When fear silences teachers: Inaction on child sexual abuse and consequences for learners

Abstract

Background: Child sexual abuse (CSA) is a pervasive global issue affecting millions of children and undermining their access to care, psychosocial support, and education. In South Africa, the Children’s Amendment Act 41 of 2007 designates teachers as mandatory reporters of suspected or disclosed CSA. However, the sensitivity of such cases often results in under-reporting.
Aim: This study explored primary school teachers’ perceptions of their competence in managing CSA disclosures and examined how teacher self-efficacy influences reporting behaviour.
Setting: The research was conducted in South African primary schools, involving participants from diverse school-based roles.
Methods: A qualitative, phenomenological design was adopted. Data were gathered through in-depth individual and focus group interviews with 15 purposively selected participants, including class teachers, life skills educators, Heads of Department, School Management Team members, and School-Based Support Team members. Data were analysed thematically using Braun and Clarke’s framework.
Results: Findings indicated that CSA disclosures are relatively common in schools, yet many teachers feel ill-equipped to respond. Perceived incompetence stemmed from limited skills, inadequate knowledge, insufficient institutional support, and a lack of clear reporting guidelines, all of which hinder teachers’ willingness and ability to act.
Conclusion: Despite legal obligations, teachers often feel unprepared to handle CSA disclosures, revealing significant gaps in training and systemic support.
Contribution: The study underscores the need for comprehensive teacher training and supportive institutional frameworks to strengthen competence, confidence, and responsiveness to CSA, thereby promoting safer school environments for vulnerable learners.