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Journal Article


Sidebotham P. Child Abuse Rev. 2019; 28(4): 257-260.


(Copyright © 2019, John Wiley and Sons)






The primary role of a teacher is to teach: to educate, impart knowledge and facilitate learning. It is what teachers are trained to do, and what they do best. And yet, the teachers who tend to stand out are those who see their role as something more than just to teach, but to nurture, care and protect those in their charge. This is the theme picked up in the first paper in this issue of Child Abuse Review. In a qualitative study based in 16 primary schools in Ireland, Margaret Nohilly (2019) explores the care practices and systems that support child protection work in the schools. Ireland differs from the UK in that all teachers (along with other professionals) are mandated to report child abuse, above a defined threshold, which comes to their attention in the course of their professional or employment duties. One of the most consistent findings from their interviews was a consensus 'that the ethos of a school, by its very nature, was one of caring and that attending to the pupils' needs was the priority' (p. 267). This emphasis on nurture, care and protection was most prominent in those schools designated as disadvantaged and a special school, and it included providing meals, addressing other care needs, running before and after school activities, and programmes to support parents...

Language: en


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