Child Abuse
What Do I Do Now?
Indicators of Child Sexual Abuse and Guidelines for Mandated Reporters
Educators and school professionals play a vital role in children’s lives. These adults’ daily contact with students—and their knowledge of each student’s normal behavior—put them in a unique position to intervene if abuse is occurring.
Children who experience abuse are more likely to have a poor attendance record and lower scores on academic tests (especially reading tests) and are three times more likely to have a learning disability.’ As mandated reporters, it’s essential that teachers and school personnel have the ability to recognize and know what to do about child abuse.
Implementing a personal safety curriculum like the TALKING ABOUT TOUCHING program and teaching students personal safety skills are vital steps schools can take on behalf of children. Another is to be prepared to respond appropriately when it is suspected that a child may be experiencing abuse.
When Should You Make a Report?
Concerns about child abuse can be reported when there is reasonable cause to believe that it has occurred. “Reasonable cause to believe” is the standard whereby any reasonable person, exposed to the same circumstances, would arrive at a similar conclusion. To determine whether there is “reasonable cause to believe,” one must understand the extent of the problem, learn the indicators that may present themselves in the classroom, and evaluate concerns objectively.
What Constitutes Child Abuse or Neglect?
The U.S. Child Abuse Prevention and Treatment Act of 1974 defines child abuse or neglect as “the injury, sexual abuse, sexual exploitation, negligent treatment, or maltreatment of a child by any person under circumstances which indicate that the child’s health, welfare and safety is harmed.” Sexual abuse can further be defined as an adult, older, or more powerful person interacting with a child for his or her own sexual gratification.
Possible Signs of Abuse
Though a teacher can’t outwardly tell if someone has been sexually abused, certain indicators do exist, including behavioral signs, physical signs, and even characteristics of a child’s family. These indicators do not necessarily mean abuse has occurred; however, they are signals for educators and school staff to be more watchful.
Behavioral indicators of child sexual abuse may include:
- Extremely passive or aggressive behaviors.
- Sexualized behaviors.
- Exhibiting low self-esteem.
- Engaging in suicidal ideation or attempts.
- Having poor peer relationships.
- Showing distrust or fear of adults.
- Wearing many layers of clothing.
- A reticence to change clothes for gym or other activities.
Physical indicators of sexual abuse in young children may include:
- Burning or itching in genital area.
- Infections (possibly from a sexually transmitted disease), abrasions, or discharge from the genital area.
- Bruises caused by sucking.
Family characteristics may include:
- Secrecy.
- Extreme isolation from support systems.
- Role reversal between parent and child.
- Domestic violence in the family.
- Prior incidence of abuse.
- Family involvement in selling drugs.
What to Do If You Suspect Abuse
Once again, if a child exhibits one of these indicators, it does not mean that abuse has definitely occurred. These are signs for educators to be alert and follow through on any concerns about children in their care. If teachers sense something is wrong, they can:
- Discuss concerns with a co-worker, school nurse or counselor.
- Check in with the child.
- Pay close attention to the child and evaluate concerns as objectively as possible.
- Resolve doubts in favor of the child.
- Reporting Suspected Abuse
Educators should not interview or ask leading questions to get more information. Children will often disclose the details of abuse only once, and it’s unusual for them to directly disclose an incident at all. Feelings of guilt, shame, and powerlessness often prevent children from talking about the abuse.
Teachers do not need proof of abuse before they make a report. The Child Protection Services (CPS) agency, working in conjunction with others, will make the determination of abuse, as well as the appropriate intervention. If a report does not meet the state-required legal criteria for a CPS intervention, the intake operator should be able to inform the teacher. (Educators need to learn their state or province’s legal definition for child abuse and neglect.) If anyone believes a child is in imminent danger, he or she should call 911 and contact the police.
When a call to CPS is made, the intake operator will want the following information:
- The caller’s name and position.
- The child’s name, age, and address.
- The nature and extent of the injuries.
- Any evidence of previous incidents of abuse or neglect.
- Names and address(es) of the child’s parents or guardians, if available
- Any other pertinent information which may be helpful in establishing the cause of the injuries and the identity of the perpetrator(s).
- Educators have immunity if they make their report in good faith, out of a real concern for the welfare of a child. In many jurisdictions, educators can be held liable for failure to report when there is “reasonable cause.”
How to Respond to a Disclosure of Abuse
Tips for responding to a child who directly discloses abuse include:
- Don’t express shock or disgust.
- Give support and understanding.
- Let the child know you believe her and that she did the right thing by telling.
- Determine the child’s need for safety.
- Do not interrogate the child. Again, you do not need to know all of the details of the abuse to be supportive. Leave the investigation to someone better qualified to handle it.
To protect children fully, educators need to become familiar with indicators of abuse, reporting policies and procedures that apply to them, and resources for children and families in their schools and communities. If an educator suspects abuse but doesn’t make a report, and the abuse is actually occurring, the mistreatment will likely continue. When adults follow through on concerns about possible abuse, children know they care. With one call, a teacher may be speaking up for a child who has no other support. Educators offer the possibility to change that child’s life.
By Tracy Flynn, M.Ed.
Tracy Flynn, M.Ed., is Director of Training for Planned Parenthood of Western Washington and adjunct faculty in the Masters in Teaching programs for City University of Seattle and Centralia Community College, Washington State.