title: Confidence, knowledge, and accuracy: child protection and Scottish initial teacher education
Creators: name: Slater, Carleigh Bristol
Publisher: name: The University of Edinburgh
Year: 2025
Subjects: subject: Child Protection
subject: Teacher education
subject: child abuse
subject: Scottish Higher Education
subject: Mixed-methods research
subject: teacher self-efficacy
subject: Confidence
subject: Childrens Rights

description: The negative impacts of child abuse and neglect on an individual's quality of life are many (Walsh et al., 2022). Previous research has shown that identifying and impeding ongoing abuse is critical for an individual's overall recovery and that this is best done through early intervention and identification (Kenny, 2004). Because of the proximity to and relationships with children, teachers are distinctively placed as early detectors of abuse (Briggs &amp; Hawkins, 1997; Walsh et al. 2005). Research into child protection education within initial teacher education programs in the United Kingdom has previously shown a gap in pre-service teachers' confidence in this area (Davies et al., 2009). Issues in coverage of this child protection topics within educational programs has historically been connected to lack of instructional time as well as issues regarding sensitivity to the topics of child sexual abuse, poly-victimization, re-traumatization etc. However, educational gaps enable a lack of accountability across the education sector beginning within teacher education which then permeates throughout a teacher's career (Department of Education, 2023). The current study aimed to understand the perceptions of pre-service teacher students and teacher educators, regarding instructional content within Initial Teacher Education (ITE) to support child protection education for pre-service teachers within higher education institutes. This study examined how child protection is positioned within Initial Teacher Education programs in Scotland and the confidence, knowledge, and accuracy of pre-service teachers. The study also sought to understand the perceptions of initial teacher education students and teacher educators. A multi-stage mixed method approach was used to gain insight into the complexities of child protection education and key knowledge was gained within each phase of research. First, 11 university websites were analyzed using content and document analysis. Phase 1 of the study enabled the researcher to create specific questions for the student survey and interviews and provided enough background information to begin answering them. University websites were analyzed to understand the contextualization of child protection education with Initial Teacher Education in Scotland. The findings from the content analysis highlighted key characteristics of university instruction about child protection more broadly. A total of 203 documents were analyzed and three core components appeared across all university websites. These components included course structure, instructional content, and references to the General Teaching Council of Scotland (GTCS). The findings showed that nine of the universities presented content related to policy, however only two provided specific coverage on child protection about child abuse and neglect reporting procedures. Further, one university website documented the procedures of instructing students on how policy is linked to their duties within education and how it would be specifically assessed throughout their program. Due to the vagueness of child protection coverage mentioned throughout the university websites, it was necessary to ask specific questions about child abuse and neglect reporting procedures within the research survey phase. Student surveys were completed by 257 students within five different Scottish Universities within phase II of the research study. Adequacy of instruction in identifying and reporting abuse, and coverage of topics within placements and within university were among the questions posed. The survey highlighted the levels of confidence student teachers have in identifying distinct types of abuse and their related accuracy in identifying scenarios of abuse. Findings from this second phase of research showed that student teachers are not confident in their abilities to identify indicators of child abuse and neglect and that they perceive the levels of instruction received within their ITE programs to be inadequate in both preparing them to report and to identify child abuse. Student teachers also were not proficient in correctly identifying scenarios of neglect and emotional abuse. When asked if they had received instruction within their student placements, there was a clear split amongst all students and programs, highlighting inequity among student placements and programs. While the variable of receiving formal education in placements was not significant the perceived adequacy of instruction within placement regarding both reporting and identification of child abuse and neglect was. To gain deeper understanding of the data collected in phase 1 and 2 a third phase of research was necessary. Phase 3 consisted of 20 Semi-Structured interviews with ten student teachers and ten university instructors from five universities. A total of 128 codes emerged and were sorted into four key themes with relating sub-themes. The first theme outlined the challenges of instructing ITE students on child protection due to its multi-faceted and unique challenges. Sub-themes included barriers for instruction including time restrictions and topic sensitivity and confusion in child protection more generally. The second theme focused on issues related to unclear expectations and roles within ITE and teaching as related to child protection. Sub-themes included varying perceptions of responsibility, unclear expectations within child protection roles, and assumptions of student's abilities. The third theme uncovered concepts related to fear and child protection within the Scottish context. Sub-themes included concerns about “getting it wrong” and educators' duty to protect student teachers from serious topics including child abuse and neglect reporting. Theme four showed the perceptions of student teachers and educators more in depth, with the consensus being that child protection is an essential part of a teacher's role and should be prioritized within ITE programs. The first sub-theme focused on the current state of child protection education within Scottish universities ITE programs followed by deeper discussion of student teachers' current confidence levels and perceptions of confidence. The final subtheme highlighted the agreements between student teachers and teacher educators for the future directions of ITE programs and child protection education. This study aims to contribute to the knowledge and research within the field of education and child protection with a specific focus on student teachers' confidence in their roles as child protectors and the wider role of university programs supporting students in fulfilling them. As this research is emerging within the Scottish context there is research that can and should be conducted to better understander child protection education within Initial Teacher Education programs in Scotland. For example, future studies could include pre-post empirical studies that measure student teachers' confidence and knowledge before and after receiving specific training on child protection. Specifically, including different types of educational instructional methods (i.e., problem based, online, and critical discourse) and measuring the differences in the outcomes on student teachers' knowledge, confidence and efficacy would allow for more constructive and specific instructional inclusion recommendations. Finally, this study reveals a gap between the instruction of policy and its intended purpose within ITE. Scottish law has a long history in advocating for the rights of the child and supporting wellbeing within communities (Scottish Government, 2024). This research opens the discourse into the sensitive and often deprioritized topic of child abuse and neglect identification and reporting within ITE programs. It is necessary to have ongoing, transparent and data driven conversations in hopes to support student teachers in their development. This research aims to begin this conversation with new insights for the future implementation of the UNCRC (United Nations Convention on the Rights of the Child) and the ongoing policies with Scotland that call upon educators to support the wellbeing and safety of all children.