Oiie-Hwedie, Hobona/EMOTIONAL ABUSE OF SCHOOLCHILDREN 
Secondary school teachers and the emotional 
abuse of children: a study of three secondary 
schools in Gaborone, Botswana 
KWAKU OSEI-HWEDIE1 AND ALICE K. HOBONA2 
ABSTRACT 
Teachers and other human service professionals have crucial roles to 
play in the provision of social programmes to support and protect 
children from violence and abuse. The objective of this study, therefore, 
was to find out the extent of the knowledge and understanding of 
emotional abuse held by teachers; their ability to identify children 
showing symptoms of such abuse, their personal feelings about, and 
experience with, emotional abuse and their awareness of support and 
other available services in the community. Thirty five teachers from 
three government community junior secondary schools participated 
Overall, it was found that most teachers knew of emotional abuse and 
its aspects. However, about a third of them had no knowledge of emotional 
abuse or how to identify signs of abuse in children. It was also 
found that teachers do not consider their jobs entail providing support 
for abused children. From the data, it is evident that teacher 
training and in-service programmes must equip teachers with the skills 
to enable them contribute effectively to the prevention and management 
of emotional abuse of children. 
Introduction 
IN AFRICA CHILD abuse is a serious problem although some societies do 
not want to acknowledge this. Child abuse and neglect are triggered by 
1 Department of Social Work, University of Botswana 
2 Social Worker 
VOL 16 NO 1 JANUARY 2001 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA 143
g combination of forces at all levels of society, including that of the 
individual, the family and the community. Such complex causes require 
a multi-professional response that is sensitive to cultural diversity and 
other special needs. Thus the prevention and treatment of child abuse 
have become a shared responsibility between governments and services 
involved in the welfare of children, families and communities. The 
ratification by nation states of the United Nations Convention on the 
Rights of the Child (1989) has also brought the issues of child abuse 
and exploitation to the top of national agendas in many countries. 
Teaching and childcare are a very important part of the human services 
professions and must play central roles in the prevention and 
management of child abuse. This is so because no other professional 
has such extensive contacts with child abuse victims on a day-to-day 
basis (Whitney 1996). Generally, the knowledge teachers have of their 
pupils and their families have been accumulated over many years and 
no other professionals are exposed, on a regular basis, to the warning 
signals given by both children and their parents. Teachers are therefore 
in a unique position to identify and help children who are being abused 
because most child abuse victims in the five to 16-year age groups 
attend school. Furthermore, the role of schools is not limited to academic 
achievement alone. It involves the development and well-being 
of the whole child. Staff in educational institutions are able to observe 
children and note changes in their appearance, their self-esteem, concentration, 
socialization, behaviour and progress. They are also in a 
position to seek specialist help for troubled children who exhibit developmental 
problems, emotionally disturbed behaviour or learning 
difficulties. Teachers are thus important in the identification, reporting 
and management of child abuse cases. They also play an important part 
in the support of child abuse victims. 
This paper focuses on how teachers view emotional abuse. More 
specifically, it examines some teachers' knowledge and understanding 
of emotional abuse and the extent of their skills in identifying such 
cases among their students; their personal feelings about, and experience 
of, emotional abuse in their own lives and their awareness of the 
144 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA VOL 16 NO 1 JANUARY 2001
Osie-Hwedie, Hobona/EMOTIONAL ABUSE OF SCHOOLCHILDREN 
existence of support and other services for emotionally abused children. 
Emotional abuse is a subject that is not given much emphasis among all 
the topics comprising child abuse. Whereas physical and sexual abuse, 
neglect, child labour and maltreatment are easily identified and hence 
given primary focus, emotional abuse is not. Many of the signs and 
symptoms of emotional abuse are common to other forms of abuse. 
Briggs and Hawkins (1997) believe that emotional abuse by individual 
members of society often goes unchallenged. It leaves no visible scars, 
it is difficult to prove and has long-lasting consequences. They note 
that it is not only parents, unfortunately, who are responsible for emotional 
maltreatment and starving children of their emotional needs. 
Although child maltreatment and neglect are usually conceptualized 
and dealt with as if they occur only outside the school, studies have 
shown that teachers, for example, commonly maltreat children emotionally 
along with other punitive practices to "discipline" children for 
unwanted behaviour or to control them in school. Briggs and Hawkins 
(1997) observe that although teachers may be concerned for children, 
they tend to tolerate emotional abuse. Despite the fact that teachers 
play the role of responsible parents for the children in their care, they 
distance themselves from children's problems and maintain a narrow 
academic perspective, thus allowing victims to return home day after 
day to be further abused. For example, a study by Childline1 (1998) in 
Botswana indicates that teachers report only about 7% of abuse cases 
that take place in schools. This is a very low figure. Reportage may be 
increased by making more teachers aware of emotional abuse and its 
consequences. 
