Teachers' Perspectives on Their Role in Responding to Child Neglect.

Area of Science:

• Child Psychology
• Educational Psychology
• Social Work

Background:

• Teachers are crucial in early identification of child neglect.
• Research on teachers' perspectives regarding child neglect is limited.
• Understanding teacher roles and attitudes is vital for effective intervention.

Purpose of the Study:

• To examine Jewish and Arab teachers' perceptions of their role in responding to child neglect in Israel.
• To explore teachers' attitudes towards child neglect and their perceived responsibilities.
• To identify barriers and facilitators for teachers' engagement in child neglect cases.

Main Methods:

• Focus groups conducted with 107 in-service and pre-service teachers (Jewish and Arab).
• Qualitative data analysis to understand teachers' experiences and perspectives.
• Exploration of current and desired roles in child neglect response.

Main Results:

• Teachers acknowledge their central role in identifying and reporting child neglect and express strong commitment.
• Hesitancy stems from heavy workloads, perceived overreach of professional responsibility, and lack of knowledge.
• Inadequate training in pre-service and in-service programs is a significant obstacle.
• Teachers proposed whole-school approaches, emotional support for children, and parent education/collaboration.

Conclusions:

• Teachers' role in child neglect response should extend beyond identification to include trauma-informed practices and parent partnerships.
• Effective intervention requires comprehensive training, supervision, and support systems for teachers.
• Schools can play a vital role by addressing children's emotional needs and fostering trust with parents.