Child protection has become one of the key issues arising from a 21st century classroom. Child protection is the safeguarding of children from violence, exploitation, abuse and neglect. Article 19 of the UN convention on the Right of the child provides for the protection of children in and out of the home. According to the United Nations Convention on the Rights of a Child (UNCRC), a child is any human being under the age of eighteen unless the age of majority is attained earlier under national legislation.
The Nigerian National child welfare policy of 1989 defines a child as anybody who is 18 years or below. In 2003, Nigeria adopted the Child Right Act to domesticate the convention on the rights of the child. The act was officially passed into law in 2003 by Former President Olusegun Obasanjo as the Children’s Right Act 2003. Although this law was passed at the Federal level, it is only effective if the state assemblies also codify the law.
The Lagos state Safeguarding and Child Protection Policy defines child protection as the process of protecting individual children identified as either or likely to suffer significant harm as a result of abuse or neglect. It involves measures and structures designed to prevent and respond to abuse and neglect. This policy outlines the following forms of abuse;
Physical Abuse; this includes acts of violence such as punching, kicking, whipping, beating with an object, choking, smothering, trying to drown, burning intentionally or using or threatening to use a gun, knife or other weapon, regardless of whether or not it resulted in obvious physical or mental injury. It is not focused on the acts of discipline, although many of those perpetrating the violence may be doing so in the name of ‘discipline’.
Some children are more susceptible to being maltreated than others. Some require a great deal of care (e.g., premature babies or disabled or developmentally delayed children), and others may be difficult to raise (e.g., hyperactive children, children with behavioral problems). These children would fare well in some families, but not in other families where the burden is too great for the parents to cope with the special needs of these children.
Regardless of whether the child has special needs or not, signs of physical abuse often are difficult to interpret with absolute certainty and may be confused with normal childhood injuries, such as bruises. Unlike bruises, abuse directed to the abdomen, back or the head, which are three particularly vulnerable spots, often are undetected because many of the injuries are internal. Children who are being abused may demonstrate a change in behavior. Many become more aggressive, destructive, fearful, or withdrawn. Often, in an effort to avoid the abuse, they will stay away from home as much as possible. They may see school as a safe environment.
Some children are abused because their parents have higher expectations of them than the children are able to achieve or because the expectations are developmentally inappropriate. Injuries to the abdomen can cause swelling, tenderness, and vomiting. Injuries to the head may cause swelling in the brain, dizziness, blackouts, retinal detachment, or even death. It also is important for those working with children to be sensitive to comments about severe physical fights between the parents that might indicate the presence of domestic violence.
A child who speaks of caretakers who sleep a great deal during normally wakeful hours may be living with substance abusers or individuals suffering from clinical depression. Extremely erratic behavior described by the child on the part of the parent might suggest other types of mental illness. Educators (staff who work with children) must learn to listen “between the lines” as children make comments about their homes. Sometimes this will give vital clues about the conflict with which they are dealing.
Sexual Abuse; includes any act that involves forcing or enticing a child to partake in sexual activities, whether or not they are aware of what is happening. It is not necessary for the child to be aware that the activity is sexual and the apparent consent of the child is irrelevant. Sexual abuse can be, but not limited to;
- Contact Abuse; touching breast, genital/anal fondling, masturbation, oral sex, penetrative or non-penetrative contact with the anus or genitals, encouraging the child to perform such acts on the perpetrator or another, involvement of the child in activities for the purpose of pornography, prostitution or pleasure.
- Non-Contact Abuse; Exhibition, exposure to pornography or sexual imagery, inappropriate photography or depictions of sexual or suggestive behaviours or comments.
- Patterns of isolation, degradation, constant criticism or negative comparison to others. Isolating, corrupting, exploiting or terrorizing a child can also be emotional abuse.
- Exposure to family or intimate partner violence.
- Emotional; not providing comfort, attention and love
- Neglectful Supervision; leaving children without someone safe looking after them at every point in time.
- Medical Neglect; failure to present child for timely immunization, persistent nappy rash or skin disorders or not taking care of their health needs.
- Educational or Vocational Neglect; allowing chronic truancy, failure to enroll in school or vocational training centers or inattention to education needs.
- The right to survival – to life, health, nutrition, name, nationality
- The right to development – to education, care, leisure, recreation, cultural activities
- The right to protection – from exploitation, abuse, neglect
- The right to participation – to expression, information, thought and religion.
- Children are protected from maltreatment
- The classroom environment is free from all forms of impairments to children’s health and development
- Children are learning in circumstances consistent with the provision of safe and effective care
- Children are learning skills enabling them to have optimum life chances and to enter adulthood successfully.
- Children are valued, listened to and protected
- Children are in an environment that encourages them to develop a positive image
- Children are encouraged to develop a sense of independence and autonomy in a way that is appropriate to their age and stage of development
- Children are provided with a safe and secure environment
- They share information about child protection and good practices with children, parents, staff and volunteers.
- They share concerns with relevant agencies and involving parents and children appropriately