Identifying and Responding to Child Neglect: Exploring the Professional Experiences of Primary School Teachers and Family Support Workers

This study aimed to explore primary school teachers' and family support workers' experiences of working with families and children with suspected or confirmed child neglect. Two in‐depth, semi‐structured focus groups with four primary school teachers and six family support workers explored the experiences of the two separate professions. Two hypothetical vignettes describing emotional and physical neglect were used to aid discussion. A qualitative, inductive thematic analysis was used to analyse the focus group data. Despite professionals wanting to act when neglect is first identified (early intervention), this was often not common practice. Professionals highlighted that child neglect, in particular emotional neglect, was often not deemed ‘serious enough’ to report, and would not be reported until a bigger ‘jigsaw puzzle’ of evidence had been collated. Professionals struggled with policies and funding that impact on their ability to respond in every case of child neglect as well as multiagency working difficulties, including perceived confidence in their roles and how other professionals view their work and professional opinions. Child neglect, especially emotional neglect, must be rated as equally serious as other forms of child maltreatment necessitating intervention, and professionals must be given support and funding to achieve this. ‘Explores primary school teachers' and family support workers' experiences of working with families and children with suspected or confirmed child neglect’ Key Practitioner Messages The consequences of prolonged child neglect should be better understood and recognised. Resources and support provided early may prevent long‐term serious harm. Training on sensitively discussing with parents how to provide appropriate care for their children and how to challenge appropriately other professionals may help enhance professionals' confidence in speaking up and taking action. Innovative use of universal provisions such as breakfast or after‐school clubs may be welcomed more by parents.