Child abuse and neglect is a problem Child abuse and neglect is a situation wherein a parent/s or any other person/s having the care of a child inflict or allow to be inflicted on the child physical injury or gross deprivation which causes or creates a substantial risk of death, disfigurement, impairment of physical or emotional health or development, or creates or allows to be created a substantial risk of such injury other than by accidental means. This definition includes sexual abuse or sexual exploitation of the child.
Under Victorian child welfare law, a child is any person under 17 years of age. (In this text the word 'child' is used to mean any child or young person under 17 years of age).
The last decade has seen a dramatic increase in the number of reported incidents of child abuse. Almost three thousand children were registered by Protective Services as abused or neglected in Victoria during 1989. Approximately 1900 (63%) were children of school age; 38% were children of primary school age and 25% were of post primary school age. These figures refer only to those children who have come to the attention of statutory authorities, and therefore represent only a proportion of children in such situations throughout Victoria.
Children who are at risk of abuse could be in any community, in any school.
Children and young people have the right to be protected from abuse and neglect. When teachers suspect child abuse, they have a responsibility to take appropriate action to help the child. Failure to act may contribute to the problem. Research has shown that both the frequency and intensity of abuse is likely to escalate over time, unless it is stopped.
You will need to respond to child abuse and neglect if:
A child tells you that he or she has been abused or neglected;
Someone else tells you (perhaps a relative, friend, neighbour, sibling of the child) that a child is abused or neglected;
A child tells you that he or she knows someone who has been abused or neglected (often a child is referring to himself or herself); or
Your own observation of a particular child's behaviour and/or injuries, or your knowledge of children generally leads you to suspect that abuse is occurring.
Responding to child abuse and neglect is a shared responsibility

Identifying child abuse and neglect

Child abuse and neglect can be divided into the four categories listed below.
There are many indicators of child abuse and what follows is not an exhaustive list.
The presence of a single indicator does not prove that a child has been abused.
Several indicators together or patterns of indicators developing over time mean that something is wrong, and the possibility of child abuse and neglect should be considered.
Indicators must be interpreted with regard to the individual child or young person's normal level of functioning and developmental stage

Physical abuse

This consists of any serious non-accidental form of injury or harm inflicted on a child by any person having custody, charge or care of the child. Physical abuse includes beating, shaking, burning, and assault with weapons.
Children who are physically abused may have frequent injuries explained as accidental: bruises, welts, lacerations and abrasions on areas not easily injured by falling (eg the backs of the legs) and may seek to avoid situations at school where such injuries could be observed (eg sport).

Physical indicators

• Bruises or welts, often of different ages.
• Burns, scalds, sprains, dislocations, bites, cuts.
• Lacerations or abrasions.
• Poisoning.

Possible behavioural indicators

• Child wears inappropriate clothing in an attempt to cover injuries.
• Extreme wariness of adult contact.
• Apprehensive when other children cry or shout.
• Behavioural extremes, eg aggressiveness/withdrawal.
• Fear of parents.
• Reluctance to go home.
• Reports of injury by parents or gives inappropriate explanation of injury.
• Excessive compliance.
• Attaches too readily to strangers.
• Frequent absenteeism/prolonged school refusal

Sexual abuse

This includes all those situations where a parent, family member or caregiver involves a child in sexual activity. In such situations a child is unable to give informed consent because of his or her stage of development.
Sexual abuse is not usually identified through physical indicators being present or obvious. The presence of sexually transmitted diseases, pregnancy, vaginal or anal bleeding or discharge can indicate sexual abuse. Sexual abuse includes exploitation as in pornography or prostitution.
A child or young person may disclose sexual abuse to a trusted teacher. Such disclosures should always be taken seriously.

Possible behavioural indicators

• Reports sexual abuse by caregiver.
• Constant complaint of headaches, abdominal pains.
• Sophisticated sexual knowledge beyond what is expected for age and environment.
• Unusual level of interest in own or other's genitals taking into consideration their age and circumstances.
• Personality change.
• Serious difficulties with peers, adults.
• Regression in toilet training, eg soiling, wetting.
• Excessive concern about privacy.
• Refusal to go home.
• Self-destructive behaviour.

Emotional abuse

Emotional abuse occurs when a child is repeatedly rejected or subjected to threats, hostility or persistent coldness. The child might be called derogatory names, humiliated, or ignored over long periods of time, to such an extent that the child's behaviour is disturbed or the child's emotional development is at serious risk of being impaired.
Emotional abuse is most prevalent as a corollary of other forms of abuse or neglect. However, sometimes emotional abuse exists as the primary form of abuse or neglect. There are few physical indicators of such abuse.
Emotional abuse can cause delay in physical, emotional and mental development.

Behavioural indicators

Behavioural extremes which cannot be explained by other circumstances:

• Extremely low self esteem.
• Compliant, passive, withdrawn, tearful, apathetic.
• Aggressive, demanding.
• Depression.
• Constant high anxiety.
• Poor social and interpersonal skills.
• Delayed development, eg speech etc.
• Persistent habit disorders, eg sucking, biting, rocking etc.
• Self destructive behaviour.
• Unexplained academic delays.

Neglect

This includes a failure to provide the child with an adequate standard of nutrition, medical care, clothing, shelter or supervision to such an extent that the child's health and development are impaired or placed at serious risk. A child is neglected if he or she is left uncared for over long periods of time, or abandoned.
Children who are neglected may be extremely dirty, consistently wear dirty or inappropriate clothing, be undersized or underweight, lethargic, beg or steal food.

Physical Indicators

• Consistent hunger.
• Failure to thrive or malnutrition.
• Poor hygiene that can result in health problems and/or ostracism by peers.
• Inappropriate dress for the climatic conditions.
• Consistent lack of supervision; especially in dangerous activities or for long periods.
• Unattended physical problems or medical needs.
• Abandonment.
• Health or dietary practices which endanger a child's health or development.

Possible behavioural indicators

• Stealing food.
• Extending stays at school.
• Constant fatigue, listlessness, or falling asleep in class.
• Alcohol or drug abuse.
• Child states there is no caregiver.
• Prolonged absenteeism or school refusal.
• Aggressive or inappropriate behaviour.
• Isolation from their peer group.

Your wider knowledge of the child's circumstances will help you decide whether there is reason to suspect that a child or young person has been abused.
It is important that you be able to act constructively on your concern. You do not have to prove the existence of child abuse and neglect. It is enough that you have a reasonable suspicion that the child may be at risk and take the necessary steps to ensure that she/he is protected.
If you have concerns, speak to relevant staff within your school and/or contact your local DHS Protective Services Unit for advice and assistance.

Special thanks to Dept Human Services Teacher Guidelines........2010