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Hello! My name is Angelica Yorkman. I have been an educator for seven years, working with fourth through sixth-grade students at Title I campuses. Title I campuses serve high populations of low socioeconomic students; therefore, some of these students have a difficult home life and are at a higher risk of not graduating. Teaching children facing hardships encouraged me to expand my education so that I could become a school counselor. The goal is to be the strongest advocate for all students to be protected, heard, and encouraged.
The audience aimed at addressing is school staff such as administrators, teachers, and counselors. Child abuse is a vital topic of concern not only with disadvantaged students but all students. Campus staff is trained to be observant so that signs of abuse are recognized. By law, suspicion of child abuse or neglect must be reported to the appropriate authorities (Tex. Fam. Code § 261.101). The staff is also trained in how to respond to matters when a student informs abuse. However, there is little information presented on how teachers support the needs of abused children in the classroom. This presentation will target strategies and best practices for teachers to demonstrate when working with students who have suffered abuse or neglect.

Reference:
Texas Family Code. 5 § 261.101

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Suzanne Gerstner, an experienced school counselor for an elementary school in the Midland Independent School District, shared valuable ideas regarding the lack of support given to teachers when working with abused children. Mrs. Gerstner explained that teachers are told about a student's abuse on a need-to-know basis and even then are not given all or specific details. Teachers need to know the student's history, mainly when changes in behavior or academics are observed due to the child's circumstances. Children are most often referred to counseling services outside of school. However, that does not mean he or she is not struggling mentally or emotionally while at school (S. Gerstner, personal communication, 2021).

Teachers do not only educate students but advocate for their well-being and success. Teachers are the first ones to notice changes or difficulties arising in their students. However, educators are not adequately trained on how to support abused children in the school setting. There must be tools and strategies demonstrated so that kids who are affected by child abuse or neglect feel protected and valued on campus. (S. Gerstner, personal communication, 2021)

Listed below are best practices to be used by teachers to create opportunities to support student needs:

Create a structured, respectful, and safe learning environment.

Do not expect that the child's needs have been met. For example, if a student arrives late, still allow them to eat breakfast instead of assuming they were given breakfast.

Teacher's attitude- Be mindful of the way you speak to your students. Demonstrate the appropriate and respectful way to speak to others. If a student feels you are unapproachable, he or she may be reluctant to confide in you.

Respect Boundaries- Students may want to be comforted physically (hug or pat on the back) or not touched at all.

Value- Show students that their feelings are important and valued.

(ASCD, 2021)

The past couple of years (2020-2021) have been greatly affected by COVID. Schools around the United States have been closed down, and in some states, doors are just now re-opening. School staff is usually the first to notice signs of child abuse and neglect. Due to the unforeseen closures of many schools, there is a likelihood that many child abuse cases were overlooked, unreported, or ignored. In response to this prediction, school districts should provide adequate training to assist teachers in working with abused or neglected children.

Reference:
ASCD. (2021). Supporting victims of child abuse.      https://www.ascd.org/el/articles/supporting-victims-of-child-abuse

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The National Education Association's goal is "to advocate for education professionals and to unite our members and the nation to fulfill the promise of public education to prepare every student to succeed in a diverse and interdependent world" (National Education Association, 2021). The NEA website releases several articles related to current events affecting the field of education. Recently, an article supporting how child abuse and neglect cases have decreased in the last year. School experts are connecting the decrease to COVID-19. The epidemic has "severed the link between child maltreatment victims and the number one source of reported maltreatment allegations" (Walker, T., 2021, para. 3). The article expresses concern for the overwhelming number of mental health issues expected to arise when schools are reopened. Students are not receiving the counseling and guidance services they usually receive if they had a typical school year. The article also addresses that the reopening of schools will face challenges, and schools will need more training for the staff to help with address the needs of students (Walker, T., 2021).

Link:  https://www.nea.org/advocating-for-change/new-from-nea/student-trauma-wont-just-disappear-fall-counselors-warn

Reference:
Walker, T. (2020, May 20). Student Trauma Won’t Just Disappear in the Fall, Warn Counselors. National Education Association. https://www.nea.org/advocating-for-change/new-from-nea/student-trauma-wont-just-disappear-fall-counselors-warn

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Child Abuse Cases Got More Severe During COVID-19. Could Teachers Have Prevented It?

Researchers from the University of California,found that reported cases of suspected child abuse in a county in California decreased, but the severity of actual child abuse cases increased.

Teachers and other adults at schools made up the biggest hole in the safety net for children during this time.

COVID-19 caused many issues including

raising parental stress

strain on family budgets

forced families to crowd together for quarantines

telecommuting, and remote schooling

and limited social and mental health supports for parents

reported abuse dropped, the confirmed evidence of abuse rose by 30 percent from 2019 to 2020

The proportion of suspected child abuse cases that were considered severe enough to need medical evaluations and intervention rose from 10 percent before the pandemic to 17 percent during it.

One reason for the decrease in reports was that teachers and others at schools  had less contact with students overall, due to school closures and remote classes.

There is an “exponential increase”  expected in the number of families and students identified as needing support services related to abuse and neglect when schools reopen.

Sparks, S.D. (2021, June 1). Child abuse cases got more severe during COVID-19. Could teachers have prevented it? EducationWeek. https://www.edweek.org/leadership/child-abuse-cases-got-more-severe-during-covid-19-could-teachers-have-prevented-it/2021/06

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As Hospitals See More Severe Child Abuse Injuries During Coronavirus, 'the worst is yet to come'

Several advocates and pediatricians who specialize in child abuse say they are seeing an increase in the number of abused children who need to be hospitalized.

