New Zealand teachers play a crucial role in the recognition and response to child abuse and neglect. While there isn't a mandatory reporting law for all citizens, the Vulnerable Children Act 2014 requires schools to have effective child protection policies. Furthermore, registered teachers have a professional obligation under the Teaching Council's Our Code, Our Standards to report child abuse or neglect.
Here are guidelines for Pt England Teachers to recognise abuse and neglect, and a procedure to follow for disclosures or concerns:
It's important to remember that every situation is unique, and signs can be subtle. Teachers should consider all available information about the child and their environment.
1. Physical Abuse: Any acts that may result in the physical harm of a child or young person.
Physical Signs: Unexplained injuries (bruises, cuts, burns, fractures), frequent injuries, injuries in various stages of healing, unusual or excessive itching, genital injuries, sexually transmitted diseases, patterns of injuries (e.g., marks from a hand or object).
Behavioural Signs: Fear of adults, withdrawal, aggression, reluctance to go home, flinching at sudden movements, wearing inappropriate clothing to cover injuries.
2. Sexual Abuse: Any sexual activity with a child or young person.
Physical Signs: Difficulty walking or sitting, torn or stained underwear, pain or itching in genital/anal area, sexually transmitted infections, pregnancy.
Behavioural Signs: Sexualised behaviour inappropriate for their age, excessive knowledge of sexual matters, withdrawal, fear of a particular person, nightmares, bedwetting, self-harm, eating disorders.
3. Emotional Abuse: Any behaviour that harms a child's emotional development or sense of self-worth.
Physical Signs: Often none obvious, but can include developmental delays, physical symptoms of stress (e.g., stomach aches, headaches).
Behavioural Signs: Low self-esteem, anxiety, depression, withdrawal, aggression, extreme clinginess, developmental delays, obsessive behaviour, inability to cope in social situations, sadness/loneliness, self-harm, truancy. Parents seeming stressed or not coping.
4. Neglect: Failure to provide a child with their basic needs (physical, emotional, medical, educational). This is the most common form of abuse.
Physical Signs: Looking unkempt or dirty, inappropriate clothing for the weather, consistent hunger, significant weight loss or gain, poor hygiene, untreated medical conditions, lack of supervision.
Developmental Delays: Small for their age, cognitive delays, falling behind in school, poor speech and social skills.
Behavioural Signs: Fatigue, apathy, disengagement, clinginess, eating disorders/substance abuse, aggression, truancy.
General Indicators of Concern (may apply to any type of abuse/neglect):
Significant changes in behaviour, mood, or academic performance.
Child talking about or subtly mentioning things that may indicate abuse.
Unexplained changes in appearance or hygiene.
Reluctance to participate in activities, especially those involving physical contact or changing.
Running away from home.
Comments about feeling unsafe or not wanting to go home.
Exposure to family violence or problematic substance use in the family.
The child's safety is always the paramount consideration. Follow your school's child protection policy, which should be readily available.
Step 1: Respond to a Disclosure (If a child tells you directly)
Listen carefully and calmly: Let the child speak without interruption. Do not appear shocked or judgmental.
Believe the child: Reassure them they did the right thing by telling you.
Don't interrogate or investigate: Do not ask leading questions, push for details, or interview the child. Only obtain necessary, relevant facts. Your role is not to investigate.
Do not make promises you cannot keep: For example, do not promise confidentiality, as you will need to report the information. Explain that you will need to tell someone who can help keep them safe.
Reassure and support: Let them know it's not their fault and you will do your best to help.
Record immediately: As soon as possible, write down exactly what the child said (their exact words), the date, time, and who was present. Distinguish between what was said and your own observations or inferences. Accuracy is paramount.
Step 2: Respond to Concerns (If you notice something concerning)
Document your observations: Record what you have seen, heard, or noticed, including dates, times, and specific details.
Avoid making assumptions or offering alternative explanations. Focus on objective observations.
Do not confront the child or the suspected abuser. This could put the child at further risk or jeopardise a future investigation.
Step 3: Internal Reporting and Consultation
Report to your school's designated child protection officer/principal immediately: Every school in New Zealand is required to have an effective child protection policy. This policy will outline the internal reporting procedures.
Do not make decisions in isolation: A consultative approach is essential. Discuss your concerns with the principal or nominated person/advocate.
Share all relevant information accurately and promptly.
Step 4: External Reporting (Oranga Tamariki or Police) after decision by Child Safety Committee
Immediate Danger (Call 111): If a child is in immediate danger of harm, call the Police on 111 immediately.
Non-Urgent Concerns (Contact Oranga Tamariki): For non-urgent concerns or to seek advice, contact Oranga Tamariki – Ministry for Children as soon as possible.
Phone: 0508 326 459 (24/7)
Email: contact@ot.govt.nz
You can remain anonymous when making a report to Oranga Tamariki or the Police. Section 16 of the Children, Young Persons, and Their Families Act (1989) protects people who notify concerns of abuse in good faith from civil and criminal proceedings. We do not do this when we report as a school.
If the concern involves a teacher or school staff member and appears to be able to be upheld: The school board must suspend the person immediately while the concerns are investigated. If the person is a registered teacher, the board must report this to the Teaching Council of Aotearoa (as required under the Teaching Council Rules 2016).
Step 5: Follow-Up and Support
Cooperate with authorities: Police and Oranga Tamariki will investigate the report and may require further information.
Information Sharing: Effective child protection requires full, accurate, and prompt sharing of information among relevant agencies.
Self-Care: Dealing with disclosures or concerns of child abuse can be distressing. Discuss the matter with your manager, supervisor, or relevant person to ensure your own well-being.
Maintain confidentiality: Limit the people who need to be involved in the reporting process.
Important Considerations:
School Child Protection Policy: Teachers should be familiar with this policy and follow it.
Teaching Council's Code of Conduct: Registered teachers have a professional obligation to report child abuse or neglect, -at Pt England this must go through the Child Safety Committee
No "Mandatory Reporting" for all, but strong encouragement and professional obligation: While the Children, Young Persons, and Their Families Act 1989 states that a person "may" report concerns, the intent of the legislation, the Vulnerable Children Act 2014, and the Teaching Council's standards strongly encourage and professionally oblige teachers to report.
Consultation with Oranga Tamariki: Decisions about informing parents or caregivers about suspected or actual child abuse or neglect should be made after consultation between the school and Oranga Tamariki.
Ongoing Education: Teachers will be reminded of the items above annually.
Keeping Ourselves Safe (KOS) Programme: Our school is committed to implementing the "Keeping Ourselves Safe" programme from the New Zealand Police, which teaches children skills, knowledge, and attitudes to recognise, avoid, and report abuse.