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My professional perspective is that of a future middle school or high school counselor. I am currently a 6th grade science teacher and I will be entering my sixth year of teaching in the fall. I graduated with my bachelor's degree from Texas A&M University and I am currently working on attaining my master's degree in Professional School Counseling from Angelo State University. This Padlet serves as a guide for handling child abuse or neglect in Texas schools for educators at the K-12 level. I chose this topic because sometimes, teachers are unsure of their legal duties when confronted with a situation of child abuse or neglect. Additionally, in order to support and care for our students, we must ensure that all educators understand what child abuse and neglect is defined as by law so that they are able to identify it.

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Slide #2: Importance of Understanding How to Handle Child Abuse/ Neglect Cases

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Slide #2: Importance of Understanding How to Handle Child Abuse/ Neglect Cases

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One of the primary roles of educators is to provide care, support, and safety to their students. Due to this, it is imperative that K-12 educators across Texas understand the legal implications that come with making reports on child abuse/ neglect. There are over 3 million child abuse reports every year and of those, only 1 in 10 children will tell anyone about their abuse (Northside ISD, 2018). This is why it is so important for educators to understand the warning signs of potential child abuse/ neglect and what actions they need to take next.

According to a report out of Dallas, child abuse and neglect reports are down 43% from this time last year (Collins, 2020). While at first, that may seem like a celebration, it is actually very concerning. On a typical year, many of the reports made come from caring adults in education who suspect the abuse or neglect after observing or noticing something in a student that just doesn't seem right. With in-class learning being moved to a virtual environment, these kind of observations are not being made. As educators, it is so important to continue to build relationships/ check in with students even in the virtual classroom environment so that there is a higher chance of identifying these situations.

Reference

Collins, L. (2020). During COVID-19 school closures child abuse, neglect calls drop drastically. Retrieved from https://www.nbcdfw.com/news/coronavirus/during-covid-19-school-closures-child-abuse-neglect-calls-drop-drastically/2390136/

Northside ISD. (2018). What is child abuse? Retrieved from

https://nisd.net/employees/system/files/attachments/2018_nisd_child_abuse_powerpoint.pdf

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Slide #3: ASCD's Stance on Supporting Victims of Child Abuse in the Classroom

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Slide #3: ASCD's Stance on Supporting Victims of Child Abuse in the Classroom

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In this article released by ASCD, it is noted how large of an impact educators can have on their students lives and how many times, they are the ones that are able to identify the abuse or neglect that their students are undergoing. Though in a prime position, it is imperative for teachers to understand what abuse and neglect are, how to report it, and how to support their students after learning of the abuse or neglect. ASCD goes into great detail in this article to help educate teachers and school staff on this topic (Bear, 1993).

Reference

Bear, T. (1993). Supporting victims of child abuse. Retrieved from http://www.ascd.org/publications/educational-leadership/dec92/vol50/num04/Supporting-Victims-of-Child-Abuse.aspx

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December 1992/January 1993 | Volume 50 | Number 4
Students at Risk Pages 42-47

Thelma Bear, Sherry Schenk and Lisa Buckner

Our varied roles as therapist, educator, school psychologist, school bus driver, student, and administrator have provided us with the experience and education on which this article is based. This is a new field, an area in which all of us are searching for facts, understanding, and ways to help those who have been and continue to be abused. The combined perspectives we share from personal, professional, and academic experiences have added to our knowledge in ways that have been valuable to us as people who care a great deal about children.

Probably no adult is more trusted by children who have been abused than a beloved and caring teacher. Teachers have an opportunity afforded few adults to identify abused children and to start a process that will restore safety in the child's world. However, many teachers have not been adequately prepared to deal with the complex social issues that have so strongly affected abused children. We want to give teachers a knowledge base about child abuse, describe possible interventions, and communicate an understanding of the emotional issues involved.

Survivors' Voices

Before I started kindergarten, I knew that I could not believe what people said. My father would say, "I know you like this," as he touched me in sexual ways that I did not like or that caused great physical pain. My early years were a real struggle. Because I could not trust what I heard, it was hard to learn sound-letter associations, memorize isolated facts, or learn anything I had heard and not seen.

The messages I received from my perpetrators were intended to prevent my telling what they were doing to me. To keep the horrible secret I learned to be silent, and the silence became my prison. I felt that I was the only child who had ever experienced such bad things. I thought I was so bad that I should separate myself from everyone. It was lonely.

Since I felt I could not talk, I did all kinds of quiet acting out in the hope that someone would notice that something was terribly wrong in my life. My behaviors were either ignored or I was told to behave, to be a good girl. During 3rd and 4th grade, I repeatedly sawed on or cut my wrist with a little knife. I wore bizarre clothing, laughed excessively, and withdrew from others.

Today I am a school psychologist. I have overcome the academic hurdles, but I continue to experience some of the emotional pain of abuse.

-Sherry Schenk

The messages about my abuse were also intended to keep me quiet, to protect my perpetrators. I was quiet and shy, but I would also do daring things with little regard for my physical safety. They called me "accident prone." I was told I was crazy and that if I ever told, "someone" would take me away and I would never see anyone in my family again ... or I would be killed. These were terrifying threats to me.

I was a very good student, usually at the top of my class. Looking back now, I was afraid to be anything but perfect. I was afraid of what would happen at home. School became a safe haven, and I worked hard to keep it that way by staying silent about my abuse. I remember more than once trying to get teachers to take me home with them.

I am currently a school bus driver and enjoy daily contact with children in a less-structured environment. When I see symptoms of child abuse, I report what I hear and observe. I would always rather err on the side of the child. I would rather make the report than to ignore what I know.

-Lisa Buckner

In 1987, when I was asked to facilitate groups for survivors of abuse at a University Counseling Center, I knew little about the incidence or results of abuse. The frequency of women who had been abused as children was much greater than we had thought. We soon had 4 groups and more than 50 names on a waiting list. I learned about the tremendous cost of keeping the family secret. I learned of the emotional pain that can result from feeling different. As an educator I was appalled at my previous lack of awareness of the consequences of abuse. I vowed to somehow assist in giving a voice to those survivors who can teach us what it was to live with abuse and how to help today's children.

-Thelma Bear

The Incidence of Child Abuse

Although the statistics are overwhelming, professionals in the mental health field generally accept that the incidence of child abuse is much greater than that reported.

In 1979, Geiser advised that 200,000 children were sexually abused each year with victims as young as two months. "Nightline's" Forrest Sawyer (1989) stated that 2 million cases of child abuse are reported in the United States every year. In its newsletter, the National Organization for Victims' Assistance (1989) indicated that 2.2 million children are reported physically or sexually abused each year. Many cases are closed after a cursory investigation; many cases remain unreported.

Of the cases reported, many are young children. Among Blume's (1990) statistics were:

35 percent of all reported child sex abuse cases in 1988 were of girls under 6.