The coronavirus outbreak in Pennsylvania has sidelined most mandated reporters of abuse, such as teachers, coaches and clergy members, because of closures and stay-at-home orders.

Stay at home orders have made it easier for children to be preyed on by online solicitors therefore increasing the chances of being sexually abused

Advocates are requesting lawmakers make changes now to protect the youth from abuse, neglect, and death.

Reference:

Woodall, C. (2020, May 13). As hospitals see more severe child abuse injuries during coronavirus, 'the worst is yet to come'. USAToday. https://www.usatoday.com/story/news/nation/2020/05/13/hospitals-seeing-more-severe-child-abuse-injuries-during-coronavirus/3116395001/

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Ohio v. Clark, 2015

Darius Clark was tried on multiple counts related to the abuse of his girlfriend's two children.

The oldest child stated the abuse to his teachers and that information was used by the State as evidence, but the child did not testify.

The trial court denied Clark’s motion to exclude the statements under the Sixth Amendment’s Confrontation Clause. A jury convicted Clark on all but one count.

This law supports the statements of abuse victims and protects them from having to physically testify in court preventing more trauma.

Link: https://www.supremecourt.gov/opinions/14pdf/13-1352_ed9l.pdf
Reference: Ohio v. Clark, Volume Source Page, (2015)

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The 14th Amendment
“Section I. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws" (US Const. amend. XIV).

The 14th amendment can be interpreted in many ways.

The amendment can protect a victim of child abuse or neglect by requiring equal protection of the law.

Link: https://www.law.cornell.edu/wex/equal_protection
Reference: U.S. Const. amend. XIV.

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Texas Education Code 2 § 38.004
CHILD ABUSE REPORTING AND PROGRAMS

According to the Texas Education Code, every school is required to notify school employees of the responsibility of mandatory reporting of suspected child abuse or neglect.

Reporting includes the trafficking of a child under Section 20A.02(a)(5) or (7), Penal Code, in the manner required by Chapter 261, Family Code.

Link: https://statutes.capitol.texas.gov/Docs/ED/pdf/ED.38.pdf
Reference: Texas Education Code, T.E.C. 2 § 38.004

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Texas Administrative Code 26 § 510.46
HEALTH AND HUMAN SERVICES:  ABUSE AND NEGLECT ISSUES

Provides definitions of abuse and neglect

Describes reporting of types of abuse including unethical conduct

Describes training requirement of abuse and neglect to employees

Link: https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=26&pt=1&ch=510&rl=46
Reference: Health and Human Services, 26 Tex. Admin. Code § 510.46

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Student Welfare: Child Abuse and Neglect

The Midland Independent School district will address include a program that addressed child abuse and neglect by including the following:

1. Methods for increasing staff, student, and parent awareness regarding these issues, including prevention techniques and knowledge of likely warning signs indicating that a child may be a victim;

2. Age-appropriate, research-based antivictimization programs for students;

3. Actions that a child who is a victim should take to obtain assistance and intervention; and

4. Available counseling options for affected students.

(Midland Independent School District, 2020, p.1)

Midland ISD will provide child abuse and neglect training required by law to all employees

Link: https://pol.tasb.org/Policy/Download/886?filename=FFG(LOCAL).html&title=STUDENT%20WELFARE&subtitle=CHILD%20ABUSE%20AND%20NEGLECT
Reference:  Midland Independent School District. (2020, July 21). FFG(Local)-Student welfare: Child abuse and neglect. https://pol.tasb.org/Policy/Download/886filename=FFG(LOCAL).html&title=STUDENT%20WELFARE&subtitle=CHILD%20ABUSE%20AND%20NEGLECT

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American School Counselor Association (ASCA)
A.6. Appropriate Referrals and Advocacy
School counselors:
a. Collaborate with all relevant stakeholders, including students,
educators and parents/guardians when student assistance is
needed, including the identification of early warning signs of
student distress (ASCA, 2016, p. 3).

As a counselor, ensuring the mandatory training for child abuse and neglect will significantly benefit all students. In addition, teachers aim to protect and advocate for students; therefore, providing reminders and strategies when working with abused or neglected children will increase the chances of saving a student from harm, trauma, or even death.

Reference: American School Counselor Association. (2016). ASCA Ethical Standards for School Counselors. https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

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Slide #12:  Personal Connection to Legal and Ethical Standards

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Slide #12:  Personal Connection to Legal and Ethical Standards

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Little or no thought was given about legal or ethical standards connected to my education before this course. However, after reviewing how laws have allowed me to pursue higher education and get to where I am now, I have a more appreciative perspective of the sources of law. Legal and ethical standards have evolved into creating equal rights and opportunities for all and established professional expectations and boundaries to follow and uphold our civil rights.

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Teachers are supporters and protectors of students.  Teachers see the ones who are suffering and have the opportunity to make a difference for the better.  Here are some best practices for educators to follow when working with abused or neglected children:

Request training to help refresh how to report and identify child abuse/neglect

Always report if there is suspicion of child abuse/neglect (It is the law!)

Communicate with your counselor about student concerns or guidance

Create a safe, positive, and structured learning environment

Be a constant, dependable, and supportive model