Mandated but Not Mastered? Evaluating Immediate and Long-Term Outcomes of New York's Updated Mandated Reporter Training

Background and Purpose
Mandated reporting is a critical legal and ethical responsibility for professionals who work with children, yet it is widely recognized as a complex and challenging task (Melton, 2005). Although these laws aim to protect children, numerous studies document barriers to effective reporting, including uncertainty about what constitutes reportable abuse or neglect, fear of damaging family relationships, concerns about consequences, and lack of confidence in child protection systems (Geiderman & Marco, 2020; Walsh et al., 2022). Professionals also frequently report inadequate training to navigate the emotional and procedural complexities of reporting suspected maltreatment. Mandated reporter training is intended to address these gaps, yet it remains unclear whether such trainings meet that goal. Moreover, limited empirical evidence evaluates their impact on preparedness to report.

Method
A sequential mixed methods design was used, where quantitative results informed the qualitative (i.e., development of the interview guide). The quantitative component evaluated changes in knowledge and attitudes using two standardized measures: the Knowledge and Attitudes Scale (KAS; Matthews et al., 2017) and the Mandated Reporter Knowledge Scale (MRKS; NYS OCFS, 2024). A six-month follow-up assessed knowledge retention and attitudinal stability. The qualitative component explored participants' perceptions of training usefulness, relevance, and suggestions for improving support for mandated reporting responsibilities. A multilevel modeling (MLM) approach assessed changes in knowledge and attitudes at three time points: pre-training (T1), post-training (T2), and 6-month follow-up (T3). This longitudinal design accounted for within-subject variance and individual differences. A total of 242 participants completed pre- and post-training assessments, with 98 completing the follow-up. The qualitative portion included open-ended survey questions and semi-structured interviews with a purposive subsample of 23 participants. Thematic analysis interpreted responses on training usefulness and suggestions.

Results
Multilevel modeling revealed statistically significant increases in both knowledge and attitudes immediately following training (T2) compared to baseline (T1). Participants showed a significant fixed effect increase in MRKS scores (β = 2.03, p < .001) and KAS scores (β = 1.27, p < .001) post-training. However, these gains were not fully sustained at the 6-month follow-up (T3). While T3 scores remained above baseline, they declined significantly from post-training levels (MRKS: β = -1.21, p = .003; KAS: β = -0.94, p = .011), indicating partial erosion of knowledge and attitude gains. Qualitative findings supported these trends. Participants generally found the training clarified the purpose of mandated reporting but many remained unsure about the specifics of when to report. Suggestions included booster sessions, profession-specific scenarios, and more interactive content to enhance engagement and retention.

Conclusions and Implications
Findings suggest the mandated reporter training was useful in initially increasing knowledge and improving attitudes toward reporting. However, the knowledge decline at six months underscores the need for reinforcement. Attitudes, which remained stable, may reflect deeper professional value shifts, but sustained knowledge is essential for effective action. Incorporating follow-up modules or booster sessions may improve knowledge retention. These results emphasize the importance of not only initial training but also ongoing development to support mandated reporters in fulfilling their critical role.