1 A non governmental organization established in 1990 to provide 
services to children in need of care and their families and to adults 
with a personal history of child abuse, and an educational outreach 
programme concerning child welfare to the society at large. 
VOL 16 NO 1 JANUARY 2001 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA 145
Definitional and conceptual issues 
EMOTIONAL ABUSE includes situations when a parent, a care-giver or 
other adult verbally assaults a child by using harsh words when communicating 
with the child, or withholding warmth and affection. It may 
be manifested by indifference, not showing an interest in what a child 
wants to say, or not listening to or teasing a child. Behaviour that 
constitutes emotional abuse includes rejection of the child, whereby a 
care-giver or other influential adult refuses to acknowledge a child's 
worth and needs. It also includes punishing positive, normal social 
behaviour, for example, punishing a child for exploring the environment, 
talking, laughing, seeking affection and being sociable (Briggs 
and Hawkins 1997). 
Emotional abuse is also associated with discouraging children's selfesteem, 
particularly by constant scapegoating, putting down and 
belittling the child; using sarcasm or telling children that they are stupid, 
worthless, clumsy, ugly, unloved and unlovable; depriving children 
of opportunities to develop as individuals and punishing them for expressing 
opinions and ignoring their likes, needs and feelings. Putting 
unnecessary pressure on a gifted and talented child is also a form of 
emotional abuse (Briggs and Hawkins 1997, Mayhall and Norgard 1983). 
It is important that teachers are aware of the problem of child abuse 
because of their links with schoolchildren. If they are skeptical of its 
existence, then the chances are that child abuse will go unacknowledged 
much of the time. Observations by Jones (1987) in the USA 
indicate an increase in the number of referrals of school-age children as 
a result of the prevalence of child abuse. This increase is attributed to 
the broadening of the definition of child abuse beyond the narrow 
concept of the battered child and not to any particular increase in awareness 
or incidence. The conclusion is, however, that teachers have 
inadequate knowledge about child abuse and how to respond to it. 
Mayhall and Norgard (1983) express the importance of alerting ourselves 
as teachers to whether or not emotional abuse or neglect has 
occurred or is occurring, especially, when the following behaviour is 
observed: a child shows signs of withdrawal, depression, or apathy 
and misbehaves; and is considered by teachers and other adults to be 
146 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA VOL 16 NO 1 JANUARY 20O1
Osie-Hwsdie, Hobona/EMOTIONAL ABUSE OF SCHOOLCHILDREN 
a behaviour problem in the classroom or in other situations where children 
need to follow rules and standards of behaviour. A child may 
show a disproportionate desire to conform to the instructions of the 
teacher or about his or her behaviour, which might indicate that he or 
she lives with constant criticism at home; or might exhibit signs of 
emotional turmoil such as repetitive rhythmic movements, lack of verbal 
or physical communication or an inordinate attention to detail; an 
inability to perform age-appropriate functions and antisocial behaviour 
or obviously delinquent behaviour (Mayhall and Norgard 1987:158). 
None of these are proof that emotional abuse has occurred but are 
possible indicators of abuse for teachers to watch out for. 
Jones (1987) further stresses the need for teachers to remain alert to 
the possibility of child abuse and to know what to do if suspicion is 
aroused. Spademan (1991) adds that a teacher who is in locoparentis 
(in the place of the parent) may be the only source of help, protection or 
advice for a child undergoing a crisis. There are certain limits to the 
competence of the teacher. However, Roberts and Lynch (1982) observe 
that the school is one place where we can reach children from 
abusive families and make sure that they get the help they need. They 
found that teachers, for the most part, made assessments of the family 
based on ad hoc criteria which influenced their decision on whether to 
refer the child or not. 
It seems that teachers are faced with the ethical dilemma of whether 
their loyalties lie with the child or the parents. This is especially the 
case where there is some doubt over the prevalence of abuse and a fear 
of losing the confidence of parents, together with a reluctance to interfere 
in family privacy (Whitney 1996). Some of the reasons are based on 
teachers' attitudes and beliefs. For example, it is believed that parents 
are solely responsible for their children and therefore have the right to 
punish them as they wish. There is also inadequate training and uncertainty 
about the signs and symptoms or the definition of abuse and a 
narrow perception of the role of the teacher together with resistance to 
any attempt to widen that role. This is not surprising, considering that 
teachers are so badly rewarded for an almost impossibly demanding 
job. Another problem relates to the internal structure of schools, with 
VOL 16 NO 1 JANUARY 2001 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA 147
the head-teachers or senior teachers normally taking responsibility for 
liaison with outside agencies whilst often being ill-informed about the 
subtle details of a child's behaviour and problems (Briggs and Hawkins 
1997,Jonesl987). 
