Report Suspected Child Abuse and Neglect
This video explores the sixth action in a culture of safety, Report Suspected Child Abuse and Neglect.
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Child Abuse
Everyone who works in a Head Start program is a mandated reporter. Reporting suspected child abuse and neglect can protect children and help connect them to support services. Use these resources to learn more about child abuse and neglect, how to safely submit a report, and to find training opportunities.
Action 6: Report Suspected Child Abuse and Neglect
Explore the sixth action in a culture of safety, Report Suspected Child Abuse and Neglect.
Child Abuse and Neglect
In this chapter of the Health Manager Orientation Guide, learn about the health manager’s role in preventing and reporting child abuse and neglect.
Definitions and Risk Factors
This section of the Health Manager Orientation Guide describes the definitions and risk factors for abuse and neglect.
Mandated Reporting
This section of the Health Manager Orientation Guide describes the role of the health manager in helping programs understand how to report suspected child abuse and neglect.
The Role of the Health Manager
This section of the Health Manager Orientation Guide describes the role of the health manager in helping the program address child abuse and neglect.
Considerations for Infants and Toddlers
This section of the Health Manager Orientation Guide describes the role of the health manager in addressing abuse and neglect of infants and toddlers.
Sharing Information About Child Abuse and Neglect
This section of the Health Manager Orientation Guide describes resources to share with staff and families about child abuse and neglect.
Child Safety
It is important to address ways to reduce risk for accidents, injuries, and maltreatment in group environments. Watch this video series to learn strategies to keep children safe in early education settings.
Abusive Head Trauma
Watch this video to learn about abusive head trauma. Discover prevention strategies to reduce the risks in early education settings.