Dr. Michael Durfee of the Los Angeles Department of Health Services reported in 1984 that more sexual abuse was reported on 2-year-olds than any other age group; 3- and 4-year-olds were next.

Kantrowitz (1988) gave the following numbers:

More than 2 million cases of child abuse were reported in 1986, compared with 669,000 in 1976.

More than 1,200 children die each year through child abuse and neglect.

Parents who were abused as children were six times more likely to abuse their own children.

Goodwin (1982) reported that:

5 to 20 percent of psychiatric outpatients were women who had experienced incest.

4 out of 10 mothers of children who died of physical abuse were incest victims.

According to Butler (1978), a much greater incidence of incest occurred among affluent, middle-, and upper-class families than was reported. Of reported sexual abuse, she asserted that 75 percent of the incidents were committed by someone the child trusted. Butler (1978) added that:

One-half to three-fourths of adult male sexual offenders had been sexually abused.

Sexual abuse was one of three reasons children ran away from home.

In a questionnaire sent to 1,800 college students, one-third indicated that they had been sexually abused.

Research on child abuse is a fairly recent development. Only in the last two decades has the subject appeared in professional journals. It is urgent that all personnel in public schools become educated and make every effort to break the continuing cycle of abuse.

Types of Abuse

How is child abuse defined? The Colorado Department of Education (1988) describes four types:

1. Physical abuse: nonaccidental physical injury to a child. Examples include slapping, shaking, hitting, kicking, burning, pushing, smothering, restraining (physical or chemical), and torture (may be related to ritualistic abuse and/or satanic worship). A few forms of abuse may be attributed to lack of knowledge on the part of the parent-for instance, neurological damage can result from shaking a child. Physical abuse should be suspected if the following are present: bruises, burns, broken bones, and/or internal injuries. Further, a child who appears fearful or who startles easily may be the victim of abuse.

2. Emotional maltreatment: the constant belittling and rejecting of a child, the absence of a positive emotional atmosphere. Examples include verbal abuse, inadequate or inappropriate parenting, and neglect. Any of these can destroy a child's self-esteem and weaken self-concept. The "failure to thrive" syndrome is an example of the results of emotional maltreatment. Delays in emotional development and immature behavior may indicate emotional neglect.

3. Physical neglect: failure on the part of the child's caretaker to provide adequate food, clothing, shelter, or supervision. The extreme form of neglect is abandonment of a child with no regard or concern for his or her welfare.

4. Sexual abuse: sexual exploitation, molestation, or prostitution of a child (p. 1). Sgroi, Porter, and Blick (1982) define child sexual abuse as a sexual act imposed on a child who lacks the emotional, maturational, and cognitive development to understand what is happening and to protect him- or herself. Sexual abuse may be overt or covert. Examples of overt abuse include unwanted touching of any part of the body, such as hugs or kisses presented as innocent signs of affection. More obvious examples include any penetration of the body with objects or body parts. Unexplained infections or diseases and external or internal injuries are symptoms that require investigation for the possibility of sexual abuse.

Covert sexual abuse is more difficult to recognize. Since this type of abuse does not include physical contact, the perpetrator may rationalize the behavior as innocent. Examples may include voyeurism, asking the child to watch inappropriate sexual behaviors, invading the child's privacy, and/or behaving in a seductive manner toward the child.

Most adults who have not been abused would rather not accept the reality of the number of children who have been abused. Many prefer to think of physical injury, terrorizing, and psychological torture as atrocities that only happen to hostages imprisoned in foreign countries. They do not want to accept that these abominations occur to nearly 2.7 million children in this country ("Study Finds ..." 1992). Figure 1 lists physical and behavioral indicators of these four types of abuse.

Figure 1

unexplained bruises (in various stages of healing), welts, human bite marks, bald spots

unexplained burns, especially cigarette burns or immersion-burns (glove-like)

unexplained fractures, lacerations, or abrasions

self-destructive

withdrawn and aggressive-behavioral extremes

uncomfortable with physical contact

arrives at school early or stays late as if afraid

chronic runaway (adolescents)

complains of soreness or moves uncomfortably

wears clothing inappropriate to weather, to cover body

abandonment

unattended medical needs

consistent lack of supervision

consistent hunger, inappropriate dress, poor hygiene

lice, distended stomach, emaciated

regularly displays fatigue or listlessness, falls asleep in class

steals food, begs from classmates

reports that no caretaker is at home

frequently absent or tardy

self-destructive

school dropout (adolescents)

torn, stained, or bloodied underclothing

pain or itching in genital area

difficulty walking or sitting

bruises or bleeding in external genitalia

venereal disease

frequent urinary or yeast infections

withdrawn, chronic depression

excessive seductiveness

role reversal, overly concerned for siblings

poor self-esteem, self-devaluation, lack of confidence

peer problems, lack of involvement

massive weight change

suicide attempts (especially adolescents)

hysteria, lack of emotional control

sudden school difficulties

inappropriate sex play or premature understanding of sex

threatened by physical contact, closeness

promiscuity

Emotional Maltreatment

speech disorders

delayed physical development

substance abuse

ulcers, asthma, severe allergies

habit disorders (sucking, rocking)

antisocial, destructive

neurotic traits (sleep disorders, inhibition of play)

passive and aggressive-behavioral extremes

delinquent behavior (especially adolescents)

developmentally delayed

A Safe Classroom Environment

There is no escape for children caught in a world where silence often seems the only way to survive. And there is no escape from confronting the issues for those who work with children. Teachers who educate themselves about abuse will find many opportunities to support children who have neither the experience nor the maturity to unravel the turmoil they face.

Although the academic environment is structured for learning, the ability to learn is dependent on a child's arriving at school with basic needs met. Children who have been abused have had the basic requirements for healthy development withheld and violated. Getting physiological needs met, as well as those for safety, belonging, trust, and love, maximizes the child's development as a learner. The classroom teacher has the opportunity to provide an environment where the child can begin to succeed and recognize that he or she is capable and valued.

The most important ingredient in a safe classroom is the teacher's attitude toward students. The most crucial belief a teacher must have is that the child is not to blame. There is nothing that a child can do to prevent or stop the abuse. The discrepancy between the power of a child and that of an adult is too great. However, it is important to remember that these children are strong. They have developed coping mechanisms that have helped them to survive traumatic experiences. An accepting, caring attitude by the teacher will allow the child to trust enough to make the first steps toward developing a saner life.

Each of us needs a personal space into which others do not intrude without permission (Blume 1990). Victimized children have not learned that it is okay to say no, nor do they know how it feels to have personal and physical space honored. The teacher should help an abused child to set healthy boundaries and to know that he or she will be respected. Before the child can believe in his or her ability to set personal boundaries, he or she may need to be taught to trust personal judgments, feelings, and perceptions (Blume 1990).