Methodological issues 
THE STUDY WAS mainly descriptive. The main goal, in this respect, was to 
become familiar with the basic facts and concerns about teachers and 
emotional abuse of schoolchildren. (Barbie 1998, Fraenkel 1993). A sample 
survey was used and three community junior secondary schools 
were chosen out of a total number of 13 community junior secondary 
schools in Gaborone. A total of 35 teachers from these schools, was 
selected, out of a total population of 512 community junior secondary 
school teachers in Gaborone. Government schools were selected because 
most students attend them, and the majority of teachers work in 
government schools. 
The respondents were drawn from Bonnington, Maoka and Marang 
Community Junior Secondary Schools in Gaborone. Data were collected 
from the respondents using a questionnaire. This questionnaire gave 
the respondents the opportunity to answer anonymously to ensure 
confidentiality. The sample was small compared with the number of 
teachers in the whole country and the study was in an urban area. Thus 
this may not be representative of the views held by all teachers as these 
might differ from rural to urban areas and even from school to school. 
This, however, does not diminish the importance of the study. 
The main problem encountered was the presence of five different 
research groups in the same schools, including ours, also focusing on 
teachers. Thus, to ensure that teachers were not overburdened with 
different studies within the same short period of time, it was agreed with 
head of schools that the teachers be shared among the different studies. 
This meant that teachers who were available for one study would 
not be used in the other studies. As a result, this reduced the number of 
teachers and the size of the sample. The advantage of this, however, 
was that teachers could concentrate on the one study they were involved 
in. 
148 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA VOL 16 NO 1 JANUARY 2001
Osie-Hwedle, Hobona/EMOTIONAL ABUSE OF SCHOOLCHILDREN 
Background of respondents 
AN OVERWHELMING majority of the respondents, 28 (80%), were female, 
whilst only seven (20%) were male. This corresponds with statistics for 
teacher training colleges' enrolment between 1996 and 1998, which show 
a range from 72.5% to 86.3% for females (Central Statistics Office, Statistical 
Bulletin 1998:16). The data (Table I) show that a large number of 
teachers, numbering 12 altogether (34%), are aged between 25 and 29 
years. This is followed by eight (23%), in the 30-34 year-old age group, 
then seven (20%) in the 40 and above age group; six (17%) in the 20-24 
age group and, finally, one (3%) respondent each in the groups aged 
35-39 and below 20 years respectively. The data also show that the 
majority of respondents, 30 (86%), are Batswana, while five (14%) are 
non-Batswana, but mainly Africans, with one (3%) of non-Batswana 
origin being a non-African. Teachers' perceptions could be influenced 
by socio-cultural factors and it is possible that Batswana and non- 
Batswana, or even Batswana of different ethnic backgrounds may have 
significantly different perceptions of and experience with, child abuse. 
Twenty-four (69%) of the respondents were married, ten (29%) were 
single and one (3%) was widowed. The majority of teachers were married. 
In most African cultures marriage is considered a sign of maturity 
and married couples are expected to have children. However, this does 
not mean that single people do not have children or that childless couples 
are not important in society with respect to child welfare. The data 
(Table I) show that many teachers, 15 (43%) in community junior secondary 
schools had a diploma-level qualification. Thirteen (37%) 
teachers had a degree and there were three (9%) with only secondary 
school education. Four (11%) teachers who were degree holders also 
had, in addition, a postgraduate diploma in education. 
From the data (Table I) we see that many of the teachers, 12 or (34%), 
have taught for less than a year; four (11%) have taught for between 1- 
4 years; and ten (29%) have been teaching for 5-9 years. Three have 
been teaching for 10-14 years (9%); two (6%) have been teaching for 
15-19 years; and four (11 %) have taught for over 20 years. The factor of 
length of teaching is significant because the number of years that a 
teacher has spent in the classroom can explain the perception of emo- 
VOL 16 NO 1 JANUARY 2001 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA 149
Table 1: 1Characteristics of respondents 
Sex Frequency
7 
28
1 
6 
12
8
1
7 
Male 
Female 
Age 
Below 20 
20-24 
25-29 
30-34 
35-39 
40+ 
Nationality 
30
5 
Motswana 
Other 
Marital status 
24
1 
10
_
-
- 
Married 
Widowed 
Single 
Divorced 
Cohabiting 
Separated 
Level of education 
3 
15 
13
_
4 
Secondary 
Diploma 
Degree 
Masters 
Other 
Number of years teaching 
Less than one 
1-4 
5-9 
10-14 
15-ig 
12
4 
10
3
2
4 20+ 
Religion 
32
3
0 
Christianity 
None 
Other 
27
8 
Children 
Yes 
No 
150 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA VOL 16 NO 1 JANUARY 2001 
Percentage (%) 
20 
80
3 
17 
34 
23
3 
20 
86 
14 
69
3 
29
_
_
9 
43 
3
_
7 
11 
34 
11 
29
9
6 
11 
91
g
0 
77 
23
Osie-Hwedie, Hobona/EMOTIONAL ABUSE OF SCHOOLCHILDREN 
tional abuse she has and, to some extent, the nature of experience and 
knowledge she has accumulated over the years, both formally and informally. 
