Beyond Reading, Writing, and Arithmetic: The Role of Teachers and Schools in Reporting Child Maltreatment

Abstract

Nearly 4 in 10 children report experiencing maltreatment by adulthood. Educators in school settings may be crucial for early detection that mitigates maltreatment’s negative effects. Administrative data on reports of child maltreatment across the U.S. over 14 years allows us to use two different regression discontinuity methods, one based on school-entry laws and one on school calendars, to identify the role of educators in reporting. Both methods show educators are reporting cases that would otherwise go unreported. These findings are relevant for understanding the consequences of school closures during the COVID-19 pandemic, and for improving identification and reporting.