Part of establishing healthy boundaries is understanding that confidentiality within the school is honored by staff and students. If a student confides in classmates and teachers, the information must be handled with great care in order to protect the vulnerability of the child. At times, the disclosure of information about the abuse may be unintentional. Some of the ways the secret may accidentally be disclosed are observations by the teacher or others, physical injuries or conditions discovered in a doctor's examination, and/or inappropriate sexual behaviors by the child (Sgroi et al. 1982).

To offer support, the teacher must, first, be approachable. If an abused child begins to tell what is happening, positive body language will encourage the child to continue. The teacher must also watch for cues about how to respond. The child may either want to be comforted physically or may not want to be touched. At this point, it is more important to actively listen than to comment or ask questions. Listening to those who will talk is important; however, some students will be unable to share verbally what is happening. In these instances, the teacher must be observant. The indicators listed in Figure 1 may help teachers in attempting to decide if abuse should be suspected.

Drawings, too, may provide clues to students who have been sexually abused. Hillman and Solek-Tefft (1988) list five themes to ask a child about if they are drawn repeatedly: stark sexual images, phallic symbols, general symbols (broken hearts, rain, black skies), self-image distortions, and general confusion (p. 107).

Girls and boys who have been abused attempt both to keep the secret of what is happening and to control the emotional turmoil they feel inside. As a result, the child may act out, or he or she may become the epitome of the "good" child. Both of these behaviors may disguise the problem. A child who behaves as a perfect student may be seen as having no problems, while acting out may cover the real issues, making the child appear to be the problem. Teachers should listen to their gut response to a child, particularly if that feeling is based on a suspicion that something is wrong.

Occasionally a child will spontaneously disclose an episode of abuse. Although a teacher may doubt the story, it is vitally important to believe the child (Besharov 1990). The child is taking a significant step in trusting the teacher enough to tell what is happening. To betray that trust would repeat the betrayal experienced when an adult abused the child and failed to serve as a protector. Even though the explanation may be fragmented, teachers should listen supportively and ask open-ended questions to fill in gaps. Sometimes after telling the secret, the child may recant the story due to fear, threats, or acceleration of the abuse (Sgroi et al. 1982). Most experts agree that children do not have the ability or knowledge to make up complex lies, especially lies related to adult sexual behavior (Besharov 1990, Conerly 1986, Crewdson 1988).

How to Support an Abused Child

In addition to creating a safe classroom environment, there are other ways teachers can help support an abused child. Most of these behaviors and attitudes are familiar ones.

1. Expectations. Teachers can honor the strength and courage of these children by having high expectations for them. Emotionality may interfere with thinking; therefore, it is important to set reasonable goals and to provide the support needed for the child to feel confident in his or her abilities. School can be a place where children rebuild their self-esteem, assert themselves, and see themselves as successful.

2. Structure. Abused children may feel powerless to control much in their environment. To cope, they may: (a) refuse to even try to control what happens around them; (b) strive to manipulate everything they can by bossing peers and controlling belongings; and (c) express disproportionate feelings whenever they feel threatened. When these children fly off the handle with little provocation, they may be doing so to try to establish control. To help the child feel a sense of control in a positive manner, teachers should give accurate information and build trust. Allowing expression of feelings when appropriate through art, music, drama, and/or creative writing will also help the child to feel less controlled by pent-up emotion.

3. Identity. Children who have been abused in ways that met an adult's needs and denied the child's needs have little sense of personal identity. Teachers can help by pointing out the child's strengths. Statements such as "You are a hard worker," "You are a good friend when you help a classmate with a problem," and "People in this classroom like you because you are fun to be with" will help the child understand how others perceive him or her. Teachers can also help abused children gain a sense of personal identity by asking questions that help them formulate a position on issues, administering interest inventories, and teaching decision-making and problem-solving skills. These skills will assist in interpersonal relationships as well as in self-understanding.

4. Self-esteem. Abused children have little self-esteem. Teachers can help them learn that they are valued, accepted, and capable by fostering an environment that honors each child's uniqueness. Valuing differences will enable children to begin to see themselves as having something to contribute that others appreciate. With each successful completion of a classroom task, the child's sense of competency will be fostered.

5. Sense of belonging. Abused children think they did something wrong and that they are bad. Because they have kept a secret from everyone, they assume there is a reason for them to be isolated from others. To facilitate a sense of belonging, the teacher may provide designated places for possessions, display work in the classroom, and make a conscious attempt to include these children in classroom activities. Support through teaching social skills individually, in small group settings, and through cooperative learning will also help abused children practice interacting in a nonthreatening atmosphere.

6. Social skills. Because abused children have not learned to listen to their inner selves, they may focus on pleasing and meeting the needs of others while neglecting their own needs. Having been introduced to the adult world through an abusive relationship, the child may have learned inappropriate behaviors and language. The child may feel unworthy to interact on an equal basis with others and may fear rejection. A classroom climate that fosters caring, appreciation for differences, consistent rules and boundaries, and recognition for small successes will nurture a child who has been discounted at home.

7. Tolerance of differences. Because each child will respond in a unique way to abuse, classroom behaviors may be variable. Some of the feelings an abused child may experience are anxiety, guilt, embarrassment, depression, anger, and resolution (Hillman and Solek-Tefft 1988). The checklist (fig. 1) may help teachers identify emotions and behaviors that might be explained by abuse. Consultation with a school psychologist, social worker, counselor, or nurse may also help teachers understand unexplainable behaviors and emotions of their students.

8. Consistency. Teachers can support a child's need for structure by maintaining a consistent daily schedule, by having clear expectations for performance in both behavioral and affective areas, and by allowing the child to provide structure in his or her own way. A child's need for structure can restrict the depth of his or her encounter with the world. Teachers may respond to this need by encouraging risk-taking in ways that will encourage success and personal worth.

Although teachers are not responsible for investigation of child abuse, they are legally obligated to report suspected abuse. When abuse is suspected, the teacher can compare the child's behaviors with those of other students at the same developmental level, review the child's past and present behaviors, and refer to indicators such as those listed in Figure 1. To report any suspicions, the teacher should contact the school district child abuse team or the Department of Social Services. The appropriate agencies will assess the situation and decide how to keep the child safe.

Working with children who have suffered abuse is a skill that every teacher possesses. Given a few guidelines and accurate information, the teacher's natural concern and caring for students will promote the process of healing. Teachers have the opportunity to give an abused child the hope of a childhood, the joy of play, and the sense of being cared for by others. Those are gifts that cannot be measured in any monetary or quantitative way.

References

Besharov, D. (1990). Recognizing Child Abuse. New York: The Free Press.

Blume, E. (1990). Secret Survivors. New York: The Free Press.

Butler, S. (1978). Conspiracy of Silence. San Francisco: New Glide Publications.

