Abstract
This study explored what support teachers need to identify childhood sexual abuse (CSA) in a primary school. The purpose of the investigation was to indicate what support teachers may need to identify CSA to guide schools in having the correct interventions in place so that learners can learn and grow holistically. A qualitative approach embedded in an interpretative framework was used. Data was collected by means of open-ended questionnaires and individual semi-structured interviews with twenty participants. The data was analysed through thematic data analysis. Three themes were identified: teachers’ experiences regarding CSA, support teachers receive regarding CSA and additional teacher support for CSA identification. Sub-themes addressed school culture, knowledge and resources, relationship with learner, teacher’s awareness of trauma, principal’s knowledge, collaboration with the school with external service providers, professional development, trauma-informed care and community and parent engagement. The findings indicated the need for improved support to teachers for them to successfully identify CSA. Key words: Child Sexual Abuse, Contemporary Trauma Theory, Trauma Informed Care, Trauma Theory, Organisational Culture
M.Ed. (Educational Psychology)