Educators have a critical role in keeping children safe in schools

Students scramble for the few available public vehicles destined for Central Kenya at the Tea room bus stage in Nairobi on January 05, 2020. [Stafford Ondego, Standard]

Schools must not only provide quality education, identity and nurture talent, but should also be safe spaces for learners. They need to make sure that every student is safe both in school and out on school-related activities.  

Children are potentially exposed to various hazards in a school setting; sexual predators, psychological abuse, physical abuse, breach of confidentiality and other forms of abuse. Manifestations such as attention deficits, cognitive dissonance, lack of motivation, and extreme mood swings all adversely affect intellectual development.

Physical effects of child abuse

Studies of physically abused children document significant neuromotor handicaps, including central nervous system damage, physical defects, growth and mental retardation, and speech problems. Such children have been found to have more mild neurologic signs, serious physical injuries, and skin markings and scars than their non-abused peers.

Physical aggression and antisocial behaviour are among the most consistently documented childhood outcomes of physical child abuse.

A 1990 study by Kenneth Dodge (a distinguished Professor of Public Policy and Professor of Psychology and Neuroscience at Duke University, USA and also the founding and past director of the Duke University Center for Child and Family Policy) comparing preschool children who were classified as physically harmed with those who were unharmed found that children with a history of physical harm were rated as more aggressive by teachers and peers.

Evidence from other studies indicates continued problems of aggression and anger and conduct disorder. Children who experienced violence were reported (by their parents) in the National Family Violence Survey to have higher rates of conduct problems and rule-violating behaviours.

Child maltreatment is associated with an increased risk of antisocial behaviour, with a persistent and unstable association remaining up to the age of 50. The study well articulates that effects of child abuse have high odds of projecting well to into adulthood, with persisting anti-social behaviours, conduct disorder and aggression. 

Psychological effects of child abuse

Teachers ought to be equipped and supported to recognize and address psychological trauma among the children and adolescents who experience child abuse. In particular, the entrance examination and screening for risk factors at school can make a positive contribution. This should be followed by evidence-based preventive programs.

Programs to support character education and learning about social and emotional skills can substantially improve students’ physical and emotional safety. This includes fostering emotional support between peers and staff, placing stringent structures to prevent abuse, and implementing programs that teach social and emotional skills such as conflict resolution, anger management, and positive communication. Experimental research on these types of programs has shown that effective programs enhance social-emotional skills and attitudes, increase the frequency of positive social behaviour, and reduce the frequency and severity of behavioural issues and emotional problems.

Policies and Procedures

Effective implementation of policies and procedures within school settings has been shown to prevent maltreatment within schools. In addition, leadership is important to the success and sustainability of school-based prevention programs. School administrators can send a clear message that child protection is a priority and impress upon staff to implement skills learned in training within the school setting.

Administrators must assess their current child protection policies, procedures and practices to develop a comprehensive child protection strategy for their schools. A robust training for school administrators that can help them assess their current child protection policies, procedures, and practices is necessary.

A strategy based on research and best practice includes policies and procedures designed to protect children from abuse, establishing a staff code of conduct, creating procedures for screening and hiring staff and volunteers, and reporting staff violations of protection policies.

Staff Training

Teachers have more access to children than almost any other professionals. Teachers and school administrators are often largely responsible for reporting abuse. Despite this, numerous barriers exist that may prevent teachers and administrators from being fully effective in this role.

For instance, evidence indicates that staff are often ill-prepared to recognize signs and symptoms of abuse. In addition, underreporting of child abuse by teachers is common.

Research findings reveal that under-reporting among teachers is often associated with a lack of knowledge about the signs and symptoms of abuse, lack of knowledge of reporting procedures or unclear reporting procedures.

Given this, it is not surprising to learn that many teachers would benefit from increased training on the signs  associated with maltreatment and on reporting procedures.

Teacher and staff education is a fundamental component for implementing effective child protection programs. Training on common indicators of abuse and neglect prepares staff to recognize possible abuse and report according to their school or program’s reporting procedures when they have “reasonable cause to suspect” a child is being abused and/or neglected.

The most commonly used method to prevent child abuse is teaching children about it. Research suggests that children are capable of learning many personal safety skills related to abuse prevention in general and sexual abuse prevention in particular.

For example, a comprehensive review of 27 studies indicated that prevention program participants had statistically significant gains in their knowledge of personal safety skills compared to the control group children.

Research suggests programs utilizing more active modes of teaching (modelling, rehearsal, and reinforcement) result in greater gains in knowledge and skills than those employing a didactic approach.

It is also important to engage families and caregivers in prevention and protection efforts. Research findings suggest schools can help families fulfil their role by engaging them in prevention and protection efforts and education about child abuse and neglect. Educating all players in a student’s life helps wrap children in protection.

Our child protection framework

The government has enacted laws to protect children. However, thousands are still exposed to violence and abuse, harmful practices, lack of parental care and sexual exploitation.

An emerging threat for children is online abuse. Around one in two young adults in Kenya has experienced violence as a child, according to the 2019 Violence Against Children Survey, carried out by the Ministry of Labour and Social Protection.

This found that 46 per cent of women aged 18 to 24 faced at least one type of violence – physical, emotional or sexual – during their childhood, as well as 52 per cent of young men in the same age group. The prevalence of child marriage among girls stands at 23 per cent.

The 2010 Constitution of Kenya (Article 53) recognises the right of all children to be protected from abuse, neglect, harmful cultural practices, all forms of violence, inhumane treatment and punishment, and hazardous or exploitative labour.

Further, the government has partnered with Unicef to increase protection for children and adolescents from violence, exploitation and abuse, as well as harmful cultural practices. 

What can we do differently?

Even though some of these structures have played a vital role in the fight against child abuse, thousands of children are still exposed to violence and abuse at home and in school. 

Safe recruitment should be the first and most effective means of preventing child abuse by screening out potential abusers before they come to the school.

Teachers, ancillary staff, volunteers, and all personnel whose service involves direct contact with, and/or potential for unmonitored access to children (including any individuals who regularly provide transportation to children) should undergo thorough background checks, including review of criminal and sexual offender records.

As a measure of prevention, schools should implement a Code of Conduct to be agreed to and signed by all school personnel and volunteers who are part of the school community.