like object that 

make a burn around the body? 

•	 Bruises on multiple parts of the body indicating blows from different directions? 

•	 Unexplained abdominal bleeding (i.e., caused by internal bleeding) that might be observed as 

discoloration under the skin or blood-filled lumps? 

•	 Extreme sensitivity to pain or complaints of soreness and stiffness or awkward movements as if caused 

by pain? 

•	 Bald spots from severe hair pulling? 

•	 Adult-sized, human bite marks? 

•	 Burns, especially from objects such as cigarettes, irons, and other objects? 

•	 Injuries for which the explanation given is inadequate? 

74 Appendix D—Educators’ Checklist for Recognizing Possible Child Maltreatment 
EMOTIONAL ABUSE 

Does the child sometimes exhibit: 

• Inappropriate affect such as turning negatives into jokes and laughing when in pain? 

• Extremes in behavior – manically happy or very depressed? 

• Withdrawal – no verbal or physical communication with others? 

• Self-destructive behavior (e.g., cutting oneself)? 

• General destructive behavior? 

• Difficulties with concentrating or learning new material or compulsive attention to detail? 

• Cruelty to others? 

• Vandalism, stealing, cheating? 

• Rocking, thumb sucking, head banging? 

• Enuresis (wetting one’s pants) or soiling after an age when such behavior is inappropriate? 

• Substance abuse? 

• Eating disorders? 

• Physical manifestations such as frequent stomachaches or headaches or unexplained weight loss or gain? 

• Delinquent behavior? 

SEXUAL ABUSE 

Does the child: 

• Have difficulty in walking or sitting? 

• Complain of genital or anal itching, pain, or bleeding? 

• Have frequent psychosomatic illnesses? 

• Frequently vomit without organic causes? 

• Become pregnant at a young age? 

• Have any sexually transmitted diseases? 

The Role of Educators in Preventing and Responding to Child Abuse and Neglect 75 
Does the child exhibit: 

• Exceptional secrecy? 

• More sexual knowledge than is age appropriate (especially in younger children)? 

• Indepth sexual play with peers (different form the normal “playing doctor” form of exploration)? 

• Extreme compliance or withdrawal? 

• Overt aggression? 

• An inordinate fear of males (or females)? 

• Extremely seductive behavior? 

• A drop in school performance or sudden nonparticipation in school activities? 

• Sleep problems or nightmares? 

• Crying without provocation? 

• A sudden onset of wetting or soiling of pants or bed? 

• Sudden phobic behavior? 

• Feelings of little self-worth or talk of being damaged? 

• A much older and more worldly appearance than peers? 

• Suicide attempts or ideas of wanting to kill self? 

• Excessive attempts to run away from home? 

• Cruelty to animals (especially those that would normally be pets)? 

• Setting fires and enjoying watching them burn? 

• An eating disorder? 

• Self-mutilation (cutting or scratching to draw blood)?1 

1 Crosson-Tower, C. (2002). How can we recognize child abuse and neglect? In When children are abused: An educator’s guide to intervention 

(pp. 8–34). Boston, MA: Allyn and Bacon. 

76 Appendix D—Educators’ Checklist for Recognizing Possible Child Maltreatment 
The Role of Educators in Preventing and Responding to Child Abuse and Neglect 

__________________________________________________________ 

__________________________________________________________ 

APPENDIX E 

Sample List of Contacts for 

Reporting Suspected Cases 

of Child Abuse or Neglect 

Name of Local Education Agency 

Name of Local School 

Local School Address and Telephone Number 

Date Form Completed 

1. Social Services Agency __________________________________________________ 

Name: ____________________________________________________ 

Address: ___________________________________________________ 

Contact Person(s): ___________________________________________ 

Phone number for oral reports:__________________________________ 

Phone number for verification of shelter order:______________________ 

2. 	Local Law Enforcement Department ______________________________________ 

Name: ____________________________________________________ 

Address: ___________________________________________________ 

Contact Person(s):____________________________________________ 

Phone number for oral reports:__________________________________ 

77 
APPENDIX
 F


Sample
Report
of



Suspected
Child
Abuse



and
Neglect



Call: Local Social Services Agency or Law Enforcement Agency (Phone Numbers)

Date of Call(s):_________________________ Name of Person(s) Talked To:

Notified: Designee (Principal or School Social Worker)

Date of Notification:_____________________ Date of this Report:

School: (School Name, Address, City, State, ZIP, Telephone Number)

_______________________ ______________ ______ ____ ____ ________

Child’s Last Name (legal) First Name M. Init. M/F Age Birth date

Address City State Zip Code Telephone

Name of Person(s) Responsible for Child’s Care: (Parents/Stepparents/Guardians/Custodial Parents)

Address City State Zip Code Telephone

With Whom Does the Child Live:_____________________ Relationship:

Address City State Zip Code Telephone

Person(s) Suspected of Abuse or Neglect: ___________________ Relationship:

Address City State Zip Code Telephone

Check ( appropriate space indicating type of suspected abuse being reported:

( ) Physical Injury ( ) Sexual Abuse ( ) Emotional Neglect/Abuse

( ) Physical Neglect ( ) Other (specify):

State the nature and extent of the current injury, neglect, or sexual abuse to the child in question and circumstances

leading to the suspicion that the child is a victim of abuse or neglect:

The Role of Educators in Preventing and Responding to Child Abuse and Neglect  79 
Information concerning previous injury, sexual abuse or neglect experienced by this child or other children in this

family situation, including previous action taken, if any:

State other information that may be helpful in establishing the cause of the child’s status:

Signature and Title of Person Making Report Date

Distribution: Local Social Services or Law Enforcement Agency/Designee/Other

80 Appendix F—Sample Report of Suspected Child Abuse and Neglect