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Child protection and safeguarding in initial teacher education: A systematic scoping review

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Listed:
  • Walsh, Kerryann
  • Ey, Lesley-anne
  • Hand, Kirstine
  • Smith, Rhiannon
  • Howard, Sarah
  • Fenton, Angela
  • Whiteford, Chrystal
  • Brown, Meegan
  • Pinnock, Rachel
  • Rodier, Lauren

Abstract

To improve educational outcomes for maltreated children, there is an urgent need to strengthen the capacity of the education workforce to respond appropriately to their needs. We conducted a systematic scoping review to synthesize current evidence about child protection and safeguarding in initial (pre-registration) teacher education with the aim of developing a knowledge base, and understanding what we — as researchers, teacher educators, and professional accreditation bodies — can and should be doing better. Thirty-one studies (reported in 38 papers) met the inclusion criteria. Studies were coded inductively against standardised criteria and critically appraised. Coding of study aims yielded three themes forming a descriptive map of research in the field: (i) studies investigating student teachers’ perceptions of their preparedness to deal with child protection and safeguarding (n = 15); (ii) studies investigating preparation for child protection and safeguarding in initial teacher education courses (n = 14); and (iii) studies investigating student teachers’ preferences for future training (n = 2). We identified key contents or topics covered, teaching methods and delivery modes, time allocations, and personnel involved in course delivery. Findings show that child protection and safeguarding are seldom investigated in initial teacher education, averaging only one published study per year over a 32-year search period with most studies having been conducted in Australia and the UK. Time allocated to child protection and safeguarding in initial teacher education courses varied from 1 to 16 h. Content covered was limited to several core topics with primacy given to child maltreatment subtypes, indicators, and reporting duties. Delivery methods were dominated by lectures, workshops, and discussions. Few studies had investigated the efficacy of innovative and interactive teaching strategies or online learning. We conclude that child protection and safeguarding in initial teacher education may be improved by leveraging off existing well-designed, rigorously evaluated programs, which have been found to be feasibly delivered and acceptable to future professionals.

Suggested Citation

  • Walsh, Kerryann & Ey, Lesley-anne & Hand, Kirstine & Smith, Rhiannon & Howard, Sarah & Fenton, Angela & Whiteford, Chrystal & Brown, Meegan & Pinnock, Rachel & Rodier, Lauren, 2023. "Child protection and safeguarding in initial teacher education: A systematic scoping review," Children and Youth Services Review, Elsevier, vol. 150(C).
    • Handle: RePEc:eee:cysrev:v:150:y:2023:i:c:s0190740923001469
    DOI: 10.1016/j.childyouth.2023.106951
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    References listed on IDEAS

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    1. Mehmet Kanak & Neslihan Avcı, 2018. "The Effect of the Training Program to Promote the Knowledge and Awareness of Prospective Preschool Teachers on Emotional Neglect and Abuse," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 4(2), pages 137-145.
    2. Mehmet Kanak & Neslihan Avci, 2018. "The Effect of the Training Program to Promote the Knowledge and Awareness of Prospective Preschool Teachers on Emotional Neglect and Abuse," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 4(2), pages 137-145.
    3. Townsend, Indra M. & Berger, Emily P. & Reupert, Andrea E., 2020. "Systematic review of the educational experiences of children in care: Children’s perspectives," Children and Youth Services Review, Elsevier, vol. 111(C).
    4. Chengwu Yang & Carlo Panlilio & Nicole Verdiglione & Erik B Lehman & Robert M Hamm & Richard Fiene & Sarah Dore & David E Bard & Breanna Grable & Benjamin Levi, 2020. "Generalizing findings from a randomized controlled trial to a real-world study of the iLookOut, an online education program to improve early childhood care and education providers’ knowledge and attit," PLOS ONE, Public Library of Science, vol. 15(1), pages 1-11, January.
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