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A Qualitative Study Exploring Training/Challenges for Classroom Teachers When Working with Child Sexual Abuse Disclosure
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A Qualitative Study Exploring Training/Challenges for Classroom Teachers When Working with Child Sexual Abuse Disclosure
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Dissertation
A Qualitative Study Exploring Training/Challenges for Classroom Teachers When Working with Child Sexual Abuse Disclosure
2025
Overview
This qualitative study explored teacher perspectives on strategies that effectively recognize and support child sexual abuse disclosure in elementary classrooms, addressing a critical gap in educator training and practice. The purpose of the study was to examine how teachers understand Child Sexual Abuse Disclosure (CSAD) and what classroom-based strategies they consider effective in facilitating disclosures. The research was grounded in a conceptual framework emphasizing trauma-informed practice, safe environments, and professional responsibility to identify and respond to student disclosures. Using a qualitative descriptive approach, the study involved ten elementary school teachers from urban public schools in Northern Alberta, Canada. Participants were selected through purposive sampling based on their experience working with elementary-aged children. Data were collected through semi-structured interviews and a focus group. NVivo software was used to assist with the organization and coding. Thematic analysis was conducted to identify recurring patterns and themes related to teacher knowledge, barriers, and enabling strategies. Findings revealed that teachers reported limited formal training and uncertainty around protocols and reporting procedures. Effective strategies included relationship-building with students, creating emotionally safe environments, reviewing school policies regularly, and using trauma-informed communication approaches. Barriers included emotional challenges, fear of making mistakes, systemic gaps in training, and lack of time. The findings suggest a need for consistent professional development and school-wide support to build teacher confidence and competence. These results contribute to practice-based understanding and inform future development of targeted training and policy enhancements to support elementary educators in this critical area.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
9798291575055
