Identifying Child Abuse

What is Child Abuse:

Child abuse is “any action or inaction which is detrimental to the physical, emotional, and developmental well-being of the child. It includes, but is not limited to, neglect, emotional abuse, physical abuse, sexual harassment, and sexual violence.” [1]


Abuse is traumatizing...

It can happen at home and at school. Eighty percent of the time a child is abused by someone they know very well. [2] Many children who are abused do not say anything. They are too embarrassed or afraid to tell anyone. Often, perpetrators convince children that they deserved to be abused so they feel ashamed or embarrassed to tell anyone. Many children fear that they will be punished if they tell someone they have been abused, either by the perpetrator or by the person who finds out.

Since so many abused children remain silent, educators must identify signs of abuse and address the problem properly. When abuse is detected early and the child is given proper care, they are far more likely to recover. [3]

Facts About Child Abuse in South Africa: [4]
  • At some during childhood, one in four South African children will be abused.
  • One in four South African girls and one in five South African boys will be sexually abused before age eighteen.
  • The number of girls and boys sexually abused under the age of ten is the same.
  • A child knows and trusts the person who sexually abuses them 80% of the time.


Signs of Abuse:

(Taken directly from Abuse No More: Dealing Effectively with child abuse issued by the Western Cape Education Department p. 12-15.)

  • Physical Abuse:

“any act or threatened act of physical violence which may cause injury or even death to a learner.”[5]

Behavior of an adult who abuses children:

Behavior of an abused child:

Physical indications of child abuse:

  • Complains that the child is difficult to control;

  • Little knowledge of child development. Makes unrealistic demands, e.g. expects good bowel control at too early an age;

  • May indicate that child is prone to injuries. Lies about how the child was injured;

  • Gives contradictory explanations about how the child was injured;

  • Inappropriate or excessive use of medical service;

  • Seems unconcerned about the welfare of the child.

  • Cannot explain injuries or gives inconsistent explanations;

  • Absconds;

  • Cringes or withdrawals when touched;

  • Babies stare with empty expression, rigid carriage, on guard;

  • Extremely aggressive or withdrawn;

  • Seeks attention from anyone who cares;

  • Extremely compliant, tries to please others;

  • Becomes scared when other children cry;

  • Scared to go home after school. Scared of adults;

  • Normal activities arouse anxiety

  • Vandalizes things.

  • Injuries—bruises, cuts, burns, fractures;

  • Various injuries, various degrees of healing;

  • Various injuries over a person of time;

  • Head injuries on babies and preschool children, e.g. cuts, bruises, burn marks, abrasions which cannot be satisfactorily explained; injuries such as fractures, abrasions, burns, and bruises which cannot be explained;

  • Inappropriate clothing to cover the body.



  • Neglect:

“any act or omission by a parent or any other person entrusted to care for a learner, which results in impaired physical functioning, impaired physical development, or injury to harm the learner.” [6]

Behavior of an adult who abuses children:

Behavior of an abused child:

Physical indications of child abuse:

  • Behavior indicates rejection of the child, e.g. child is left in cot or bedroom for long periods of time;

  • Ignores the child’s loving approaches, refuses to hold the child’s hand or hold her or him close;

  • Indicates the child is unwelcome;

  • Indicates that the child is difficult to care for, e.g. the child is “demanding” and “difficult to feed”.

  • Listless and makes few or no demands, e.g. seldom cries;

  • Little or no interest in the environment;

  • Little or no movement, e.g. lies still in bed;

  • Does not react to strangers’ attempts to stimulate her or him;

  • Shows little fear of strangers, e.g. does not react to them;

  • Begs or steals food ;

  • Continually tired, listless or falling asleep;

  • Says that nobody at home looks after her or him;

  • Irregular attendance at school;

  • Destructive and aggressive;

  • Inappropriate clothing, poor personal hygiene, continually hungry;

  • Physical and medical needs don’t receive attention.

  • The child does not grow and/or loses a lot of weight (though this may also indicate under-development. A medical examination is necessary to determine the case.)


The following physical characteristics are often present in neglected children:

  • Child is pale and emaciated;

  • Very little body fat in relation to build, e.g. fold on buttocks; skin feels like parchment owing to dehydration;

  • Constant vomiting and/or diarrhea;

  • Developmental milestones not reaches within normal age-ranges, e.g. neck still limp at 6 months, cannot walk at 18 months.


