Mandatory child abuse reporting practices of Oklahoma educators.

Abstract

This study investigated why, despite mandatory reporting laws, Oklahoma elementary teachers failed to report suspected child abuse and neglect cases. Variables included years taught, grade level taught, general knowledge of child abuse and neglect reporting laws, if a course in child abuse or law had been taken either pre-service or in-service and whether the teacher had reported suspected child abuse and/or neglect.

One of the best predictors of any nation's success or failures is the investment it makes in its most valuable natural resource, namely its children. Exposure to abuse in the home environment has been shown as a predictor for young people to be involved in violent acts. Yearly more than one and one-half million children experience child abuse or neglect nationwide. For the most part the victims and their families keep quiet about the abuse. They are the students teachers see in every classroom across the nation. Every state mandates that teachers report child abuse and neglect but tragically for the children many teachers do not report.

The purpose of this study was to provide a basis for school districts and administrators review of policy and procedures surrounding mandatory reporting of suspected child abuse and neglect. Policy evaluation is indicated to prevent criminal prosecution, civil liability or possibly a Section 1983 action (authorizes a court to grant relief when a party's federally protected rights have been violated or failure to act by a state or local official or other person who acted under color of state law).

A 1977 questionnaire developed by Dr. David Pelcovitz that measured teacher's attitudes and knowledge concerning child abuse and reporting was sent to 200 randomly selected elementary teachers in Oklahoma. Sixty-percent (60%) (n = 112) of the respondents returned the questionnaire.

This study determined how Oklahoma certified teachers perceived child abuse and its causes and how they understand their role and obligations in dealing with an abused or neglected child in their classroom.