Colorado Department of Education (1988). The School's Role in the Prevention/Intervention of Child Abuse and Neglect. Denver: Colorado Department of Education.

Conerly, S. (1986). "Assessment of Suspected Child Sexual Abuse." In Sexual Abuse of Young Children, edited by K. MacFarlane, pp. 30-51. New York: The Guilford Press.

Crewdson, J. (1988). By Silence Abused. New York: Harper & Row.

Geiser, R. (1979). Hidden Victims: The Sexual Abuse of Children. Boston: Beacon Press.

Goodwin, J. (1982). Sexual Abuse: Incest Victims and Their Families. Boston: John Wright.

Hillman, D., and J. Solek-Tefft. (1988). Spiders and Flies. Lexington, Mass.: Lexington Books.

Kantrowitz, B. (December 1988). "A Tale of Abuse." Newsweek, pp. 56-59.

National Organization for Victims' Assistance. (March 1989). Newsletter.

Sawyer, F. (Journalist). (1989). Nightline television program, ABC.

Sgroi, S., F. Porter, and L. Blick. (1982). "Validation of Child Sexual Abuse." In Handbook of Clinical Intervention in Child Sexual Abuse, edited by S. Sgroi, pp. 39-79. Lexington, Mass.: Lexington Books.

"Study Finds Child Care Increasing." (April 1992). The Greeley Tribune, p. A-11.

Thelma Bear coordinates district public school programs for students and works with women survivors of abuse as a psychotherapist in private practice. Sherry Schenk works as a school psychologist with elementary and middle school children and has worked with sexually abused children. Lisa Buckner has a B.S. in psychology and is a school bus driver. The authors may be reached at Weld County School District Six, 811 Fifteenth St. Greeley, CO 80631.

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December 1992/January 1993 | Volume 50 | Number 4 Students at Risk Pages 42-47 Thelma Bear, Sherry Schenk and Lisa Buckner Our varied roles as therapist, educator, school psychologist, school bus driver, student, and administrator have provided us with the experience and education on which this article is based.

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Slide #4: Child Abuse Reports Higher When Report Cards Are Released on Fridays

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Slide #4: Child Abuse Reports Higher When Report Cards Are Released on Fridays

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Study in Florida showed that child abuse reports were higher on Saturdays following a Friday that report cards were distributed in schools

When report cards were released during the week (for example a Tuesday), there wasn't a significant increase in child abuse cases

Suspected reasons why higher when released on Fridays: parent alcohol consumption, parents assume marks left by abuse will go away over the weekend, parents have "less time" to get angry during the week

Takeaway for teachers: For all students (but especially for students with lower grades), focus on the strengths of each student with parents rather than focussing on the negative grades. Additionally, present ideas for positive discipline strategies in regards to lower grades (Sparks, 2018).

Reference

Sparks, S. (2018). Friday report cards may raise risk of child abuse, says study. Retrieved from http://blogs.edweek.org/edweek/inside-school-research/2018/12/weekend_report_cards_child_abuse_risk.html

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Friday Report Cards May Raise Risk of Child Abuse, Says Study

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No student is eager to show her parents a less-than-stellar report card, but a new study suggests bad grades may put some children at risk for physical abuse, and the timing of those grades matters.

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Slide #5: Child Maltreatment Reports Drop During School Closures

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Slide #5: Child Maltreatment Reports Drop During School Closures

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Child abuse and neglect reports have dropped since schools began closing due to COVID-19 in March

This drop is likely due to the fact that educators can not make in-person observations about their students well being. Educators typically account for 20 percent of the normal maltreatment reports being made

This type of drop typically happens during regular school breaks (ex: summer) when students are not in school

It is imperative to check-in with students during virtual learning

Additionally, counselors and other educational leaders should implement "virtual home visits" which should include safety checks (De La Rosa, 2020).

Reference

De La Rosa, S. (2020). Child maltreatment reports drop as educators lose access to students during closures. Retrieved from https://www.educationdive.com/news/child-maltreatment-reports-drop-as-educators-lose-access-to-students-during/578284/

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Dive Brief:

Fewer cases of child maltreatment have been reported since schools shut down to help flatten the COVID-19 curve, according to a report published in the Social Science Research Network. The lower number of reports is likely due to educators no longer being in contact with students.

The research uses county data from Florida showing the number of child maltreatment reports dropped 27% between March and Aprildespite high levels of financial, mental and physical stress for parents and caregivers. The study suggests when children are not in school - whether for regular breaks or emergency shutdowns - they disconnect from safety nets of adults who recognize and report abuse.

Underreporting of child maltreatment should be considered when evaluating the cost-benefit of pandemic-related school closures, according to the research. Implementing new strategies could reduce the amount of maltreatment, with ideas including virtual check-ins with students, government agencies easing maltreatment reporting protocols, and hotlines for nonprofessionals to report child abuse suspicions.

Dive Insight:

Staying home doesn't mean staying safe for some children. As COVID-19 isolated families inside their homes and created the high-stress environment of job losses and health anxiety, at-risk children were left unprotected from abusers living in their homes. Teresa Huizar, executive director of the National Children's Alliance, told MarketWatch the environment is a "perfect storm of increased access and increased family stress and financial pressure."

Twenty percent of child abuse reports are filed by education personnel. The current reduction in reports is attributed to children's disconnection from these personnel, and though these reports aren't coming in per se, MarketWatch reports some states are seeing more documented cases of sexual abuse and abusive head trauma reports. While recessions exacerbate child abuse, the pandemic crisis also includes social isolation.

Similar drops in the number of reports also occur every year during summer breaks. In 2018, for instance, Colorado Child Abuse and Neglect Hotline calls dropped 23% from May to June, when school employees were no longer seeing children every day.

Keeping with social distancing requirements, virtual home visits give professionals continued access to children. Home safety checks are part of the visits, which can serve as a preventative approach by reaching families in their home environment. Not all families have access to devices and internet, however, and virtual visits work best when a strong relationship existed prior to the pandemic.

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Child maltreatment reports drop as educators lose access to students during closures

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Fewer cases of child maltreatment have been reported since schools shut down to help flatten the COVID-19 curve, according to a report published in the Social Science Research Network. The lower number of reports is likely due to educators no longer being in contact with students.

