A child who suddenly withdraws. A student who shows unexplained injuries, becomes excessively passive or, conversely, displays intense aggression. A sudden change in mood, sleep, or behavior — even a drawing that raises concern. A teacher can be one of the first people outside the family environment to notice that something has changed in a child’s life.
Because children spend a significant part of their daily lives at school, the role of teachers in the early identification of possible signs of abuse is critical. However, it is not their job to prove that a child is being abused, nor to attempt to investigate what has happened on their own.
“From a very young age, children spend a significant part of their daily lives at school. We are interested in training teachers so they can recognize certain indicators — whether we are talking about nurseries or all levels of education,” notes Alexandros Kalavris, child and adolescent psychologist, health officer with the Hellenic Police, and doctoral candidate specializing in child abuse, speaking to parapolitika.gr.
Child abuse: What the law provides
This obligation is not limited to the moral or pedagogical responsibility of a teacher. The institutional framework stipulates that when a teacher or educator, in the course of their duties, learns of or identifies indicators of domestic violence committed against a minor, they are required to report the matter to the competent prosecutorial authorities without delay.
The concept of “indicators” is crucial here. A teacher is not called upon to gather evidence or to independently verify whether abuse has actually taken place.
“We don’t need to have proof. Nor should teachers undertake the process of investigating the indicators themselves,” emphasizes Mr. Kalavris.
What a teacher can observe
The signs vary depending on the form of abuse and the age of the child. In some cases there may be visible physical marks, such as bruises, injuries, or other trauma. In others, however, what “speaks” first is behavior.
“We mainly see changes in behavior. Sudden withdrawal, depressive elements, excessive passivity. You look at the child and they seem somehow lost. Or even the opposite can happen,” says Alexandros Kalavris.
A child may become aggressive, show persistent sadness, a lack of energy, or changes in sleep patterns. In cases of emotional abuse, a loss of previously acquired skills may also be observed. “In emotional abuse, we often see the loss of skills the child had already developed — depending, of course, on their age. For example, bedwetting may reappear.”
Particular attention should also be paid to sexually-oriented behaviors that are inconsistent with the child’s developmental stage. “In sexual abuse, we see unusual knowledge or behavior of a sexual nature that is not appropriate for the developmental phase or chronological age of the child,” he explains.
Young children, in particular, may not necessarily understand that what they are experiencing is not normal. “When something like this is actually happening, a young child has neither the knowledge nor the understanding,” he notes.
The picture can shift as the child grows older. “In the transition from childhood to adolescence, the child begins to realize that what had been happening all those years was not normal. And that is when you may see a significant collapse — primarily an emotional one.”
When a child “speaks” through drawing
Another element highlighted by Mr. Kalavris is children’s artwork. A drawing is not in itself proof of abuse, but it can, within the context of a specialized assessment, offer valuable information.
“A very powerful element is the child’s drawing. A child’s artwork is a tool for detecting abuse and exploitation. We know this from the literature, and when we examine it more systematically, children’s drawings help us enormously,” he says emphatically.
As he explains, “there are shapes in drawings that may point to sexual elements — depictions of genitalia — while a drawing can also reflect the child’s emotional state.”
What is important, however, is that a teacher should not attempt to interpret a drawing on their own as “proof” of abuse. It is an element that may raise concern and should be evaluated alongside the overall picture by the appropriate specialists.
“Do not try to investigate it on your own”
This is the point on which Mr. Kalavris places the greatest emphasis. “Teachers often go through the process of wanting to investigate the case themselves, and in doing so, important evidence that could have been used may be lost. It is not always easy to prove — especially in cases of sexual abuse. It is more specialized work,” he clarifies.
The teacher’s role is to observe, to accurately document what they actually saw or heard, and to activate the institutional process — not to take on the role of investigator themselves.
“It happens in ‘good’ families too”
Finally, there is another factor that can make an incident harder to detect: the belief that child abuse only affects specific social or family profiles.
“It is a myth that abuse only happens in families where parents have problems — mental illness, substance use issues, or involvement with the law. It happens in ‘good’ families too,” the expert stresses.
Particularly in cases of sexual abuse, the danger does not necessarily come from a stranger. “Usually the person comes from within the family environment. It is someone the child knows and likely trusts.”
This is precisely what can make it even harder for the child themselves to recognize what is happening. “It is more difficult for them to believe that someone from their family environment or close circle would do something harmful to them. The child cannot understand it.”
For teachers, therefore, the goal is not to “solve” a potential abuse case. It is to know the child they face every day, to notice a change that raises reasonable concern, and to know what they are required to do next.
Because when there are indications that a child may be at risk, gathering proof is not the teacher’s job. Taking action, however, is.