However, in this study there was no attempt to correlate length 
of teaching with perceptions of abuse. 
Thirty-two (91%) of the respondents were Christians, while three (9%) 
had no organized religion. Twenty-seven (77%) respondents had children 
of their own and eight (23%) did not. Most of the children of these 
teachers (16 or 59%), were aged below ten years; while 11 (41%)were 
adults aged 21 years and above. 
From the data (Table II) it is evident that 19 (54%) were able to define 
child abuse comprehensively; eight (23%) gave definitions that are 
almost correct; that is, they showed that they had some idea of what it 
means, whilst another eight (23%) could not define the term "child 
abuse" at all. Some examples of teachers' definitions are: ill-treating 
children, forcing children to do what is not right, depriving children of 
their rights, anything that contributes negatively to the development of 
the child, cruel treatment of a child and not being fair to a child. Most 
teachers were able to list the different kinds of child abuse, which include 
emotional abuse, physical abuse, sexual abuse, neglect and child 
labour. Twenty six (74%) were clear about this, five (14%) seemed to 
have some knowledge, and four (11%) had no idea at all about the 
different types of child abuse. 
From the data (Table II) it seems that a majority, 26 (74%) of the 
sample of teachers knew what the different types of child abuse are and 
19 (54%) could clearly define the term in their own words. Eight (23%) 
had some idea but could not define the concepts clearly nor list the 
types of abuse and eight (23%), could not define or did not understand 
the concept clearly enough to define it and list types of abuse correctly. 
Most respondents, 22 (63%), could define emotional abuse in their own 
words, nine (26%) showed that they had some idea what it means, 
whilst four (11%) could not define the term at all. Some of the correct 
definitions from the respondents were: making children feel negative 
about themselves; saying things that make a child feel unimportant, 
worthless or embarrassed; not giving children the chance to express 
VOL 16 NO 1 JANUARY 2001 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA 151
Table II: Knowledge and understanding of emotional abuse 
% with no 
idea 
8(23%) 
4(11%) 
4(11%) 
% who 
know 
19(54%) 
26(74%) 
22(63%) 
% with 
some idea 
8(23%) 
5(14%) 
9(26%) 
7(20%) 10(29%) 18(51%) 
5(14%) 6(17%) 24(69%) 
7(20%) 3(9%) 25(71%) 
Respondent can: 
Define child abuse 
List types of child abuse 
Definite emotional abuse 
List situations in which 
emotional abuse can occur 
Give symptoms of 
emotional abuse 
Identify emotionally 
abused children 
List effects of emotional abuse 
on children 26(74%) 9(26%) - 
themselves; not caring for a child's emotions and denying a child love 
and care. 
Eighteen (51%) of the respondents were able to identify situations 
and circumstances in which emotional abuse can occur, ten (29%) 
seemed to have some idea, and seven (20%) had no idea. The situations 
identified include: where a child fails to do as is expected, such as in 
cases of physical disability in a child; where a child is disobedient; 
when a parent dies; when the frustration of the adult is taken out on a 
child; and in a family where alcohol is abused. Among the respondents 
25 (71 %) felt that they could identify emotionally abused children, whilst 
ten (29%) noted that they could not identify them. Twenty-four (69%) 
were able to give examples of some of the symptoms or signs of emotional 
abuse, whilst five (14%) could not. The remaining six (17%) had 
an idea, but were not sure or clear about the symptoms. Examples of the 
symptoms given by teachers include: low self-esteem, insecurity, withdrawal, 
easily frightened when talked to in a loud voice, aggressiveness 
and stubbornness. 
Based on the data (Table II) it is evident that 25 (71 %) of the teachers 
could identify children showing symptoms of emotional abuse, based 
on their own assumptions and understanding of the concept. About 
152 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA VOL 16 NO 1 JANUARY 2001
Osie-Hwedie, Hobona/EMOTIONAL ABUSE OF SCHOOLCHILDREN 
three (9%) showed that they might be able to identify such children but 
were not clear of many of the symptoms or signs and seven (20%) could 
not identify symptoms of emotional abuse in a child. The majority of 
teachers, 26 (74%), agreed that emotional abuse has effects on children. 
The teachers mentioned that abused children might grow up with a 
very negative attitude about themselves and blame themselves for things 
that are not their fault; and that such children might become rebellious 
and behave badly both at home and school. All these might negatively 
affect their school work and prospects in life. However nine (26%) could 
not explain in any detail the effects of emotional abuse on children. 
