Manasi Gunjikar

In India, we celebrate Children’s Day on 14^th November. This day marks the birthday of our first Prime Minister, Jawaharlal Nehru, who was fond of kids. The spirit of the children is celebrated in all schools across the country.

This day also marks the beginning of the Child Safety Week which encapsulates four important days dedicated to the protection and safety of our children. The days are:
• 14^th November: Children’s Day
• 18^th November: World Day for Prevention, Healing and Justice to End Childhood Sexual Violence
• 19^th November: World Day for the Prevention of Child Abuse
• 20^th November: International Children’s Day.

The existence of a day which is dedicated to the prevention of child abuse in itself is a validation of the fact that we have not been able to create a safe world for our children. The responsibility of an educator is not limited to imparting knowledge but also encompasses protecting the rights of the students. Teacher education and training in this aspect plays a vital role in creating safe spaces for our children in schools and classrooms.

Children spend a significant amount of time in school and for most children it is the place that influences them the most, after home. Teachers and school staff are therefore considered as guardians or protectors of children, implying that schools have a role to play in protecting children against abuse. Child sexual abuse victims are likely to disclose their abuse to a trusted teacher or friend, or they are likely to show signs of abuse (that a teacher can identify). The lack of preparedness of the school staff, or a traumatizing reaction from them can significantly hamper the victim’s wellbeing and faith.

The Protection of Children from Sexual Offences Act, 2012 (POCSO) that considers teachers as guardians, does not mandate or enforce training, orientation or support for teachers to equip them towards this responsibility. The first aim of this Act is prevention. This ideally should include training of teachers on code of conduct, and teaching children what to do if someone does or tries to violate their sexual safety and/or bodily autonomy. Wurtele (2009) argues it is time for adults to contribute to protecting children and create safe environments by implementing multicomponent, coordinated, preventive interventions that include educators, parents, and practitioners, as interdisciplinary approaches offer the greatest potential for keeping children safe from sexual abuse. The inclusion of POCSO sensitivity training, and reporting protocols as part of Teacher Education (preservice and in-service) should be made mandatory. Another layer of awareness and training requirement is for the children. An annual workshop on sexuality, sexual safety, and bodily autonomy can help children articulate a violation, put a stop to it immediately, or report to the nearest adult. Educators can effectively protect children with increased awareness and empowerment at the level of educators as well as children. ‘Bringing in the concept of child protection in education systems can lead to essential changes in the ways schools function, children’s behaviour when attending school, and the method in which teachers or school authorities interact with children’(POCSO Handbook 2012).

It is therefore recommended that POCSO has a direct bearing on teacher education and training. The curricula of preservice education degrees for all educators, including but not limited to B.Ed, M.Ed and MA Education, currently do not mandate training on POCSO. A few colleges include theoretical understanding of POCSO, but do not truly equip teachers to deal with the situations on the ground. These preservice degrees will need to include a deep understanding of the role of educators in protecting children from sexual abuse. The in-service teacher training programs include mandatory training on protection of children against sexual offenses. These curriculum changes should include a clear understanding of how to handle disclosure by a child along with reporting protocols. Students are likely to disclose the abuse they are undergoing to their teachers. How an adult reacts to the child when the first disclosure happens, has a long-term impact on the child. Teachers need to be equipped with not only the skill to counsel or handle the disclosure conversation, but also to understand how to best report the matter to the appropriate authorities.

The second level of changes are required in what and how we teach children. There is a requirement to teach children about sexuality, sexual safety, and bodily autonomy via workshops. Educators can also be upskilled to conduct said workshops with the required sensitivity.

This addition to POCSO can help generate (mandated) increased awareness towards prevention and addressal of child sexual abuse across schools and educators. Central and state governments can lead this awareness by modelling implementation of recommended changes in teacher education (preservice and in-service) resulting in increased reporting of sexual abuse by children, increased prevention and eventually increased safety for students. Safety of children is one of the biggest markers of a civilized society. This responsibility is shared between all guardians of children – parents, educators, and caregivers.

References
• Wurtele, Sandy. (2009). Preventing Sexual Abuse of Children in the Twenty-First Century: Preparing for Challenges and Opportunities. Journal of child sexual abuse. 18. 1-18. 10.1080/10538710802584650.
• Handbook on Implementation of POCSO Act, 2012 for School Management and Staff (n.d.). In www.nipccd.nic.in. National Institute of Public Cooperation and Child Development. Retrieved October 7, 2023, from https://www.nipccd.nic.in/file/reports/pocso12.pdf

The author is with the Preservice Teacher Education Programs of Firki, Teach For India. She can be reached at manasi.gunjikar@teachforindia.org.