Recognition and reporting of child abuse by personnel of Flemish rural primary schools

Abstract

This study, performed in 2019, examined which factors influenced recognition of child abuse and the need to intervene of school staff of primary schools in Flemish rural areas. One hundred and fifty staff members of primary schools filled out the Questionnaire Assessment of Situations of Child Abuse and answered for each vignette questions regarding recognition and perceived intervention need. Although school staff recognized most of the situations of child abuse, cases of emotional abuse were recognized less often. Compared to European victims, vignettes involving non-European victims were considered as more severe, and the need to involve professional help and to call in judicial authorities was greater. School personnel’s number of years of experience in education was positively associated with recognition, but negatively with the need to involve judicial authorities. The number of students in a school was associated with lower severity assessment and more children with low socio-economic status with a decreased likelihood of referral to a Confidential Center of Child Abuse and Neglect. Awareness of the fact that characteristics of the victim, staff characteristics and context characteristics influence detection and perceived intervention need of school personnel may result in more equal treatment for all victims.