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Slide #6: Legal Definition of Abuse & Neglect (Statutory Law)

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Slide #6: Legal Definition of Abuse & Neglect (Statutory Law)

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The Texas Family Code outlines what the definition is for abuse and neglect. This helps educators to better understand if there students are or are not considered victims of abuse or neglect. Here are what the definitions inform us of:

Abuse:

mental or emotional injury

physical injury

not attempting to prevent harm to a child

sexual conduct or encouraging sexual conduct that is harmful to the child (physically, mentally, or emotionally)

use of controlled substances that adversely affects the child

exploitation

Neglect:

leaving the child in a potentially dangerous situation

not following through with medical care for the child

not providing the child with adequate food, clothing, or shelter

(Tex. Family Code § 261.001)

Reference
Investigation of Report of Child Abuse or Neglect, Tex. Family Code § 261.001

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Slide #7: Legalities of Making a Child Abuse or Neglect Report (Statutory Law)

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Slide #7: Legalities of Making a Child Abuse or Neglect Report (Statutory Law)

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Section 261.101 of the Texas Family Code outlines the legal requirements of making a report of suspected abuse or neglect. It notes that:

Whoever the educator is that suspects the abuse or neglect is the individual responsible for making the report

The abuse or neglect should be reported immediately

The abuse or neglect must be reported within 48 hours of suspecting or hearing of the abuse or neglect

You cannot delegate or have someone else make the report

(Tex. Family Code § 261.101)

Reference

Investigation of Report of Child Abuse or Neglect, Tex. Family Code § 261.101

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Slide #8: Are Educators Liable When Making Child Abuse/ Neglect Reports? (Statutory Law)

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Slide #8: Are Educators Liable When Making Child Abuse/ Neglect Reports? (Statutory Law)

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The U.S. Code protects educators in the event that they make a report and the investigation proves no such abuse or neglect. It notes that:

In the event that the investigation of your child abuse/ neglect report comes back with no such findings, you will not be liable for any civil or criminal action

If you are sued for making a report, the plaintiff can be required to pay the defendants legal expenses

This is all assuming that the educator reporting the abuse/ neglect was acting in good faith.

Takeaway: do not avoid making a report in fear of legal retaliation from others

(34 U.S.C. § 20341)

Reference

Child Abuse Reporting Act of 1990, 34 U.S.C. § 20341

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§20341. Child abuse reporting

(a) In general

(1) Covered professionals

A person who, while engaged in a professional capacity or activity described in subsection (b) on Federal land or in a federally operated (or contracted) facility, learns of facts that give reason to suspect that a child has suffered an incident of child abuse, shall as soon as possible make a report of the suspected abuse to the agency designated under subsection (d) and to the agency or agencies provided for in subsection (e), if applicable.

(2) Covered individuals

A covered individual who learns of facts that give reason to suspect that a child has suffered an incident of child abuse, including sexual abuse, shall as soon as possible make a report of the suspected abuse to the agency designated by the Attorney General under subsection (d).

(b) Covered professionals

Persons engaged in the following professions and activities are subject to the requirements of subsection (a)(1):

(1) Physicians, dentists, medical residents or interns, hospital personnel and administrators, nurses, health care practitioners, chiropractors, osteopaths, pharmacists, optometrists, podiatrists, emergency medical technicians, ambulance drivers, undertakers, coroners, medical examiners, alcohol or drug treatment personnel, and persons performing a healing role or practicing the healing arts.

(2) Psychologists, psychiatrists, and mental health professionals.

(3) Social workers, licensed or unlicensed marriage, family, and individual counselors.

(4) Teachers, teacher's aides or assistants, school counselors and guidance personnel, school officials, and school administrators.

(5) Child care workers and administrators.

(6) Law enforcement personnel, probation officers, criminal prosecutors, and juvenile rehabilitation or detention facility employees.

(7) Foster parents.

(8) Commercial film and photo processors.

(c) Definitions

For the purposes of this section-

(1) the term "child abuse" means the physical or mental injury, sexual abuse or exploitation, or negligent treatment of a child;

(2) the term "physical injury" includes but is not limited to lacerations, fractured bones, burns, internal injuries, severe bruising or serious bodily harm;

(3) the term "mental injury" means harm to a child's psychological or intellectual functioning which may be exhibited by severe anxiety, depression, withdrawal or outward aggressive behavior, or a combination of those behaviors, which may be demonstrated by a change in behavior, emotional response or cognition;

(4) the term "sexual abuse" includes the employment, use, persuasion, inducement, enticement, or coercion of a child to engage in, or assist another person to engage in, sexually explicit conduct or the rape, molestation, prostitution, or other form of sexual exploitation of children, or incest with children;

(5) the term "sexually explicit conduct" means actual or simulated-

(A) sexual intercourse, including sexual contact in the manner of genital-genital, oral-genital, anal-genital, or oral-anal contact, whether between persons of the same or of opposite sex; sexual contact means the intentional touching, either directly or through clothing, of the genitalia, anus, groin, breast, inner thigh, or buttocks of any person with an intent to abuse, humiliate, harass, degrade, or arouse or gratify sexual desire of any person;

(B) bestiality;

(C) masturbation;

(D) lascivious exhibition of the genitals or pubic area of a person or animal; or

(E) sadistic or masochistic abuse;

(6) the term "exploitation" means child pornography or child prostitution;

(7) the term "negligent treatment" means the failure to provide, for reasons other than poverty, adequate food, clothing, shelter, or medical care so as to seriously endanger the physical health of the child;

(8) the term "child abuse" shall not include discipline administered by a parent or legal guardian to his or her child provided it is reasonable in manner and moderate in degree and otherwise does not constitute cruelty;

(9) the term "covered individual" means an adult who is authorized, by a national governing body, a member of a national governing body, or an amateur sports organization that participates in interstate or international amateur athletic competition, to interact with a minor or amateur athlete at an amateur sports organization facility or at any event sanctioned by a national governing body, a member of a national governing body, or such an amateur sports organization;

(10) the term "event" includes travel, lodging, practice, competition, and health or medical treatment;

(11) the terms "amateur athlete", "amateur athletic competition", "amateur sports organization", "international amateur athletic competition", and "national governing body" have the meanings given the terms in section 220501(b) of title 36; and

(12) the term "as soon as possible" means within a 24-hour period.

(d) Agency designated to receive report and action to be taken

For all Federal lands and all federally operated (or contracted) facilities in which children are cared for or reside and for all covered individuals, the Attorney General shall designate an agency to receive and investigate the reports described in subsection (a). By formal written agreement, the designated agency may be a non-Federal agency. When such reports are received by social services or health care agencies, and involve allegations of sexual abuse, serious physical injury, or life-threatening neglect of a child, there shall be an immediate referral of the report to a law enforcement agency with authority to take emergency action to protect the child. All reports received shall be promptly investigated, and whenever appropriate, investigations shall be conducted jointly by social services and law enforcement personnel, with a view toward avoiding unnecessary multiple interviews with the child.

(e) Reporters and recipient of report involving children and homes of members of the Armed Forces

(1) Recipients of reports

In the case of an incident described in subsection (a) involving a child in the family or home of member of the Armed Forces (regardless of whether the incident occurred on or off a military installation), the report required by subsection (a) shall be made to the appropriate child welfare services agency or agencies of the State in which the child resides. The Attorney General, the Secretary of Defense, and the Secretary of Homeland Security (with respect to the Coast Guard when it is not operating as a service in the Navy) shall jointly, in consultation with the chief executive officers of the States, designate the child welfare service agencies of the States that are appropriate recipients of reports pursuant to this subsection. Any report on an incident pursuant to this subsection is in addition to any other report on the incident pursuant to this section.

