What is it about?
This study examines how teachers and prospective teachers in Israel understand their ability to identify and respond to child neglect. Although educators are often the adults who spend the most time with children outside the home, many do not feel prepared to recognize early warning signs or to act when a child may be at risk. To explore this issue, the study included 110 Arab and Jewish teachers and prospective teachers who participated in 17 focus groups. They discussed their experiences, their confidence in dealing with suspected neglect, and their views on how teacher training should be improved. Several key patterns emerged. Most participants felt unprepared to handle cases of child neglect because their academic programs provided little or no training on this topic. They emphasized the need for practical, hands-on preparation, including real case examples, simulations, and clearer guidelines for identifying and reporting concerns. Participants also stressed the importance of mentoring and collegial support, noting that consultation with experienced colleagues, counselors, or administrators greatly increased their confidence. At the same time, many described significant challenges in working with parents. Some families resisted school involvement, and in certain cultural contexts, conversations about neglect were described as sensitive or even risky. Despite these difficulties, teachers expressed strong empathy and commitment to their pupils but felt constrained by unclear professional expectations and a lack of systemic support.
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Why is it important?
Child neglect is one of the most common and harmful forms of maltreatment. Early identification by educators can make a major difference in a child’s safety and well-being. Understanding teachers’ needs and challenges can help improve training programs and educational policies.
Perspectives
This publication is especially meaningful to me because it highlights a gap I have repeatedly observed in my work as a teacher educator and researcher. For many years, I have met teachers and students who care deeply about their pupils but feel uncertain and unprepared when they encounter possible signs of neglect. Their hesitation often comes not from lack of willingness, but from lack of training, guidance, and support. Through this study, I wanted to give voice to these educators and bring their experiences to the center of the conversation. Listening to them confirmed how urgently teacher education programs need to integrate practical, culturally sensitive preparation for dealing with child neglect. I also realized how emotional and complex this responsibility is for teachers, who carry these concerns home with them long after the school day ends. I hope that this research will encourage policy makers, colleges, and schools to strengthen training, mentoring, and collaboration so that educators feel more confident and supported. Ultimately, the aim is simple but essential: to ensure that every child who may be at risk is seen, heard, and protected.
Dr Ibtisam Marey sarwan
College of Sakhnin for Teacher Education
Read the Original
This page is a summary of: Teachers’ and prospective teachers’ perspectives on their readiness to address child neglect, International Journal of Educational Research, January 2026, Elsevier,
DOI: 10.1016/j.ijer.2025.102891.
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