  • Sexual Abuse:

“any unlawful physical act of a sexual nature and includes indecent assault. Sexual harassment, attempted rape and rape.”[7]

Behavior of an adult who abuses children:

Behavior of an abused child:

Physical indications of child abuse:

  • Blames the child for own problems and disappointments—child is seen as a scapegoat;

  • Continually expresses negative feelings about the child to other people and the child;

  • Conduct towards the child expresses continual rejection;

  • Withholds herself or himself from verbally or behaviorally expressing love to the child;

  • Continually trying to bribe, influence or terrify the child;

  • Continually trying to isolate the child, e.g. by prohibiting the contact inside and outside the family

  • Aggression, depression or extreme withdrawal;

  • Extreme compliance; too well-mannered, too neat, too clean;

  • Extreme attention-seeking;

  • Extreme control when she or he plays—suppresses own feelings.

  • Enuresis (bedwetting) and/or encopresis (soiling) for which there is no physical cause;

  • Continual psychosomatic complaints, e.g. headache, nausea, stomach pain;

  • Child does not grow and develop according to expectations.




Steps in Addressing Child Abuse:

  1. Report to administrator

Section 15 of the Child Care Amendment Act 96 of 1996 requires any physician, nurse, social worker, or educator to report abuse or suspected child abuse. These people are protected under law and will not be punished for false reports as long as their actions are well intentioned. Those who do not report child abuse are subject to prosecution.

  1. Administrator reports to SLES at EMDC.

  2. Administrator discusses the suspicions with parents (unless the parents are the suspects) and reports the meeting to EMDC.

  3. The administrator continues to monitor the situation and reports to H:SLES about the measures taken surrounding the abuse.


If a Child Reports Abuse:

If a child approaches an educator with such senstive information, they are obviously someone the child trusts. It is crucial the child's trust is not betrayed. The child must know they are being taken seriously, that the adult is empathetic, and the information they share is confidential. If the child stops communication, there is no way to find out about the abuse and ensure that it stops. Try to obtain as much information about the abuse as possible without pressuring th learner. If the learner feels comfortable, write down every detail in the learner’s own words.


Some helpful questions to ask the learner: [8]

The Offender:

  • Name
  • Physical appearance: age, height, hair color
  • Place of work
  • Place of residence
  • Distinguishing characteristics (birthmark, scar)

The Offense:

  • What he/she said to the child. (threats, bribes, etc.)
  • What he/she did to the child. (where did he/she touch the child, take the child, etc.)

The Setting:

  • Date of the incident
  • Time of the incident
  • Place of the incident

Other people involved:

  • Witnesses: the name, appearance, relationship to learner or offender
  • Participants/Accomplices: the name, appearance, relationship to learner or offender

The Learner’s physical well-being:

  • Injuries inflicted at the time of the incidence : hit, shoved
  • Short term injuries: cuts, bruises
  • Long term injuries: broken bones, concussion
  • The Learner’s psychological well-being:
  • How they felt at the time of the abuse
  • How they felt after the abuse
  • How they feel now

Confidants:

  • Has the learner told anyone else?
  • Has the learner been to the doctor, psychologist, police…if so: where, when.

[1] Abuse No More: Dealing Effectively with Child Abuse. Western Cape Education Department. 2001. p. 7.

[2] Resoures Aimed at the Prevention of Child Abuse and Neglect. “Child Abuse: Did you know that…” Handout---information taken and reproduced from Childline pamphlet

[3] Resoures Aimed at the Prevention of Child Abuse and Neglect. “Child Abuse: Did you know that…” Handout---information taken and reproduced from Childline pamphlet

[4] Resoures Aimed at the Prevention of Child Abuse and Neglect. “Child Abuse: Did you know that…” Handout---information taken and reproduced from Childline pamphlet

[5] Abuse No More: Dealing Effectively with Child Abuse. Western Cape Education Department. 2001. p. 9

[6] Abuse No More: Dealing Effectively with Child Abuse. Western Cape Education Department. 2001. p. 8

[7] Abuse No More: Dealing Effectively with Child Abuse. Western Cape Education Department. 2001. p. 8

[8] Abuse No More: Dealing Effectively with Child Abuse. Western Cape Education Department. 2001. p. 23