Teachers hold a unique position in the lives of victims of child abuse and neglect (CAN). Nonetheless, research consistently indicates that teachers tend to significantly underreport CAN. This project examined the factors that predict CAN attitudes and reporting behaviours among primary school teachers An online self-report questionnaire was administered to 626 primary school teachers in Ireland. Participants completed a series of questions on their CAN knowledge, attitudinal resistance, training, and reporting behaviour. Nearly half of the teachers in the sample (45%) reported having made a report of CAN to the authorities. Teachers with more teaching experience had lower levels of attitudinal resistance and were more likely to make a report of abuse. Higher self-reported knowledge of CAN was associated with less attitudinal resistance. Higher confidence in child protection responsibilities was associated with a higher likelihood of making a CAN report. Length of training received in their teaching role was not related to the likelihood of reporting abuse or attitudinal resistance. These findings highlight a critical gap between child protection training and actual reporting outcomes. Because experience and confidence—rather than training length—were found to be significant predictors of reporting, training initiatives should focus on practical, scenario-based learning designed to simulate experience and reduce attitudinal resistance among educators as well as mentorship approaches for shared learning. • 45% of teachers reported CAN, suggesting under-recognition or non-reporting • Greater knowledge and confidence correlate with less resistance and more reporting • Training length has no impact on teacher resistance to child protection. • Attitudinal resistance to child protection was not related to reporting behaviour • Perceived behavioural control/confidence such should be targeting in training interventions
Bourke et al. (Sun,) studied this question.