معوقات حماية الطفل المعنف في المدارس الابتدائية في مدينة الرياض

Abstract EN

This study aimed to determine the reality of the existence of obstacles that hinder the school from protecting the abused child, and to identify those obstacles that hinder the school from playing its role in protecting the abused child, and to provide solutions to overcome these obstacles.

The descriptive survey method was used, and the researcher used focus groups as a tool for data collection.

The study was applied to a stratified random sample through structured discussion sessions with (8) focus groups consisting of primary school employees in primary schools in Riyadh education, and the most prominent results were: Cultural difficulties, as it was mentioned that they face refusal by some families not to interfere, and that they are private family affairs in which the school has nothing to do with.

School leaders and agents also stressed the weakness of teachers’ cooperation in protecting the child for fear of parents’ reactions in the event of notification, as well as the teachers’ lack of experience in interacting with abused children.

Some schools also face the presence of large numbers in the presence of one student advisor.

Some schools do not have a specialized student advisor at all, and they remind school leaders that teachers go to specialized courses more than others.

Among them is the impression that some teachers have that it is specific to student guidance, and that they have teaching burdens that burden them in addition to their other work represented in supervision, shift, preparation and other other tasks entrusted to them, and some of them mentioned that their skills in discovering an abused child are very weak, especially Psychological, sexual, verbal, and other types of violence that do not show direct indications, and need specialists to discover them.

The student counselors in the schools selected in the study sample mentioned that there are other obstacles represented in the teachers’ lack of knowledge of the mechanism of dealing with abused children, as well as the lack of awareness of the school leadership with the tasks of the student counselor in the school, where they are assigned other tasks that distract them from the counseling work, such as: assigning them the work of the agent, Or activating waiting quotas in the school, as well as the small number of counselors for students, in addition to the fact that some counselors are not specialized in student counseling, but were assigned internally by the school.

In light of the results that have been reached, the researcher recommends the following: 1- Preparing an organizational and procedural guide to protect the abused child in schools, regulating the work of school staff in detection, assistance and transfer to reduce the chances of individual judgments.

2- Preparing an electronic application to protect the abused child, which contributes to communicating the suffering of the abused child to the authorities related to child protection.

3- Educating the community about the role of the school in protecting the abused child through electronic boards and text messages.

4- Requiring the student counselor at the school to take an intensive training course in early detection of abused children, how to help them, and the mechanism of dealing with them and transferring it to his schoolmates.

5- Requiring schools to submit plans to protect the abused child at the beginning of each semester.

6- Assigning one of the school’s specialized employees as a coordinator to protect the abused child