Work

‘A Pivotal, Lynch‐Pin Role’ or ‘One Cog in the Wheel’? Irish Primary School Teachers' Beliefs about their Role in Child Protection

Year: 2025

Type: article

Abstract: ABSTRACT Teachers have unparalleled access to children and so are well placed to play a key role in child protection; however, teachers' underreporting of child abuse and neglect undermines the potential impact of that role. This paper reports on Irish primary school teachers' beliefs about the role they should play in child protection. Qualitative data from 369 respondents to an anonymous mixed methods online survey was analysed using inductive thematic analysis. Teachers' responses were developed into two main themes. The first relates to those teachers who report that they should play a proactive and dynamic role in child protection, due to their unique professional role, and their belief that they should also play a preventative role in educating children in relation to the skills necessary to deal with child abuse. The second theme relates to those teachers who report that they should play a more defined, reactive role, where they vigilantly observe children for potential signs of abuse, and where necessary, fulfil their mandated reporting obligations. Some of these teachers expressed frustration regarding unrealistic societal expectations on teachers in relation to child protection. Findings highlight the differing views of teachers in relation to the role they should play in child protection.

Source: Child Abuse Review

DOI: 10.1002/car.70078

Authors: Mia Treacy, Ashling Bourke, Margaret Nohilly, Catherine Maunsell

Institutions: University of Limerick, Mary Immaculate College, Dublin City University

Language: English

Topic: Child Abuse and Trauma

Subfield: Clinical Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Peace, justice, and strong institutions

Open Access status: hybrid

Estimated APC paid: $3,350