Abstract
Childhood sexual abuse (CSA) has received the attention of researchers worldwide who have studied the impact of CSA on educators, as well as their role in reporting the abuse. The sensitive issue of CSA in South Africa is increasingly becoming a problem for independent secondary schools. Educators are faced with the challenge of becoming social agents of helping children who have been victims of CSA; however, little has been said in South Africa regarding educators’ understanding of procedures in reporting CSA in independent secondary schools.
This research aimed at exploring whether educators in independent secondary schools understand their procedures when reporting CSA. In order to explore this, the researcher adopted a phenomenological approach. The research design used was qualitative research and 19 participants from three independent secondary schools participated in an open-ended focus group interview. Tesche’s eight step method of data analysis was then used to analyse data. Seven themes that arose from this study were discussed and supported with literature. The themes identified include: (1) Educators’ understanding of CSA, (2) Impact of CSA on victims, (3) The policies and procedures of reporting CSA, (4) Educators’ role in the process of reporting CSA, (5) Educators’ responses to CSA disclosure, (6) Educators’ barriers when reporting CSA, and (7) Recommendations for educators reporting CSA.
Two perspectives provided the theoretical framework of the research. The Bronfenbrenner Theory focuses on connecting the shift in an individual’s perspective and engagement within their community, whereas the Role Theory focuses on individuals and their behaviours,
The study also found that, while educators are aware of the laws, policies, and procedures for reporting CSA, they lack confidence in the policies, they struggle to grasp what constitute a ‘child’, and they lack support when dealing with CSA. To endure that educators are prepared to report CSA, this study recommends that policy makers should improve their CSA training for educators to report, as well as incorporate case studies or scenarios to help educators comprehend the reporting procedures. Additionally, different stakeholders should collaborate to streamline the reporting process. This report may add value to the policymakers when drafting policies and strategies for dealing with CSA, raise awareness among educators, and empower educators to become effective social agents of reporting CSA.
Keywords: CSA, school procedures, school policies, secondary school educators, independent secondary schools.