Understanding the mandatory reporting of child sexual abuse in selected special schools, Eastern Cape, South Africa
Although sexual violence against children is a global problem, it is more pervasive in some regions than others. South Africa is one such context where there is a close connection between the social environment and child sexual abuse (CSA). Despite the government’s efforts mandating the reporting of...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Social Sciences |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/23311886.2025.2465829 |
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| author | Nokwenzeka Boyana Mathabo Khau |
| author_facet | Nokwenzeka Boyana Mathabo Khau |
| author_sort | Nokwenzeka Boyana |
| collection | DOAJ |
| description | Although sexual violence against children is a global problem, it is more pervasive in some regions than others. South Africa is one such context where there is a close connection between the social environment and child sexual abuse (CSA). Despite the government’s efforts mandating the reporting of CSA, its prevalence remains high and has become a significant health and societal issue. In this article, I explore how school management teams (SMT) and school-based support teams (SBST) in designated special schools in the Eastern Cape, South Africa understand the protocols and procedures for reporting CSA. The qualitative study upon which this article is based utilised the interpretive paradigm and phenomenological research design with eleven SMT and SBST members from four purposively chosen special schools. Data was generated using focus group discussions and memory accounts, and Bronfenbrenner’s ecological systems theory (EST) was used to make meaning of the data. The study identifies participants’ lack of knowledge of the existence of the protocols and procedures for reporting CSA. Based on the findings, it is recommended that the South African Department of Education and teacher training institutions facilitate discussions amongst the various departments to promote collaborative efforts in addressing CSA. |
| format | Article |
| id | doaj-art-e91751cb6ecc4efd806224ffcdf9408a |
| institution | DOAJ |
| issn | 2331-1886 |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Social Sciences |
| spelling | doaj-art-e91751cb6ecc4efd806224ffcdf9408a2025-08-20T03:05:29ZengTaylor & Francis GroupCogent Social Sciences2331-18862025-12-0111110.1080/23311886.2025.2465829Understanding the mandatory reporting of child sexual abuse in selected special schools, Eastern Cape, South AfricaNokwenzeka Boyana0Mathabo Khau1Department of Postgraduate Studies, Nelson Mandela University, Gqeberha, South AfricaDepartment of Postgraduate Studies, Nelson Mandela University, Gqeberha, South AfricaAlthough sexual violence against children is a global problem, it is more pervasive in some regions than others. South Africa is one such context where there is a close connection between the social environment and child sexual abuse (CSA). Despite the government’s efforts mandating the reporting of CSA, its prevalence remains high and has become a significant health and societal issue. In this article, I explore how school management teams (SMT) and school-based support teams (SBST) in designated special schools in the Eastern Cape, South Africa understand the protocols and procedures for reporting CSA. The qualitative study upon which this article is based utilised the interpretive paradigm and phenomenological research design with eleven SMT and SBST members from four purposively chosen special schools. Data was generated using focus group discussions and memory accounts, and Bronfenbrenner’s ecological systems theory (EST) was used to make meaning of the data. The study identifies participants’ lack of knowledge of the existence of the protocols and procedures for reporting CSA. Based on the findings, it is recommended that the South African Department of Education and teacher training institutions facilitate discussions amongst the various departments to promote collaborative efforts in addressing CSA.https://www.tandfonline.com/doi/10.1080/23311886.2025.2465829Mandatory reportingchild sexual abuseschool management teamschool-based support teamlearnerTeachers & Teacher Education |
| spellingShingle | Nokwenzeka Boyana Mathabo Khau Understanding the mandatory reporting of child sexual abuse in selected special schools, Eastern Cape, South Africa Cogent Social Sciences Mandatory reporting child sexual abuse school management team school-based support team learner Teachers & Teacher Education |
| title | Understanding the mandatory reporting of child sexual abuse in selected special schools, Eastern Cape, South Africa |
| title_full | Understanding the mandatory reporting of child sexual abuse in selected special schools, Eastern Cape, South Africa |
| title_fullStr | Understanding the mandatory reporting of child sexual abuse in selected special schools, Eastern Cape, South Africa |
| title_full_unstemmed | Understanding the mandatory reporting of child sexual abuse in selected special schools, Eastern Cape, South Africa |
| title_short | Understanding the mandatory reporting of child sexual abuse in selected special schools, Eastern Cape, South Africa |
| title_sort | understanding the mandatory reporting of child sexual abuse in selected special schools eastern cape south africa |
| topic | Mandatory reporting child sexual abuse school management team school-based support team learner Teachers & Teacher Education |
| url | https://www.tandfonline.com/doi/10.1080/23311886.2025.2465829 |
| work_keys_str_mv | AT nokwenzekaboyana understandingthemandatoryreportingofchildsexualabuseinselectedspecialschoolseasterncapesouthafrica AT mathabokhau understandingthemandatoryreportingofchildsexualabuseinselectedspecialschoolseasterncapesouthafrica |