Child abuse & neglect · 2026
Mandatory reporting of child sexual exploitation online: A qualitative study of school staff perspectives in Hong Kong.
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Li Jessica C M, Xu Taylor W F, Kwok Sylvia Y C L
Аннотация
BACKGROUND: Child sexual exploitation online (CSEO) poses major challenges for child protection, as abuse can occur through hidden, fragmented, or ambiguous digital interactions. Although mandatory reporting (MR) of child abuse has been widely studied, its feasibility for CSEO in schools remains underexplored.
OBJECTIVE: We examined school staff's perceptions of the feasibility of MR for suspected CSEO in Hong Kong, focusing on facilitators, barriers, and ethical dilemmas.
METHODS: Using purposive sampling, we recruited 80 staff members from 20 primary and secondary schools, including principals, teachers, teaching assistants, and school social workers, for semi-structured interviews. The data were analysed thematically using deductive coding informed by the literature and inductive coding of emerging themes.
RESULTS: Three themes and 12 subthemes emerged. Most participants (61 out of 80) supported MR for early intervention, prevention of harm, clarification of responsibilities, and strengthening of professional seriousness. However, feasibility depended on training, clear procedures, workload support, and guidance for difficult decisions. Furthermore, some questioned the feasibility of MR due to vague suspicions, inaccessible digital evidence, compromised trust, and constrained professional autonomy.
CONCLUSIONS: MR for CSEO was supported but considered complex in practice. Its implementation would require CSEO-specific training, role-specific support, clear protocols, and interagency collaboration with reasonable respect for professional autonomy.
OBJECTIVE: We examined school staff's perceptions of the feasibility of MR for suspected CSEO in Hong Kong, focusing on facilitators, barriers, and ethical dilemmas.
METHODS: Using purposive sampling, we recruited 80 staff members from 20 primary and secondary schools, including principals, teachers, teaching assistants, and school social workers, for semi-structured interviews. The data were analysed thematically using deductive coding informed by the literature and inductive coding of emerging themes.
RESULTS: Three themes and 12 subthemes emerged. Most participants (61 out of 80) supported MR for early intervention, prevention of harm, clarification of responsibilities, and strengthening of professional seriousness. However, feasibility depended on training, clear procedures, workload support, and guidance for difficult decisions. Furthermore, some questioned the feasibility of MR due to vague suspicions, inaccessible digital evidence, compromised trust, and constrained professional autonomy.
CONCLUSIONS: MR for CSEO was supported but considered complex in practice. Its implementation would require CSEO-specific training, role-specific support, clear protocols, and interagency collaboration with reasonable respect for professional autonomy.