(2) Makers of reports

For purposes of the making of reports under this section pursuant to this subsection, the persons engaged in professions and activities described in subsection (b) shall include members of the Armed Forces who are engaged in such professions and activities for members of the Armed Forces and their dependents.

(f) Reporting form

In every federally operated (or contracted) facility, on all Federal lands, and for all covered individuals, a standard written reporting form, with instructions, shall be disseminated to all mandated reporter groups. Use of the form shall be encouraged, but its use shall not take the place of the immediate making of oral reports, telephonically or otherwise, when circumstances dictate.

(g) Immunity for good faith reporting and associated actions

All persons who, acting in good faith, make a report by subsection (a), or otherwise provide information or assistance in connection with a report, investigation, or legal intervention pursuant to a report, shall be immune from civil and criminal liability arising out of such actions. There shall be a presumption that any such persons acted in good faith. If a person is sued because of the person's performance of one of the above functions, and the defendant prevails in the litigation, the court may order that the plaintiff pay the defendant's legal expenses. Immunity shall not be accorded to persons acting in bad faith.

(h) Training of prospective reporters

All individuals in the occupations listed in subsection (b)(1) who work on Federal lands, or are employed in federally operated (or contracted) facilities, and all covered individuals, shall receive periodic training in the obligation to report, as well as in the identification of abused and neglected children.

(i) Rule of construction

Nothing in this section shall be construed to require a victim of child abuse to self-report the abuse.

( Pub. L. 101-647, title II, §226, Nov. 29, 1990, 104 Stat. 4806; Pub. L. 114-328, div. A, title V, §575(b), Dec. 23, 2016, 130 Stat. 2142; Pub. L. 115-126, title I, §101(a), Feb. 14, 2018, 132 Stat. 318.)

Codification

Another subsec. (g) of section 226 of Pub. L. 101-647 enacted section 2258 of Title 18, Crimes and Criminal Procedure, and amended analysis for part I and heading and analysis of chapter 110 of Title 18.

Section was formerly classified to section 13031 of Title 42, The Public Health and Welfare, prior to editorial reclassification and renumbering as this section.

Amendments

2018-Subsec. (a). Pub. L. 115-126, §101(a)(1), designated existing provisions as par. (1), inserted heading, and added par. (2).

Subsec. (b). Pub. L. 115-126, §101(a)(2), substituted "subsection (a)(1)" for "subsection (a)" in introductory provisions.

Subsec. (c)(9) to (12). Pub. L. 115-126, §101(a)(3), added pars. (9) to (12).

Subsec. (d). Pub. L. 115-126, §101(a)(4), inserted "and for all covered individuals" after "reside".

Subsec. (f). Pub. L. 115-126, §101(a)(5), substituted "on all" for "and on all" and inserted "and for all covered individuals," after "lands,".

Subsec. (h). Pub. L. 115-126, §101(a)(6), inserted "and all covered individuals," after "facilities,".

Subsec. (i). Pub. L. 115-126, §101(a)(7), added subsec. (i).

2016-Subsec. (a). Pub. L. 114-328, §575(b)(1), inserted before period at end "and to the agency or agencies provided for in subsection (e), if applicable".

Subsecs. (e) to (g). Pub. L. 114-328, §575(b)(2), (3), added subsec. (e) and redesignated former subsecs. (e) and (f) as (f) and (g), respectively.

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[USC02] 34 USC 20341: Child abuse reporting

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(a) In general (1) Covered professionals A person who, while engaged in a professional capacity or activity described in subsection (b) on Federal land or in a federally operated (or contracted) facility, learns of facts that give reason to suspect that a child has suffered an incident of child abuse, shall as soon as possible make a report of the suspected abuse to the agency designated under subsection (d) and to the agency or agencies provided for in subsection (e), if applicable.

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Slide #9: Texas Legal Requirements for Training Teachers on Child Abuse/ Neglect (Administrative Law)

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Slide #9: Texas Legal Requirements for Training Teachers on Child Abuse/ Neglect (Administrative Law)

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The Texas Administrative Code outlines the requirements on trainings that districts must provide educators on handling and reporting child abuse/ neglect cases. It explains that:

Training must be provided to all teachers regarding recognition of

sexual abuse

trafficking

other maltreatment of children

Training must include information on

risk factors

warning signs

internal procedures

techniques for reducing a child's risk

information on community organizations that can help

(19 T.A.C. § 61.1051).

Reference

Reporting Child Abuse or Neglect, 19. Tex. Admin. Code § 61.1051

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Education rules concerning reporting child abuse and neglect

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Slide #10: Northside ISD's Policy on Reporting Child Abuse (Administrative Law)

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Slide #10: Northside ISD's Policy on Reporting Child Abuse (Administrative Law)

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In its employee handbook, Northside ISD outlines its stance on reporting child abuse and neglect. As an employee of the district, it is important to understand where your district stands on this matter. Additionally, you must note if your district has additional requirements for you to follow when making reports. Northside ISD's policy notes that:

All employees should abide by the Texas Family Code in regards to reporting child abuse

If an employee fails to report suspected child abuse, it may result in their prosecution as a Class A misdemeanor

Additional disciplinary actions may also result by SBEC for violating the Texas Educators Code of Ethics

Educators should report suspected child abuse or neglect to their principal (even though the report to the principal does not need to come before the report to the appropriate agency)

Educators must cooperate with investigations regarding the report

(Northside ISD, 2019)

Reference

Northside ISD. (2019). Employee Handbook. Retrieved from https://nisd.net/employees/system/files/attachments/employeehandbook19.20.6.3.20.pdf

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Slide #11: Texas Educator Code of Ethics

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Slide #11: Texas Educator Code of Ethics

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Standard 3.2 of the Texas Educator Code of Ethics expresses that “the educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor.” (19 T.A.C. § 247.2).

This ethical standard is very important in regards to reporting suspected child abuse or neglect. If an educator suspects or knows that a student is being abused or neglected but does not make the necessary reports in the lawfully designated amount of time, he or she could potentially be keeping this student in a dangerous situation. If there is no report made, the educator would be indirectly bringing harm to the student.

Reference

Educator Code of Ethics, 19. Tex. Admin. Code § 247.2

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Enforceable Standards.
(1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not intentionally, knowingly, or recklessly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or that are used to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard 1.11. The educator shall not intentionally, knowingly, or recklessly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard 1.12. The educator shall refrain from the illegal use, abuse, or distribution of controlled substances, prescription drugs, and toxic inhalants. (M) Standard 1.13. The educator shall not be under the influence of alcohol or consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. (H) Standard 2.8. The educator shall not intentionally or knowingly subject a colleague to sexual harassment. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly, or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.

