Seeing the invisible: Educators contending with childhood neglect among their students

Background: Although educators are arguably in the best position to recognize signs of child neglect in its earliest stages, there is a notable gap in research examining their role in this context. Objective: This study examines the perspectives of educators in Israeli schools and explores how they experience, define and attribute meaning to childhood neglect among their students. Methods: In-depth interviews were conducted with 31 Jewish female educators, including 22 teachers and 9 counsellors, who have encountered neglect within their professional role. Results: The results show that educators experience neglect among their pupils in a multifaceted and contradictory manner. On the one hand, a spectrum of neglect types were encountered in schools. Physical neglect was the most frequently noted, marked by clear indicators such as inadequate food, hygiene and clothing. However, subtler often overlooked forms of neglect like supervisory, educational and emotional neglect, were also prevalent, though these were less visible and harder to detect. Further compounding educators’ ability to successfully identify and respond to neglect are the lack of a clear definition of neglect and the subjective nature of its identification, that often leave educators uncertain about when and how to report, particularly in cases influenced by broader socioeconomic factors. Conclusions: This study calls for a more nuanced understanding of child neglect that considers both the overt and covert dimensions of the issue. It suggests that in order for educators to fulfil their critical role in identification and response, they require clearer guidelines and support from child welfare agencies.