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Despite this responsibility, research shows educators often underreport suspected cases due to fear of legal consequences, concern about disclosure effects, limited knowledge of detection and reporting procedures, and preference for resolving matters internally. The text argues for strengthened, legally focused training in undergraduate teacher preparation to improve confidence and reporting to CPS.",{"@graph":69,"@context":113},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/bridging-the-gap-of-teacher-education-about-child-abuse-read-online/603425/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/bridging-the-gap-of-teacher-education-about-child-abuse-read-online/603425.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107],{"name":108,"@type":109,"acceptedAnswer":110},"How does the document suggest improving child abuse reporting by educators?","Question",{"text":111,"@type":112},"It proposes providing prospective teachers with training and education on child abuse during undergraduate coursework, including emphasis on legal obligations and procedures for reporting to CPS.","Answer","https://schema.org",{"og:url":83,"og:type":115,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":117,"canonical":83},"index,follow",{"doc_id":119,"site_id":62},603425,1792103540,{"code":4,"msg":5,"data":122},{"doc_id":119,"user_id":123,"nickname":92,"user_avatar":124,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":125,"file_id":126,"file_url":127,"file_type":128,"file_size":129,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":130,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":135,"read_time":136},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Bridging the Gap of Teacher Education about Child Abuse  \nBy Allison N. Sinanan  \nAllison N. Sinanan is an assistant professor of social work in the Division of Social and Behavioral Sciences at The Richard Stockton College of New Jersey, Pomona, New Jersey.  \nIntroduction  \nSchool personnel, particularly educatorsand school psychologists, are a first line of defense in protecting children from abuse. Teachers play an important role in the detection and reporting of child abuse. The relationship established between teachers and their students can facilitate the identification of child abuse. By virtue of their work, they have ongoing contact with children, thus placing them in a unique position to detect signs of child abuse. The U.S. Department of Health and Human Services recognizes that the most frequent reporters of child abuse, numbering 16.2% in 2003, were educators (Crosson-Tower, 2003) .  \nIn addition, teachers are in a position to observe children on a daily basis and compare behavior withpeer norms and/or past behavior (Crenshaw, Crenshaw, & Lichtenberg, 1995). While school professionals are in a unique position to identify and report child abuse, much of the current literature indicates that school personnel, particularly educators, seriously underreport suspected  \ncases of child maltreatment (National Center on Child Abuse Prevention Research, 1998). Research on over and underreporting by teachers is particularly important for the debate since the Third National Incidence Study (Sedlak & Broadhurst, 1996) reveals that public schools report more cases of child abuse and neglect than does any other institution. Zellman and Fair (2002) note that schools’ low reporting rates to Child Protective Services (CPS) may reflect their tendency to report milder cases of maltreatment. These cases are screened out by increasingly strict standards imposed by CPS, caused by CPS’s lack of resources to respond to the increased reporting of child abuse and neglect. This highlights the important role of educators and indicates that many educators are already involved in responding to this issue, yet more can be done to address maltreatment. Perhaps training and education of child abuse needs to occur for prospective teachers in their coursework on the undergraduate level.  \nPossible Reasons for Not Reporting Child Abuse  \nThere are a variety ofreasons why school personnel may not feel comfortable when it comes to making the decision to report a possible child abuse case. These reasons include legal ramification for false allegations, consequences of disclosure, lack of knowledge regarding how to detect and report child abuse, and possible deterioration of relationship between the school and the family. For example, 63% of 568 elementary and middle school personnel reported a deep fear of the legal ramifications that might result in the case of a false allegation (Abrahams, Casey,& Daro, 1992; Compaan, Doueck, & Levine, 1997; Kenny, 2001) . Compaan et al. (1997) found that concerns or apprehensions about child protective services prevented individuals from reporting a case. Another reason for failure to report was the fear of making an inaccurate report (Kenny, 2001) .  \nSome education personnel may lack knowledge of the child reporting law or of their obligation as mandated reporters. Kenny (2001) found that only one-third of teachers were well aware of the legislated requirements and standard child abuse reporting procedures. Moreover, only 3% of teachers reported that they were aware of their school’s procedures for reporting child abuse (Kenny, 2001) . As reported by Payne and Payne (1991), many school principals have a preference of resolving child abuse quietly within the school community, while others personally investigate cases of suspected abuse brought to them by staff before making a report. Both of these actions are not in compliance with most state child abuse reporting laws.  \nSeveral studies report that teachers do not ","cbCaiaTag4F3G8Hk","https://ap.wps.com/l/cbCaiaTag4F3G8Hk","pdf",115436,15,"English","# Introduction\n# Possible Reasons for Not Reporting Child Abuse\n## Legal and personal consequences\n## Knowledge and training gaps\n# Child Maltreatment","[{\"question\":\"How does the document suggest improving child abuse reporting by educators?\",\"answer\":\"It proposes providing prospective teachers with training and education on child abuse during undergraduate coursework, including emphasis on legal obligations and procedures for reporting to CPS.\"}]","Bridging the Gap of Teacher Education about Child Abuse - read online | PDF",1792096217,38]