Only five (14%) of the teachers admitted that they had had some 
kind of training in child abuse. Twenty-nine (83%) had no training in 
child abuse and most attributed their knowledge of child abuse to the 
experience they gained as teachers. Those who had training mentioned 
courses by UNICEF and workshops and courses attended while in 
training college. The courses covered topics such as physical abuse, 
sexual abuse, child maltreatment and child labour. 
Personal feelings 
THE FEELINGS THAT people have on an issue affect their responses or 
reactions towards anything that involves that particular issue. Therefore 
the personal feelings of teachers are crucial to the way they manage 
emotional abuse. Twenty-five (71%) of the teachers considered emotional 
abuse to be as serious as sexual abuse. This is because both 
forms of abuse affect the child adversely and can damage the adult of 
tomorrow. Sixteen (64%) of those who considered emotional abuse to 
be as serious as sexual abuse felt that, even though they are both 
serious, sexual abuse was more damaging because it harms the body 
physically, for example, in a situation where tissues are torn and HIV and 
STDS are transmitted. The others felt that emotional abuse is more harmful 
as it is not easily detected said can go on longer than physical harm. 
Five (14%) of the respondents did not know which was more serious, 
while another five (14%) believed that emotional abuse was not as 
serious as sexual abuse because, in this context, there was nothing 
worse than coercive sex such as rape and defilement where there was 
VOL 16 NO 1 JANUARY 2001 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA 153
no mutual agreement or enjoyment, but instead the use of force and 
domination. Such an encounter might make a child very uncomfortable 
in adult sexual relations and might lead to sexual malfunction. Thus 
they saw the negative effects of sexual abuse as more intense than 
emotional abuse. 
All the respondents agreed that emotional abuse is not just something 
thathappens only in the West, but that is also present amongst Batswana 
as well. They also agreed that children have emotions regardless of 
their age or maturity and that children's emotions are important. However, 
as the data (Table III) show, a majority of teachers, 21 (60%), felt 
that emotional abuse is a domestic issue which should be handled 
privately. On the other hand 12 (34%) respondents felt that emotional 
abuse should not be considered a private issue, because it is this very 
notion of keeping things private which allows negative behaviour and 
practices to continue unchecked, forbids open discussion and keeps 
many harmful activities hidden. 
Three (9%) respondents believed that educated people do not abuse 
their children, whilst the rest accepted that anybody may abuse a child. 
One (3%) respondent agreed with the statement that parents do not 
emotionally abuse children, 20 (57%) strongly disagreed, while 13 (37%) 
agreed, indicating that it is a common belief that parents do actually 
abuse their children. The data (Table III) showed that six (17%) of the 
respondents felt that all abuse is unintentional and 25 (71%) accepted 
that it is intentional. They believed that abusers know what they are 
doing an i deliberately try to hurt the child. Most abuse is done with the 
intention o 'isciplining or teaching the child a lesson; in anger, frustration, 
or jus . hurt or embarrass the child. 
We return to the issue that most teachers consider emotional abuse 
to be a personal matter to be dealt with in private. Teaching, like many 
other professions, values privacy and confidentiality. Most cultures, 
including the Tswana culture, adhere to the principle of privacy in some 
measure. This means, perhaps, that child abuse may not be discussed 
as openly as it should. 
154 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA VOL 16 NO 1 JANUARY 2001
Oaie-Hwedie, Hobona/EMOTIONAL ABUSE OF SCHOOLCHILDREN 
Personal experience 
PERSONAL EXPERIENCES in life are usually the basis for most decisions 
that people make. People behave differently because of their various 
experiences and their influence on ways of thinking and doing things. 
The data indicate that only 13 (37%) of the respondents knew someone 
who had been emotionally abused. Of these, one (8%) felt that the 
person deserved to be abused. However, 14 (40%) respondents felt that 
generally, no one deserved to be abused. Sixteen (46%) of the respondents 
thought that thev .night have emotionally abused somebody 
unintentionally, seven (20%) were sure that they had emotionally abused 
somebody and ten (29%) were sure that they had not emotionally abused 
somebody unintentionally. From the data, it seems that nearly 70% of 
the respondents have or think they may have emotionally abused somebody. 
Thus a large number of people owned up to be abusers as parents, 
teachers and members of the community, even if unintentionally. Nine 
(26%) respondents definitely knew of someone who intentionally abuses 
a child. This may lead us to believe that there is a good deal of emotional 
abuse going on in schools and communities. 
Twelve (34%) respondents thought that they may have been abused 
at some stage of their lives, while 21 (60%) did not think so. For those 
who have been abused, the main culprits were relatives and partners. 
Three (9%) of the respondents admitted to being emotionally abused 
right now in their lives by their partners. Amongst those who had been 
abused, the majority, about nine (75%), had no problems with it now 
and considered it over and done with. Most of them indicated that they 
could deal with any would-be abusers as they were now grown-up and 
could take care of themselves. However, three (25%) of those abused 
had, not come to terms with it and indicated that they needed help, 
especially counselling. They expressed bitterness and anger towards 
the abuser and relatives who did not take their pleas for help seriously. 
