From Policy to Practice: Examining Mandated Reporting Training for Teachers

Teachers play an important role in the lives of children, not only as educators, but also as mandated reporters who are legally responsible for reporting suspicions they have about potential maltreatment or abuse. However, the effectiveness of mandated reporting as a tool to protect children is heavily criticized. This study aims to explore the relationship between teachers and the training they receive as mandated reporters to better understand how we might improve the system. In order to accomplish this, the study analyzes the mandated reporting training policies in Massachusetts and New York, and then interviews 5 teachers from each state. The findings reveal significant differences between the state policies and between the states, primarily that New York's specific training provides more clarity than Massachusetts' ambiguous requirements. Teachers from both states echoed this difference, as it was apparent that teachers from New York were better equipped as mandated reporters. Even though New York teachers received higher quality training, they had suggestions for improvements to their training, as did Massachusetts teachers. Based on these findings this paper advocates for in person, simulation training for teachers, more connection between CPS and teachers, and investments in preventative measures to fight child abuse at the root of the issue.