Child abuse & neglect · 2026
Exploring educators' awareness of and preparedness to respond to image-based sexual abuse and exploitation of children: A qualitative study.
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Borkenhagen David, Lindenbach David, Binford Warren, Neufeld Katelin H S, Marcoux Jacques, Barker Kelly, Cullen Emma, Gunn Emily, Cullen Olivia, Bekai Nizar, Dimitropoulos Gina
Аннотация
BACKGROUND: Educators and school administrators can play an important role in intervening in cases of image-based sexual abuse and exploitation of children (IBSAEC). However, these groups report they lack the knowledge and confidence to respond to suspected cases.
OBJECTIVE: The objective of this study was to examine educators' perspectives and beliefs regarding IBSAEC in school settings and to gather their insights and recommendations on training, policies, and procedures for responding to disclosures.
PARTICIPANTS AND SETTING: Forty-six school personnel, including teachers, counsellors, and assistant principals from two school districts in major metropolitan areas (population > 1 million) and two districts that covered smaller towns and rural areas participated in semi-structured interviews and focus groups.
METHODS: Interview questions focused on types of scenarios encountered, barriers and confidence in responding, and training supports needed. Data were analyzed in NVIVO 12.0 using a qualitative interpretive approach.
RESULTS: Educators and school administrators experience a number of systemic barriers that hinder effective identification and responses to IBSAEC, including a lack of clear terminology and response protocols, as well as shifting norms around sex and technology use among adolescents. Educators advocated for increased awareness of IBSAEC among both parents/caregivers and students, alongside improved training opportunities for staff and clearer institutional reporting protocols.
CONCLUSIONS: These findings highlight the need for clearer guidance, as well as greater investment in professional development and community awareness, to better support educators and school administrators and improve awareness, prevention, and responses to these forms of abuse.
OBJECTIVE: The objective of this study was to examine educators' perspectives and beliefs regarding IBSAEC in school settings and to gather their insights and recommendations on training, policies, and procedures for responding to disclosures.
PARTICIPANTS AND SETTING: Forty-six school personnel, including teachers, counsellors, and assistant principals from two school districts in major metropolitan areas (population > 1 million) and two districts that covered smaller towns and rural areas participated in semi-structured interviews and focus groups.
METHODS: Interview questions focused on types of scenarios encountered, barriers and confidence in responding, and training supports needed. Data were analyzed in NVIVO 12.0 using a qualitative interpretive approach.
RESULTS: Educators and school administrators experience a number of systemic barriers that hinder effective identification and responses to IBSAEC, including a lack of clear terminology and response protocols, as well as shifting norms around sex and technology use among adolescents. Educators advocated for increased awareness of IBSAEC among both parents/caregivers and students, alongside improved training opportunities for staff and clearer institutional reporting protocols.
CONCLUSIONS: These findings highlight the need for clearer guidance, as well as greater investment in professional development and community awareness, to better support educators and school administrators and improve awareness, prevention, and responses to these forms of abuse.