Data previously available from Research Connections are now available from the Child & Family Data Archive. Child care and early education research, publications and other resources remain on Research Connections.

For the best experience, please use Chrome, Firefox, Safari, or Edge.

School personnel and child abuse and neglect reporting behavior: An integrative review

Resource Type: Literature Review
Author(s): Alazri, Zeinab; Hanna, Kathleen M.
Date Issued: May, 2020
Description: Purpose: Although school personnel are in a good position to identify cases of abuse and neglect, they may fail to report these cases. This failure may leave victims to suffer the negative effects of abuse and neglect and deprives them of possible help. Because the evidence for factors associated with this behavior is insufficient, an integrative review was conducted to synthesize the literature related to factors associated with the reporting by school personnel of child abuse (schoolteachers, principals, counselors, early educators, kindergarten teachers, and daycare teachers). Design and methods: A systematic search was conducted using the PsychINFO, Embase, ERIC, and PubMed electronic databases that was limited to the past ten years and journal articles in the English language. The search terms were "school personnel," "child abuse," "neglect," and "reporting." Studies were included if their focus was on factors associated with child abuse and neglect reporting by school personnel in private schools, public schools, or daycares. Studies were excluded if their focus was not on child abuse and neglect reporting; if they were non-research articles, theses/dissertations, or interventional studies; or if the focus was on special education. Results: Sixteen articles based on 14 studies were reviewed: nine quantitative studies, three qualitative studies, and two mixed methods. All the studies had used different instruments, and only three had a theoretical framework that was different from each other. Three categories of factors associated with the reporting behavior were identified as system, victim, and reporter characteristics. These studies provide a description of these factors; however, the evidence of the degree of association between these factors and the reporting behavior was still at the beginning stage. No common theories or instruments guide the science of child abuse and neglect reporting behavior. Practice implications: Further research should investigate the association between school personnel's reporting behavior and influential factors to facilitate effective interventions. Once evidence exists, school nurses, for example, in collaboration with other professionals, can target school personnel with interventions to increase reporting behavior. (author abstract)
show entire record ↓
Journal Title: Children and Youth Services Review
Volume Number: 112
Issue Number:
Page Range: 1-12
Journal Notes: Article 104892
Topics: International Child Care & Early Education > Cross-National Comparisons

Child Care & Early Education Provider Workforce

Policies > Physical & Mental Health & Safety > Risk Factors (Abuse & Neglect, Substance Abuse, Domestic Violence)
ISSN: 0190-7409 Paper
1873-7765 Online
Peer Reviewed: yes
hide record ↑

Our Search Engine Recommends...

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Recognizing child abuse and neglect in child care settings Other
Community-based resilient peer treatment of withdrawn maltreated preschool children Reports & Papers
Knowledge of child abuse and reporting practices among early care and education providers Reports & Papers
Abuse and neglect in nonparental child care: A risk assessment Reports & Papers
How childcare providers interpret 'reasonable suspicion' of child abuse Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.