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A Critique of the Factors Contributed to Child Protection at Schools

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With the increasing cases of child molestation, schools are playing a significant role in ensuring child safety. They are significant in ensuring that children are presented with a safe learning environment in order to enhance performance. This is one factor that has made it necessary to involve the schools in child protection. When students are attended to as a group in school, it is usually easy for the teachers to monitor their behavior and understand their needs, to offer an all-inclusive solution, since most of them behave in a similar way.

Understanding the special needs of individuals is easy since there is an opportunity for comparing students’ behaviors. Situations are rare where large groups of children can be attended to in regard to protecting the way teachers do. Incorporating child protection in schools is, therefore, an important move in the enhancement of the well being of children (Clark 1997). The professional training of teachers in regard to dealing with the needs of students is significant in providing child protection in schools. This makes schools appropriate for child protection, and the government can be assured that children are protected from abuse.

Schools are also strong institutions through which the government can channel resources effectively for child protection. Elements of Good PracticeIn order for child protection to be achieved, it is important to ensure that certain elements of good practice are present. For example, policy development in regard to child protection as well as programs and actions to undertake to accomplish the objectives of child protection are significant in accomplishing the overall goal of maintaining the students’ well being. It is important for school authorities to ensure that clear guideline are put in place indicating the actions that should be undertaken concerning cases where there is alleged molestation of children.

All sorts of child abuse are supposed to be addressed, including those that originate from teachers. These guidelines should be understood by all teachers and should be available for reference purposes. The measures to be undertaken in order to prevent the occurrence of such problems as well as ensuring that they do not recur should be clear to everyone (Hobart et al 2005).

These procedures and actions should be consistent with the policies of NSSF regarding the maintenance of the well being of children.  

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