Wiley, Mary Kathleen

When Law Meets Reality: exploring the factors that influence
mandatory reporting to child protective agencies by teachers

Abstract

The researcher chose to explore the process teachers go through when reporting children to child protective services starting from when the teacher decides to make the report. The study attempts to answer how well are teachers prepared and supported to follow through with their legal responsibility to report to child protective services when they one of their student is being abused or neglected? The participants for the study are professionals who work in Greater Toronto Area schools and have experience reporting children to child protective agencies. The first participant is a teacher who has reported a number of students to child protective services. The second participant is a school board social worker who provided workshops on mandatory reporting, and who has supported teachers who are reporting cases of abuse. The results suggest that while teachers will report obvious signs and symptoms of abuse, teachers are more likely to identify and report more subtle cases of abuse or neglect when they work
in a supportive school environment that emphasizes the responsibility teachers have to the welfare of their students.

Acknowledgements

I wish to thank Nick Scarfo and Daphne Heywood for their guidance and advice. I would also like to thank the participants of this study who volunteered their time and spoke candidly about their experiences and shared their invaluable insights. Finally, I would like to thank my friends, family and research colleagues for your ideas, your support and your patience.