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Slide #12: Mayo Clinic Publication of Child Abuse/ Neglect Symptoms

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Slide #12: Mayo Clinic Publication of Child Abuse/ Neglect Symptoms

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The Mayo Clinic has created a document that outlines some of the symptoms of child abuse and neglect. They break the types of maltreatment into the following categories: physical abuse, sexual abuse, emotional abuse, medical abuse, and neglect. The document then goes into the "symptoms" for each (Mayo Clinic, 2018). This is extremely valuable for educators as it outlines what to look for in our classroom in regards to child abuse and neglect.

Reference

Mayo Clinic. (2018). Child abuse symptoms and causes. Retrieved from https://www.mayoclinic.org/diseases-conditions/child-abuse/symptoms-causes/syc-20370864

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Any intentional harm or mistreatment to a child under 18 years old is considered child abuse. Child abuse takes many forms, which often occur at the same time.

Physical abuse. Physical child abuse occurs when a child is purposely physically injured or put at risk of harm by another person.

Sexual abuse. Child sexual abuse is any sexual activity with a child. This can involve sexual contact, such as intentional sexual touching, oral-genital contact or intercourse. This can also involve noncontact sexual abuse of a child, such as exposing a child to sexual activity or pornography; observing or filming a child in a sexual manner; sexual harassment of a child; or prostitution of a child, including sex trafficking.

Emotional abuse. Emotional child abuse means injuring a child's self-esteem or emotional well-being. It includes verbal and emotional assault - such as continually belittling or berating a child - as well as isolating, ignoring or rejecting a child.

Medical abuse. Medical child abuse occurs when someone gives false information about illness in a child that requires medical attention, putting the child at risk of injury and unnecessary medical care.

Neglect. Child neglect is failure to provide adequate food, clothing, shelter, clean living conditions, affection, supervision, education, or dental or medical care.

In many cases, child abuse is done by someone the child knows and trusts - often a parent or other relative. If you suspect child abuse, report the abuse to the proper authorities.

A child who's being abused may feel guilty, ashamed or confused. The child may be afraid to tell anyone about the abuse, especially if the abuser is a parent, other relative or family friend. That's why it's vital to watch for red flags, such as:

Specific signs and symptoms depend on the type of abuse and can vary. Keep in mind that warning signs are just that - warning signs. The presence of warning signs doesn't necessarily mean that a child is being abused.

Physical abuse signs and symptoms

Unexplained injuries, such as bruises, broken bones (fractures) or burns

Injuries that don't match the given explanation

Injuries that aren't compatible with the child's developmental ability

Sexual abuse signs and symptoms

Sexual behavior or knowledge that's inappropriate for the child's age

Pregnancy or a sexually transmitted infection

Genital or anal pain, bleeding, or injury

Statements by the child that he or she was sexually abused

Inappropriate sexual behavior with other children

Emotional abuse signs and symptoms

Neglect signs and symptoms

Poor growth

Excessive weight with medical complications that are not being adequately addressed

Poor personal cleanliness

Lack of clothing or supplies to meet physical needs

Hoarding or stealing food

Poor record of school attendance

Lack of appropriate attention for medical, dental or psychological problems or lack of necessary follow-up care

Parental behavior

Sometimes a parent's demeanor or behavior sends red flags about child abuse. Warning signs include a parent who:

Shows little concern for the child

Appears unable to recognize physical or emotional distress in the child

Blames the child for the problems

Consistently belittles or berates the child, and describes the child with negative terms, such as "worthless" or "evil"

Expects the child to provide attention and care to the parent and seems jealous of other family members getting attention from the child

Uses harsh physical discipline

Demands an inappropriate level of physical or academic performance

Severely limits the child's contact with others

Offers conflicting or unconvincing explanations for a child's injuries or no explanation at all

Repeatedly brings the child for medical evaluations or requests medical tests, such as X-rays and lab tests, for concerns not seen during the health care provider's examination

Physical punishment

Child health experts condemn the use of violence in any form, but some people still use physical punishment, such as spanking, to discipline their children. While parents and caregivers often use physical punishment with the intention of helping their children or making their behavior better, research shows that spanking is linked with worse, not better, behavior. It's also linked to mental health problems, difficult relationships with parents, lower self-esteem and lower academic performance.

Any physical punishment may leave emotional scars. Parental behaviors that cause pain, physical injury or emotional trauma - even when done in the name of discipline - could be child abuse.

If you're concerned that your child or another child has been abused, seek help immediately. Depending on the situation, contact the child's health care provider, a local child welfare agency, the police department or a 24-hour hotline for advice. In the United States, you can get information and assistance by calling or texting the Childhelp National Child Abuse Hotline at 1-800-422-4453.

If the child needs immediate medical attention, call 911 or your local emergency number.

In the United States, keep in mind that health care professionals and many other people, such as teachers and social workers, are legally required to report all suspected cases of child abuse to the appropriate local child welfare agency.

Some children overcome the physical and psychological effects of child abuse, particularly those with strong social support and resiliency skills who can adapt and cope with bad experiences. For many others, however, child abuse may result in physical, behavioral, emotional or mental health issues - even years later.

Here are some examples.

Physical issues

Premature death

Physical disabilities

Learning disabilities

Substance abuse

Health problems, such as heart disease, diabetes, chronic lung disease and cancer

Emotional issues

Low self-esteem

Difficulty establishing or maintaining relationships

Challenges with intimacy and trust

An unhealthy view of parenthood

Inability to cope with stress and frustrations

An acceptance that violence is a normal part of relationships

You can take important steps to protect your child from exploitation and child abuse, as well as prevent child abuse in your neighborhood or community. The goal is to provide safe, stable, nurturing relationships for children.

Here's how you can help keep children safe:

Offer your child love and attention. Nurture and listen to your child and be involved in your child's life to develop trust and good communication. Encourage your child to tell you if there's a problem. A supportive family environment and social networks can help improve your child's feelings of self-esteem and self-worth.

Don't respond in anger. If you feel overwhelmed or out of control, take a break. Don't take out your anger on your child. Talk with your health care provider or a therapist about ways you can learn to cope with stress and better interact with your child.

Think supervision. Don't leave a young child home alone. In public, keep a close eye on your child. Volunteer at school and for activities to get to know the adults who spend time with your child. When old enough to go out without supervision, encourage your child to stay away from strangers and to hang out with friends rather than be alone. Make it a rule that your child tells you where he or she is at all times. Find out who's supervising your child - for example, at a sleepover.

Know your child's caregivers. Check references for babysitters and other caregivers. Make irregular, but frequent, unannounced visits to observe what's happening. Don't allow substitutes for your usual child care provider if you don't know the substitute.

