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sufficient knowledge of both the institutional structure and the
complexities and dynamics of maltreatment
Knowledge of indicators and correlates of abuse, and laws that promote reporting of
abuse are a necessary prerequisite for teachers to protect children from maltreatment.
Teachers who are more knowledgeable about indicators of sexual abuse, who realize
that sexual abuse must be reported and who know that children usually do not lie
. about abuse, may be in a position to prevent another incident of abuse or a second
child in the family from suffering abuse (Sibert 1981 : 83-89).
According to Volpe (1981 : 103) a range offactors make the potential role ofteachers
in child abuse cases vitally importanf:
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Children suffering abuse of one form or another are likely to exhibit
some unusual behaviour. Teachers are trained in the normal
development of children and are ideally placed, given this training and
their prolonged contact with the child, to recognise abnormal or changed
behaviour. Thus teachers may be the first to identify signs which may
indicate that a child is suffering abuse.
An abused child may look for someone with whom they can share their
secret. Whether or not the abuse is actually perpetrated in the home,
evidence seems to suggest that they will seek a neutral, trusted figure
when they decide to talk about their problems. Teachers are often the
very people that abused children turn to for help.
Schools form a natural focus for professional groups dealing with
children. As the focus for this inter-professional network, schools - and
thus their teachers - have an important role to play.
Child abuse is not constrained by social class, economic circumstances
or geographical setting. Child abuse is likely to occur in all communities