An investigation into the attitudes of parents and teachers on reporting child abuse in Nigeria

Abstract

Child abuse represents a significant threat to the safety and well-being of school-aged children globally, particularly in Nigeria, where impoverished children face pervasive insecurity. Often subjected to maltreatment without the prospect of intervention, these children endure severe psychological consequences until external observers intervene. The purpose of this research is to investigate the attitudes of parents and teachers on reporting child abuse cases in South-West Nigerian primary schools. A mixed-method research approach was adopted, combining quantitative and qualitative survey methods. This method is suitable for getting open-ended (qualitative) and closed-ended (quantitative) data to answer research questions or test hypotheses. Ubuntu theory serves as the theoretical framework. The sample for this study comprised 225 respondents: 25 parents selected by school heads and 200 teachers from selected primary schools in Ekiti State. A multistage sampling procedure was used to select the study sample. The data for the study were analysed using descriptive and inferential statistics. The descriptive statistics include frequency counts and percentage scores, as well as mean and standard deviation, while the inferential statistics will be based on Pearson Product-Moment Correlation. The qualitative survey method, which uses a semi-structured interview guide, recordings, and notes, was analysed using content analysis. This research indicates that a majority of educators in South-West Nigeria demonstrate adverse attitudes toward the reporting of child maltreatment in primary educational settings. Educators are often disinclined to report suspected instances of abuse, primarily due to concerns about possible reprisals from families or communities and the risk of harm to the child involved. Additionally, they frequently encounter emotional distress when contemplating the act of reporting child abuse. The hesitance among teachers to disclose instances of abuse is rooted in apprehensions about the potential separation of the child from their family, the threat of legal action, and the inherently sensitive nature of such disclosures. The findings reveal that a significant number of educators tend to ignore the long-term ramifications associated with the failure to report child abuse. There were no notable gender disparities in educators' attitudes toward the reporting of child abuse in South-West Nigeria. The training and awareness of parents are crucial components in the fight against child maltreatment, as highlighted in this research. Consequently, governmental bodies in the South-West Nigerian regions ought to establish ongoing educational initiatives for parents and teachers that encompass subjects such as identifying indicators of abuse, comprehending the ramifications of maltreatment, and understanding legal responsibilities and procedures for reporting incidents. These initiatives should be delivered in a manner that is linguistically and contextually appropriate for the parent and teacher demographic.