According to the respondents, emotional abuse is rampant in 
schools. Twenty-one (60%) were sure that it exists, five (14%) were not 
sure if it exists or not, seven (20%) had no idea, and two (6%) thought 
that it might exist. Of those who thought there is emotional abuse in 
schools, ten (48%) believed that everyone in the school environment is 
VOL 16 NO 1 JANUARY 2001 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA 155
25(71%) jM$$h 5(u%) 
- 
11(31%) 
- 12(34%) 
- ,. 3(9%) 30(86%) 
1(3%) 
- : 
- 
Tabla III: Personal Failings about Emotional Abusa 
Strongly 
agree 
Emotional abuse is as 
serious as sexual abuse 
Emotional abuse Is a 
Western concept that has 
no place in our lives 
Emotional abuse is a 
private issue and should 
be dealt with in private 
Educated people do not 
emotionally abuse children 
Parents do not emotionally 
abuse children 
All abuse is unintentional 
A child is not mature 
enough to have emotions 
Emotional abuse is not 
fimited to any class 
a victim, that is, students, teachers and support staff. Three (12%) indicated 
that students were the main victims and only one (5%) accepted 
that teachers were victims. In the same vein, seven (33%) of those who 
admitted that emotional abuse was present in schools also noted that 
everyone in the school environment was a potential perpetrator. However, 
eight (38%) respondents felt that teachers, headmasters and 
parents were the main perpetrators. Thus, all in all, respondents who 
thought that emotional abuse occurs in schools, thought that teachers 
were involved in some way as perpetrators. 
Support systems and services 
SUPPORT SYSTEMS are very important for those experiencing problems 
and needing help. This is because such systems provide the support 
and care which enables people to prevent or manage their problems. 
Services for the abused are important in any community because they 
accord those who need help the chance to get it. In the study teachers 
30{86^) 3(9%) 
166 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA VOL 16 NO 1 JANUARY 2001 
Strongly Don't 
know j ^ t o f l Disagree 
5(14%) 
1(3%) 
10(29%) 3(9%) 
i f -. V
Jja* 
j(£*^six. 
• , i v , !• 
22(63%) 
9<26%J 
2L6.%) 
2(6%) 
- 
1(3%) 
4 (11%) 
• ' - • - 13(37%) 50f87W) 
^fifi?*) 25(71%) 
. . t *-, 
1(3%) *- 12(34%) 
2(6%
Osie-Hwedie, Hobona/EMOTIONAL ABUSE OF SCHOOLCHILDREN 
were asked what they would do to help a child suspected of being 
emotionally abused. Almost half of the respondents, 15 (43%) would 
talk to the child if they suspect the child is being abused; ten (29%) 
would talk to the child and then suggest guidance and counselling for 
the child; three (9%) would try to talk to the abuser and one (3%) would 
investigate and report the issue to the police. One (3%) person did not 
know what to do, and another one (3%) would ignore the child. 
For most of the teachers children have to meet certain conditions 
before their admissions or disclosure of being abused are believed. 
Only three (9%) believed that a child would not seek out a teacher to lie 
about being abused. More than half of the respondents, 19 (54%), would 
believe children who told them that they were abused, based on the 
story and the feelings displayed, such as crying and being upset. Seven 
(20%) would believe the child if there were signs of apparent emotional 
abuse, one (3%) would believe the child based on the conclusion reached 
by looking at the child and the other one (3%) had no idea what would 
lead him/her into believing the child's story. 
Teachers maintained more or less the same position when deciding 
what would make them disbelieve children who told them they were 
being emotionally abused. Nineteen (55%) would not believe the child 
if there was no evidence to support what the child said and if the story 
did not sound true; four (11%) maintained that children do not usually 
lie about such matters and so they would have no reason to disbelieve 
them; and five (14%) had no idea of what would make them disbelieve a 
child. 
If a child told them that he/she was actually being emotionally abused, 
19 (54%) of the respondents would suggest counselling for that child 
by the guidance and counselling teacher and by social workers. Eight 
(23%) mentioned that they would help the child with the child's consent. 
However, they were not specific as to the sort of help they would 
or could give the child. Three (9%) would talk to and educate the abusers, 
two (6%) would call the parents of the child and one (3%) would 
investigate the issue first before helping the child in any specific way. 
