Mandated Reporting & Schools - Exploring, Challenging, & Reimagining the School-to-Child Welfare Pipeline

Public schools are a common source of reports to child protection agencies across the U.S. (Harvey et al., 2021). In 2022, education personnel made 20.7% of reports to child protection agencies nationwide, making them second only to legal and law enforcement personnel (U.S. Department of Health & Human Services, 2024). Research has shown that maltreatment reports from schools are less likely to be substantiated than those from other professionals (Harvey et al., 2021). In addition to inundating child protection screening and investigation offices and diverting limited resources from children experiencing extreme harm, unsubstantiated reports to child welfare authorities can have serious consequences for children and families. Research has shown that being reported to child protection agencies can result in families experiencing intrusive and stigmatizing investigations, long-term surveillance, emotional and psychological trauma, fear of asking for help, erosion of trust, and temporary or permanent family separation. This roundtable will facilitate a discussion of the complex landscape of mandated reporting in educational settings. Beginning with a review of the research available on mandated reporting practices across settings, we will then present findings from three studies that specifically examine mandated reporting in schools – a national survey of over 1100 professionals working in K-12 educational settings, a national survey of approximately 450 school social workers, and a qualitative study of 20 school social workers. Based on research findings panelists will discuss K-12 educational professionals’ (including school social workers’) experiences being trained in and engaging in mandated reporting, motivating factors for making child abuse and neglect (CAN) reports, and contributing factors for high v. low reporting practices. Based on research findings, panelists will make recommendations to improve MR training and discuss potential causes of over-reporting in school environments, the impacts of over-reporting, and opportunities for social work researchers and educators to transform how mandated reporting is understood and practiced in education settings. This roundtable aims to generate dialogue about balancing legal obligations with anti-oppressive, trauma-informed, family-centered approaches that address underlying needs rather than simply surveilling vulnerable communities, with an emphasis on the role of school social workers as building leaders and change agents. Significant time will be devoted to discussing ways to harness social work research and practice experience to transform reporting practices through education, training, and policy change.