Objective: This study aimed to examine the awareness, prevalence, and perceptions of child abuse among preschool and elementary teachers in Riyadh, Saudi Arabia, as well as factors associated with teachers’ understanding and reporting practices.
Methods: A cross-sectional study was conducted among preschool and elementary school teachers in Riyadh. Data were collected using an electronic self-administered questionnaire adapted from previous research, covering demographic information, experiences, and perceptions of child abuse. The sample consisted of 365 teachers, selected randomly from a population of 6,937 preschool teachers based on a 95% confidence level and a 5% margin of error.
Results: The study found that 79.1% of teachers had heard of child abuse, and 74.5% were familiar with child protection laws, yet a notable 25.5% lacked awareness of these laws. Approximately 27.4% of teachers reported witnessing abuse incidents, with 13.8% observing cases resulting in severe outcomes, such as illness or disability. Gender and educational background were significant factors in awareness, with male teachers and those holding bachelor’s degrees showing higher familiarity with child protection laws. Mixed attitudes towards physical and verbal disciplinary practices were observed, with a substantial number rejecting physical discipline but showing tolerance for verbal corrective measures.
Conclusion: The study highlighted the need for increased awareness and standardized training on child abuse prevention and reporting among teachers. While most educators recognize child abuse as a serious issue, gaps in knowledge and varying attitudes toward disciplinary practices indicate a need for educational interventions.
Key words: Child abuse, teacher awareness, child protection laws, disciplinary practices, Saudi Arabia
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