If a child told the teacher that a friend was being emotionally abused, 
19 (54%) of the respondents would talk to the child and ask the child to 
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bring the friend to them, eight (23%) would suggest that the child tells 
the friend to go for help from social workers or counsellors, three (9%) 
would investigate and try to counsel the abusers and two (6%) would 
ask the child or the friend to talk to someone he/she trusts. The data 
indicate that 17 (49%) of the respondents considered talking to the 
particular child being abused as an appropriate way of helping, 12 (34%) 
considered counselling either by social workers or the guidance and 
counselling teachers to be appropriate, and three (9%) felt that talking 
to the abuser or educating the abuser is the best way. However, it is not 
clear what teachers hope to achieve by talking to the child. 
Twenty-four (69%) participants knew of someone from whom an 
emotionally abused child could get support, but nine (26%) did not. Of 
those who did know, the majority identified the guidance and counselling 
teachers as people able to give support, a few cited social workers, 
some mentioned Childline and only one teacher out of 35 noted that 
teachers in general are able to offer support. It is clear from the data that 
the majorities of teachers do not see themselves as part of a support 
system for a child in an emotionally abusive situation. Twenty-two 
(63%) of the teachers knew of services that are available for emotionally 
abused people. The services mentioned are those provided by the guidance 
and counselling teachers, social workers, Childline and Botswana 
Family Welfare Association. Ten (29%) had no idea of services available 
for the emotionally abused. 
To render effective and helpful services to children, teachers need to 
know how to handle child abuse cases. They also need to know what 
services are available and how to link the child with such systems. 
Seventeen (49%) of the respondents knew the procedures to be followed 
when dealing with abuse or suspected abuse cases of children in 
their schools, three (9%) noted that their schools have no formal procedures 
and 12 (34%) did not know whether there were procedures or not. 
Among those who were aware of formal procedures there were differences, 
even among teachers from the same school. For most, the process 
starts with the class teacher, then the guidance and counselling teacher, 
the senior teacher for that group, and then the head-teacher. 
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The data show that most teachers did not actually know the procedure 
to be followed when handling abuse cases and in most cases, they 
used their own discretion. This also supports Briggs and Hawkins' 
(1977) assertion that the internal structure of schools might be a problem 
in itself. This is because the head-teachers and senior teachers 
have the responsibility for liaison with outside agencies. It is clear, 
however, that head-teachers do not share their knowledge on the existence 
of outside agencies, or procedures to be followed, with teachers. 
Discussion 
THE DATA INDICATE tb?t more than half of the respondents knew and 
understood the concept of emotional abvse. About 20 percent of the 
respondents, however, did not have adequate substantive knowledge 
and understanding of emotional abuse. This implies that about one 
fifth or more of teachers do not know much about emotional abuse. 
This makes it difficult for a large number of teacher to remain alert to the 
possibility of child abuse, as Jones (1987) suggests. Teachers are supposed 
to be educated and knowledgeable people. Thus one would 
expect them all to be aware of such dangers concerning the children 
who are in their care almost every day. If those who are educated are not 
aware, we can assume that a significant number of the population in 
general does not know about emotional abuse. It also raises questions 
with regard to educational policies that allow a significant number of 
teachers to enter the field without such important knowledge. This is, 
again, critical because most of the teachers do not have any kind of 
training in child abuse after completing teacher training. They attribute 
their knowledge and understanding to personal experience associated 
with teaching for a long period of time. Thus, there is no uniformity in 
knowledge, neither can what they know be trusted whole-heartedly. 
About 70 percent of the respondents were able to identify children 
showing symptoms or signs of emotional abuse because they were 
able to give examples of such signs. However, 30 percent of teachers 
did not know the symptoms of emotional abuse and could not therefore 
identify children showing such signs. This indicates that there may be 
many children with problems who come into contact with teachers but 
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are not noticed and, thus, receive no help. One worrying fact is that 
some respondents may stereotype these children as delinquent and 
truants, as Briggs and Hawkins (1997) assert. Unfortunately, if these 
children are being emotionally abused they will not be helped, but instead 
punished. 
About two thirds of the respondents knew of support and other services 
for the emotionally abused. This indicates that about a third of 
teachers had no awareness of support services available for emotionally 
abused children. Even for those who were aware of services, the 
majority knew only of guidance and counselling teachers within schools. 
Very few mentioned other services outside the school. This is a clear 
indication that most teachers are not aware or do not know of services 
available in their communities. Furthermore, it shows that they, as community 
members, are ignorant of these services, which leads us to assume 
that most other members of the community are unaware of these services 
as well. This shows in addition the limitations of teachers who may 
not want to expand their roles beyond just teaching. If they do not 
know of the existence of such services then they cannot refer a child 
who needs help. Thus, the school, in this case, is not an effective site 
from which children from abusive families can be reached. This is contrary 
to the conclusions by Roberts and Lynch (1982). 
The teachers who had had some form of training had more understanding 
of abuse than those without training. This demonstrates the 
value of training in raising teachers' awareness of child abuse. Thus, it 
might be in the best interests of the schools, as service providers, to 
make sure that courses on child abuse are organized as part of inservice 
training for teachers. As child abuse and related issues become 
broadened and more complicated, new knowledge and skills are necessary 
in the process of helping children. Schools have to find ways to 
become more effective in helping children who are abused. Teachers 
need knowledge and expertise and must be linked to other service providers. 
