Perspectives and experiences of preschool teachers in preventing and intervening child abuse and neglect

Abstract

ABSTRACT The ability to identify and report child abuse and neglect at schools plays a significant role in protecting children and reducing the consequences of violence and abuse. This research examines how preschool teachers identify and report child abuse and neglect by focusing on their knowledge and skills in available preventions and interventions. The study sample included 25 preschool teachers from both public and private kindergartens in Türkiye. Thematic analysis was conducted on the interventions around child abuse and neglect using semi-structured interviews. The thematic analysis revealed three themes: (a) challenges in protecting children; (b) being able to identify neglect and abuse; and (c) contributing factors in child protection. Many participants demonstrated an ability to identify the consequences of child abuse and neglect. Key barriers to protecting children were the teachers’ difficulties in reporting abuse, struggles within the school environment, parents’ normalization of violence and abuse and resistance to changing their behaviors toward children. Based on these findings, a multilevel intervention approach was recommended to address child abuse and neglect in school settings, emphasizing the need for coordinated responses.