Emphasize when to say no. Make sure your child understands that he or she doesn't have to do anything that seems scary or uncomfortable. Encourage your child to leave a threatening or frightening situation immediately and seek help from a trusted adult. If something happens, encourage your child to talk to you or another trusted adult about what happened. Assure your child that it's OK to talk and that he or she won't get in trouble.

Teach your child how to stay safe online. Put the computer in a common area of your home, not the child's bedroom. Use the parental controls to restrict the types of websites your child can visit. Check your child's privacy settings on social networking sites. Consider it a red flag if your child is secretive about online activities.

Cover online ground rules, such as not sharing personal information; not responding to inappropriate, hurtful or frightening messages; and not arranging to meet an online contact in person without your permission. Tell your child to let you know if an unknown person makes contact through a social networking site. Report online harassment or inappropriate senders to your service provider and local authorities, if necessary.

Reach out. Meet the families in your neighborhood, including parents and children. Develop a network of supportive family and friends. If a friend or neighbor seems to be struggling, offer to babysit or help in another way. Consider joining a parent support group so that you have an appropriate place to vent your frustrations.

If you worry that you might abuse your child

If you're concerned that you might abuse your child, seek help immediately. In the United States, you can get information and assistance by calling or texting the Childhelp National Child Abuse Hotline: 1-800-4-A-CHILD (1-800-422-4453).

Or you can start by talking with your family health care provider. Your provider may offer a referral to a parent education class, counseling or a support group for parents to help you learn appropriate ways to deal with your anger. If you're misusing alcohol or drugs, ask your health care provider about treatment options.

If you were abused as a child, get counseling to ensure you don't continue the abuse cycle or teach those destructive behaviors to your child.

Remember, child abuse is preventable - and often a symptom of a problem that may be treatable. Ask for help today.

1. AskMayoExpert. Child abuse. Mayo Clinic; 2021.

2. Overview of child maltreatment (child abuse). Merck Manual Professional Version. https://www.merckmanuals.com/professional/pediatrics/child-maltreatment/overview-of-child-maltreatment#. Accessed Jan. 12, 2022.

3. Trauma and child abuse resource center: Frequently asked questions. American Academy of Child and Adolescent Psychiatry. https://www.aacap.org/aacap/Families_and_Youth/Resource_Centers/Child_Abuse_Resource_Center/FAQ.aspx#question1. Accessed Jan. 12, 2022.

4. Preventing child abuse and neglect. Centers for Disease Control and Prevention. https://www.cdc.gov/violenceprevention/childabuseandneglect/fastfact.html. Accessed Jan. 12, 2022.

5. Preventing adverse childhood experiences (ACEs): Leveraging the best available evidence. Centers for Disease Control and Prevention. https://stacks.cdc.gov/view/cdc/82316. Accessed Jan. 12, 2022.

6. Child maltreatment surveillance: Uniform definitions for public health and recommended data elements. Centers for Disease Control and Prevention. https://stacks.cdc.gov/view/cdc/11493. Accessed Jan. 12, 2022.

7. Violence prevention: Risk and protective factors. Centers for Disease Control and Prevention. https://www.cdc.gov/violenceprevention/childabuseandneglect/riskprotectivefactors.html. Accessed Jan. 12, 2022.

8. Long-term consequences of child abuse and neglect. Child Welfare Information Gateway. https://www.childwelfare.gov/pubs/factsheets/long-term-consequences/. Accessed Jan. 12, 2022.

9. How to report child abuse and neglect. Child Welfare Information Gateway. https://www.childwelfare.gov/topics/responding/reporting/how/. Accessed Jan. 12, 2022.

10. Keeping children safe online. U.S. Department of Justice. https://www.justice.gov/coronavirus/keeping-children-safe-online. Accessed Jan. 13, 2022.

11. Other conditions that may be a focus of clinical attention: Abuse and neglect. In: Diagnostic and Statistical Manual of Mental Disorders DSM-5. 5th ed. American Psychiatric Association; 2013. https://dsm.psychiatryonline.org. Accessed Jan. 13, 2022.

12. Boos SC. Physical child abuse: Recognition. https://www.uptodate.com/contents/search. Accessed Jan. 12, 2022.

13. Child neglect: Evaluation and management. https://www.uptodate.com/contents/search. Accessed Jan. 12, 2022.

14. Health Education & Content Services (Patient Education). Talking to your child about safe and unsafe touch. Mayo Clinic; 2021.

15. Handling child abuse disclosures. Childhelp. https://www.childhelp.org/what-is-child-abuse/handling-child-abuse-disclosures/. Accessed Jan. 14, 2022.

16. Zeanah CH, et al. Child abuse and neglect. Journal of the American Academy of Child & Adolescent Psychiatry. 2018; doi:10.1016/j.jaac.2018.06.007.

17. Cohen JA, et al. Trauma-focused cognitive behavioral therapy for children and families. Child and Adolescent Psychiatric Clinics of North America. 2022; doi:10.1016/j.chc.2021.05.001.

18. Child-parent psychotherapy. Youth.gov. https://youth.gov/content/child%25E2%2580%2593parent-psychotherapy. Accessed Jan. 14, 2022.

19. Sege RD, et al. Effective discipline to raise healthy children. Pediatrics. 2018; doi:10.1542/peds.2018-3112.

20. Derauf DC (expert opinion). Mayo Clinic. Jan. 28, 2022.

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Learn the signs of child abuse and how to get help-Child abuse - Symptoms & causes - Mayo Clinic

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Child abuse includes physical, sexual, emotional and medical abuse, as well as neglect. Learn about signs, risk factors, how to get help and prevention.

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Slide #13: Best Practices When Suspecting and Handling Child Abuse and Neglect in Education

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Slide #13: Best Practices When Suspecting and Handling Child Abuse and Neglect in Education

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Ensure that you are aware of what the state of Texas defines as "abuse" and "neglect" for children in Texas. Without understanding this, it may be difficult to identify it in your students.

If you suspect child abuse or neglect in a student, it is your responsibility to make the report. You legally cannot have someone else make the report for you. It has to be you.

You should make the report immediately. If you do not make reports of the suspected maltreatment within 48 hours, you could face legal consequences.

In the event that you report suspected abuse or neglect and the investigation proves that the child is not in danger, you cannot face any type of civil or criminal consequences (assuming you made the report with good intentions).

Your school district's stance on reporting child abuse and neglect most likely aligns completely with the state and federal government's, but make sure you check to see if there are any additional requirements. For example, Northside ISD requires that you also tell your campus principal of the suspected abuse.

Be knowledgeable on the signs of child abuse and neglect in children. You could save your student's life by doing so.

Educators account for twenty percent of the child abuse reports made every year. That means that when students are not on campus, less reports are being made but maltreatment is still occurring.