From the data only about a third of teachers had come across emotional 
abuse in their lives and they considered it part and parcel of 
growing up which was of no consequence to them now. In most cul- 
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tares, including Tswana culture, what is termed abuse even today, is, to 
some people, a normal part of bringing up a child. The child learns from 
such "discipline" and sees it as perfectly unacceptable. When such 
children become adults, they are likely to treat their own children or any 
other children in the same manner. As the data indicate, a large proportion 
of respondents admitted to being perpetrators of emotional abuse 
themselves. Although they had some knowledge and understanding of 
emotional abuse, it seems that very little was being done in the way of 
prevention. This might be due to the fact that there is no compelling 
obligation for teachers to identify and deal with emotional abuse cases. 
If teachers view emotional abuse, in some instances, as part of the 
process of growing up, and if some teachers see themselves as perpetrators 
of emotional abuse, then it will follow, as Briggs and Hawkins 
(1997) assert, that emotional abuse will go unchallenged in schools. 
This appears to be the case in the schools sampled. 
It seems that although some knowledge of emotional abuse exists it 
is limited, in most cases, to a section of teachers and whatever information 
exists is not used to the benefit of the children and the community 
at large. In general, emotionally abused children in schools have a high 
chance of not receiving help from teachers who are considered more 
aware than most other community members. In other words, although 
abuse exists in the community there is little that teachers and, for that 
matter, most people, do to combat it. This may be due to the unwillingness 
to interfere in other people's private affairs (Whitney 1996); because 
they are unsure as to what constitutes emotional abuse (Briggs and 
Hawkins 1997 and Mayhall and Norgard 1983); or because they do not 
know how to proceed with emotional abuse cases (Spackman 1991). 
Education policy and the training of teachers should therefore include 
the different aspects of child abuse as a major component of the curricula. 
Each school should have a formal process showing how teachers 
should deal with suspected cases of child emotional abuse in their 
school. There should also be clear lines of communication between 
staff, regardless of rank, to facilitate proper handling of such cases. 
Schools, as community institutions, should make sure that they pass 
on the knowledge they have on child abuse to the community. It may be 
VOL 16 NO 1 JANUARY 2001 JOURNAL OF SOCIAL DEVELOPMENT IN AFRICA 161
useful at meetings, such as those of parent and teacher associations, to 
discuss child abuse and its effects. This will give parents and guardians 
a chance to become aware of emotional abuse and might also help 
them to come to grips with the problem if there are abusive situations 
they know of, or come across. Schools should make sure that they run 
short courses and workshops on a regular basis on child abuse to 
enable teachers to learn what to do if they suspect or come across an 
emotional abuse case (Jones 1987). This will enable teachers to keep up 
with developments in child abuse as they come up, and also to renew 
teachers' motivation and their ability to educate the community. There 
should be a working link between teachers and other service and support 
providers to help teachers with their work and give the children the 
utmost help they can get. 
Conclusion 
Schools, especially teachers, are important in the prevention, management 
and treatment of the emotional abuse of children. Whereas most 
teachers in the study were aware of and were able to play some meaningful 
role in these processes, there are still some major gaps to be 
filled. The number of teachers in daily contact with children but with no 
substantive education in, and skills associated with, emotional abuse is 
high. In general, most teachers appear not to be able to link emotionally 
abused children to services outside the school. Teachers also appear 
unable to influence their communities in any positive manner with respect 
to emotional abuse of children. Thus, there is need to improve 
teachers' skills in dealing with emotional abuse and to emphasize the 
role of teachers in community education for the benefit of all concerned. 
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Barbie, E. 1998. The Practice of Social Research,Be\mont, Wadsworth. 
Briggs, F. and Hawkins, R. 1997. Child Protection: A Guide for Childcare 
Professionals, Sydney, Allen and Unwin. 
Childline, 1998. Childline, Gaborone. 
Fraenkel, J.R. and Wallen, N.E. 1993. How to Design and Evaluate Research 
in Education, San Francisco, Mcgraw Hill. 
Jones, D.N. 1987. Understanding Child Abuse, London, Macmillan. 
Roberts, J. and Lynch, A. 1982. Consequences of Child Abuse, London, 
Academic Press. 
Mayhall, P. D. and Dorgard, K.E. 1983. Child Abuse and Neglect: Sharing 
Responsibility, Washington, John Wiley and Sons. 
United Nations, 1989. The Convention On The Rights of The Child, 
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Spackman, F. 1991. Teachers Professional Responsibilities, London, 
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Whitney, B. 1996. Child Protectionfor Schools: A Guide to Good Practice, 
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