Citation

Hinson J, Fossey R. J. Educ. Stud. Placed Risk 2000; 5(3): 251-266.

Copyright

(Copyright © 2000, Informa - Taylor and Francis Group)

DOI

10.1207/S15327671ESPR0503_4

PMID

unavailable

Abstract

This article reports the results of a survey administered to elementary classroom teachers to determine their abilities to recognize signs of abuse, their perceptions of the reporting process, and their understanding of issues of liability. Teachers indicated that many of them were unable to recognize signs of child abuse and were confused about reporting procedures. In addition, some were consciously choosing not to report because they did not think that child welfare agencies would provide any effective relief for the child. Furthermore, some teachers were ignorant of the immunity provisions designed to protect them and of the criminal penalties for not reporting. Some teachers were also fearful of ramifications for reporting, including harassment by the abuser, a lawsuit, or alienation from co-workers or administrators. Collectively, the results provided insight into teachers' thoughts and behaviors in regard to child abuse and indicated that many teachers are in need of training to identify symptoms, to become familiar with reporting procedures, and to clarify misconceptions about the law.