Scholarlink

<p>Teachers play a key role in safeguarding children from abuse and neglect while facing unclear and complex demands that may risk their well-being. This systematic review synthesized findings from 52 peer-reviewed articles published between 1983 and 2024 identified through literature searches. Using the job demands–resources model, this review examined the child-protection demands teachers face, associated emotional strain, and support teachers need to safeguard their well-being. The findings revealed overlapping professional and emotional challenges, particularly when teachers confront suspected child endangerment. Teachers often face emotional strain, which can be intensified by systemic uncertainty and limited support. A role-based model emerged that showed how different levels of teachers’ involvement in child protection may shape strain profiles. While demands and strains were well documented, only limited insights were found in terms of the resources needed. These findings highlight the need for targeted support addressing both procedural and emotional aspects of teachers’ protective role.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Teacher Well-Being and Child Protection in Schools: A Systematic Review of Teachers’ Demands and Support Needs

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月8日

查看全文
  • Kati Unger,
  • Benjamin Dreer-Göthe

摘要

Teachers play a key role in safeguarding children from abuse and neglect while facing unclear and complex demands that may risk their well-being. This systematic review synthesized findings from 52 peer-reviewed articles published between 1983 and 2024 identified through literature searches. Using the job demands–resources model, this review examined the child-protection demands teachers face, associated emotional strain, and support teachers need to safeguard their well-being. The findings revealed overlapping professional and emotional challenges, particularly when teachers confront suspected child endangerment. Teachers often face emotional strain, which can be intensified by systemic uncertainty and limited support. A role-based model emerged that showed how different levels of teachers’ involvement in child protection may shape strain profiles. While demands and strains were well documented, only limited insights were found in terms of the resources needed. These findings highlight the need for targeted support addressing both procedural and emotional aspects of teachers’ protective role.