Research on Turkish and U.S. Teachers as Mandated Reporters of Child Abuse and Neglect: A Comparative Scoping Review

Abstract

Child abuse and neglect remain, unfortunately, a pervasive issue worldwide. Teachers play a critical role in identifying and reporting suspected child abuse and neglect and are often considered the “front line” due to their daily access to children. Although teachers are required to report suspected child abuse and neglect, concerns have arisen about teachers’ capability due to international instances of under- and overreporting. We therefore turned to empirical evidence to better understand teachers’ capacity to serve as accurate, well-informed mandated reporters. This comparative scoping review explored the extent and nature of empirical, peer-reviewed research on teachers’ mandatory reporting in Türkiye and the United States, countries that present contrasts in the mandatory reporting laws’ longevity and cultural norms about responsibility for children’s well-being. We followed Preferred Reporting Items of Systematic Reviews and Meta-Analysis-Scoping Review guidelines. We manually identified studies from seven electronic databases: ASOS Index, DergiPark, ERIC, SCOPUS, SOBIAD, ULAKBİM, and Web of Science. This search process identified 52 empirical studies. Findings shed light on the challenges and concerns surrounding teachers’ mandatory reporting responsibilities in both countries, particularly limited opportunities to learn about reporting requirements, the recognition of abuse and neglect, and multiple rationales for teachers’ hesitancy to report. However, some evidence also indicates the effectiveness of teacher training with regard to teachers’ policy understanding, confidence in recognition skills, and reporting frequency. These findings inform implications for policy development, teacher professional development, and subsequent research in both countries.