(PDF) Incompetency of the Management of School Authority and Child Abuse in Secondary Schools (a Case Study of Edo College)

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

For two primary reasons, the knowledge and awareness of child safety among early childhood educators has far-reaching implications for children in early childhood settings such as daycare, nursery, and the early years of school. For starters, complicated challenges like abuse, neglect, and violence (childhood maltreatment) can have an impact on how children learn and grow. Early childhood educators must thus be aware of the context and consequences of child abuse on children’s psychological development (Moss, 1990). Learning possibilities may be realized successfully when children feel safe and cherished, and are safeguarded from all types of harm (Shonk, 2001). Maltreatment, on the other hand, has a bad influence on learning processes, has a negative impact on children’s behavior, and makes it harder to form social interactions at school (Mndzebele, 2009). These behaviors are frequently misunderstood by instructors, who, if unprepared, may end up causing more harm to the kid as a result of insufficient answers (Turney, 2005). Second, aside from the family, early childhood educators have more time in touch with children than any other professional (Mndzebele, 2009). While their primary goal is to aid in the learning, development, and well-being of children, early childhood educators are in a unique position to aid in the early detection and response when developmental requirements are harmed as a result of maltreatment (Vilakazi, 2003). When compared to older children or teenagers, younger children are more prone to abuse and neglect (Shonk, 2001) and have a higher chance of being exposed to family violence (Shonket al, 2008). As a result, early childhood educators are likely to be the first experts to notice child protection problems and to inform other professionals, such as social workers or the police (Ladd et al, 2000). It has been claimed that maltreated children who are always in survival mode are more likely to be exposed to the stress response, a complex series of chemical and neurological processes in the brain (Zolotoret al., 2009). The stress reaction stimulates a natural impulse to fight, escape, or freeze as a result of the sympathetic nervous system’s activation (Rew, 1999). There is increased anxiety arousal at this time, and while these stress reactions can be beneficial, when a kid is constantly stressed, survival responses can become a habitual way of functioning (Rew, 1999). This means that a maltreated youngster may react to the environment as though they are in danger even when no hazards are present because of a persistent state of anxiety.

STATEMENT OF THE PROBLEM

Child abuse has a way of affecting the educational system, and the school has a lot of power to intervene. Child abuse has been a problem in Nigeria for a long time, and it has only gotten worse for the country as a whole. Child abuse has a long history in the Esan West Local Government Area of Edo State, dating back to the beginning of the scourge in Nigeria. Child abuse included, among other things, child abuse, child labor, child abandonment, neglect, teenage prostitution, early marriage, and forced marriage.

Although school, as a socialization agent, promises to have a powerful and overwhelming impact on a kid’s growth, observation has revealed that the essence of education is likely to be destroyed if children are forced to endure the sufferings of child abuse on a regular basis (Larkin. 2009). However, the focus of this research is on the extent to which the school has been involved in kids’ development within the societal environment of child abuse. The study aims to understand the primary causes of child maltreatment and how they impact a kid’s educational performance in light of these considerations.

OBJECTIVE OF THE STUDY

The overall goal of the research is to:

RESEARCH QUESTIONS

The following research questions guide the objective of the study.

i. What are the causes of child abuse at Edo college?

ii. What is the effect of child abuse on Edo college students?

iii. In what ways has the school management of Edo College curbed child abuse?

SIGNIFICANCE OF THE STUDY

The purpose of this study is to give parents and school officials an understanding of the impact that child maltreatment, particularly hawking after school, can have on a student’s academic development in general. The findings of this study are crucial because they will benefit parents, guardians, teachers, school administrators, and all other stakeholders in the educational system, since they will be better informed about the issues surrounding child abuse. Such information may deter future acts of child exploitation, particularly when the kid is exploited as a source of family income. Hawking undoubtedly exposes the child to a variety of societal vices, therefore the study’s aim to develop a model for appropriate child rearing in society makes it legitimate. This study will contribute to the existing body of knowledge on the issue and will serve as a resource for academics, researchers, and students interested in undertaking future research on this or a related topic.

SCOPE OF THE STUDY

The study laid emphasis on school management negligence on child abuse and the case study was Edo College, Edo state, Nigeria.

LIMITATION OF STUDY

The study was restricted due to constraints like time and budget.

DEFINITION OF TERMS

INCOMPETENCY: Lack of legal ability to do something, especially to testify or stand trial.

MANAGEMENT OF SCHOOL: School management is a process of leading the school towards development through not only the optimum use of human resources, physical resources, principles and concepts that help in achieving all the objectives of the school, but also the proper coordination and adjustment among all of them.

CHILD ABUSE: Child abuse is not just physical violence directed at a child.