Knowing but Avoiding: How Training, Institutional, and Social Barriers Shape Teacher Recognition and Response to Child Maltreatment In the Country of Georgia

Background
Child maltreatment is a persistent global problem with serious lifelong consequences. Early detection is critical to mitigating these effects, and schools play a central role, as children spend significant time there. Teachers are uniquely positioned to observe signs of abuse and act as first responders. However, research shows that teachers often under-detect and underreport suspected cases, highlighting the need to understand the factors shaping their responses.

In Georgia, progress has been made in strengthening child protection. The Code on the Rights of the Child (2019) established a comprehensive legal framework for safeguarding children’s rights, alongside administrative procedures and mandatory reporting obligations for educators and other professionals. Despite these advances, challenges remain in implementing these frameworks in schools, where teachers must navigate complex decisions about identifying and responding to suspected maltreatment.

This exploratory qualitative study examines Georgian teachers’ engagement with child maltreatment across three dimensions: (1) their knowledge and understanding of different forms of maltreatment; (2) their practices in identifying and responding to suspected cases; and (3) the individual, institutional, and contextual factors influencing their reporting and intervention decisions. The study is guided by the following question: How do teachers understand, identify, and respond to child maltreatment, and what factors shape their decisions about reporting and intervention?

Methods
Data were collected through one-on-one, in-depth interviews with teachers in public and private schools across Georgia, including major cities and rural areas. Participants were recruited through convenience and snowball sampling. In total, N=23 teachers participated, including two school principals. Interviews explored teachers’ knowledge, experiences, and decision-making regarding child maltreatment. Data were analyzed using thematic analysis, involving familiarization, code development and refinement, grouping codes into categories, and consolidating categories into themes and subthemes.

Findings
Teachers’ knowledge of child maltreatment was largely acquired informally, resulting in fragmented and uneven understanding across generations and subjects. Recognition followed a hierarchy shaped by visibility and training: physical abuse was most readily identified, while psychological abuse, including parental pressure over academics. Historical and generational differences also shaped teachers’ perspectives, reflecting the coexistence of Soviet, post-Soviet, and contemporary approaches to discipline and children’s rights.

Reporting decisions were strongly influenced by structural and contextual factors. Teachers weighed professional, social, and personal risks against uncertain benefits for the child. Mistrust in formal child protection system, limited institutional support, and fear of conflict with parents and the community often led teachers to rely on informal strategies, such as monitoring students, providing emotional support, or handling concerns within the school rather than formally reporting cases.

Implications
While systematic teacher training is essential, it is insufficient alone. Teachers’ responses are shaped by broader institutional and social conditions, including mistrust in child protection mechanisms, weak support from the education system, and the risks of legal or social repercussions. Strengthening child protection requires comprehensive training combined with clearer reporting procedures, reliable institutional responses, and safeguards for educators who report suspected maltreatment. Addressing both individual knowledge and structural barriers is critical to ensure schools provide safe and supportive environments for children.