Take your education seriously - part c

This semester, one elective I am taking is called "Personal Violence and Healing" taught by Regina Shands Stoltzfus. Our final project is a research paper on a topic of our choosing. While much of the literature that the class studied involved violence against women, I tried to choose a topic that was perhaps a bit more applicable to my area of study. For the past several months, I have been researching child abuse and specifically looking at the academic effects of child abuse and how schools can learn to address the issue. Not only is the topic of personal interest to me, there are definite professional applications. Another component of the project is leading the class in a 30 minute presentation on the topic. While I was not explicit in my intent, I formed my presentation as if I was presenting to a panel of new teachers. Perhaps this presentation will be something that I can utilize later in my career.

While I have not found many effects of child abuse that are specific to the academic arena, it has been amazing to see how most of the "typical" effects of child abuse would also then affect a child in the classroom. For example, something like low esteem will not only affect how a child interacts with others, but low self-esteem also causes students to believe that they are incapable of completing their schoolwork. It has also been interesting to see how the different types of child abuse affect children in different ways; for instance, the academic effects are certainly most pronounced for students who have been physically abused. Students who have been physically abused are 25 times more likely to repeat a grade in school and are also suspended the most often (Briere et al., 1996).

Schools are the number one reporter of child abuse and I believe this is rightly so - teachers have the most daily access to children than really anyone but their parents. However, there are still a tremendously high number of cases that go unreported. How can schools work to make sure that more cases are being reported? Thus far in my research, the answer seems to be a resounding call for teachers to be more educated on the topic. For one reason or another, teachers, first of all, may not be aware of their role as a mandated reporter of child abuse. While laws do vary from state to state, in every state, teachers are required to report suspected cases of child abuse. Secondly, teachers may not be aware of the signs of child abuse. There are obvious signs, such as strange or constant bruising; however, there are many types of child abuse that do not have such outward displays. Neglect and emotional abuse are most likely to go unreported.

This is a tough issue for teachers to deal with because the report of a suspected case of child abuse may serve to damage the already tenuous parent-teacher relationship. Comparing the consequences of a damaged relationship versus an abused child should make the situation quite clear. Of course, further complications ensue when school districts do not support their teachers. Though it is a difficult topic, I am glad that I have chosen to examine this area because I feel that it is quite relevant to my future career plans and will only further my pursuit of helping all students to be successful in the classroom.

Briere, J., Berliner, L., Bulkey, J.A., Jenny, C., & Reid, T. (1996). The APSAC Handbook on Child Maltreatment. Thousand Oaks, CA: SAGE Publications, Inc.