INADEQUACY OF SCHOOL AUTHORITY MANAGEMENT AND CHILD ABUSE IN SECONDARY SCHOOLS (A CASE STUDY OF EDO COLLEGE)
CHAPTER ONE
INTRODUCTION
1.1 THE STUDY’S BACKGROUND
For two key reasons, early childhood educators’ expertise and understanding of child safety has far-reaching repercussions for children in early childhood settings such as daycare, nursery, and the early years of school. To begin, complex issues such as abuse, neglect, and violence (child maltreatment) can have an impact on how children learn and grow. As a result, early childhood educators must be aware of the context and implications of child abuse on the psychological development of children (Moss, 1990).
Learning opportunities can be achieved successfully when children feel safe and valued, and are protected from all sorts of damage (Shonk, 2001). Maltreatment, on the other hand, has a detrimental impact on children’s conduct and makes it more difficult to build social contacts at school (Mndzebele, 2009). These actions are usually misconstrued by teachers, who, if unprepared, may end up causing more harm to the child due to weak responses (Turney, 2005). Second, aside from the family, early childhood educators spend the most time with children of any professional (Mndzebele, 2009).
While their primary objective is to support children’s learning, development, and well-being, early childhood educators are in a unique position to assist in the early discovery and response when developmental needs are affected as a result of maltreatment (Vilakazi, 2003). Younger children are more vulnerable to abuse and neglect than older children or teenagers (Shonk, 2001), and they are more likely to be exposed to family violence (Shonket al, 2008).
As a result, early childhood educators are likely to be the first professionals to discover child protection issues and to alert other professionals, such as social workers or police (Ladd et al, 2000). It has been argued that maltreated children who are always in survival mode are more vulnerable to the stress response, a complex sequence of chemical and neurological processes in the brain (Zolotoret al., 2009).
As a result of the sympathetic nervous system’s activation, the stress response promotes a natural instinct to fight, flee, or freeze (Rew, 1999). While these stress reactions might be useful, when a child is repeatedly pressured, survival responses can become a normal way of operating (Rew, 1999). This means that an abused child may react to their surroundings as if they are in danger even when there are no dangers present due to a chronic state of fear.
1.2 THE PROBLEM’S STATEMENT
Child abuse has an impact on the educational system, and the school has considerable capacity to intervene. Child abuse has been a long-standing issue in Nigeria, and it has only gotten worse for the country as a whole. Child abuse has a lengthy history in Edo State’s Esan West Local Government Area, extending back to the outbreak of the scourge in Nigeria. Child abuse included, among other things, child labor, abandonment, neglect, adolescent prostitution, early marriage, and forced marriage.
Although school, as a socialization agent, promises to have a powerful and overwhelming impact on a child’s development, observation has revealed that the essence of education is likely to be destroyed if children are regularly made to undergo the miseries of child abuse (Larkin. 2009).
The focus of this study, however, is on the extent to which the school has been involved in the development of children within a sociocultural milieu of child abuse. The study’s goal is to learn about the fundamental causes of child maltreatment and how these factors affect a child’s educational achievement.
1.3 THE STUDY’S OBJECTIVE
The study’s overarching purpose is to:
Edo College will investigate the causes of child abuse.
To find out how child abuse affects Edo college students.
iii. To look into how Edo College’s administration prevents child abuse.
1.4 QUESTIONS FOR RESEARCH
The following research questions influence the study’s objective.
What factors contribute to child abuse at Edo College?
What impact does child abuse have on Edo college students?
iii. How has the Edo College school administration reduced child abuse?
1.5 THE STUDY’S IMPORTANCE
The goal of this study is to provide parents and school administrators with an awareness of the impact that child maltreatment, specifically after-school hawking, can have on a student’s academic development in general. The study’s findings are critical because they will aid parents, guardians, teachers, school administrators, and all other stakeholders in the educational system by providing them with more information on child abuse issues.
Such knowledge may inhibit future acts of child exploitation, especially when the child is used as a source of family revenue. Hawking obviously exposes the child to a range of cultural vices, therefore the study’s goal of developing a model for healthy child parenting in society justifies it.
This research will add to the existing body of information on the subject and will be a resource for academics, researchers, and students interested in conducting future research on this or a comparable topic.
1.6 STUDY OBJECTIVES
The study focused on the impact of school management negligence on child abuse, with Edo College in Edo State, Nigeria serving as the case study.
1.7 STUDY LIMITATIONS
The investigation was hampered by time and financial constraints.
1.8 TERM DEFINITION
INCOMPETENCY: The inability to perform something legally, particularly testify or stand trial.
SCHOOL MANAGEMENT: School management is the process of leading a school toward development by maximizing not only the use of human resources, physical resources, principles, and concepts that aid in the achievement of all of the school’s objectives, but also the proper coordination and adjustment of all of them.
Youngster ABUSE: Child abuse is more than just physical harm towards a child.
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INADEQUACY OF SCHOOL AUTHORITY MANAGEMENT AND CHILD ABUSE IN SECONDARY SCHOOLS (A CASE STUDY OF EDO COLLEGE)