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Mandated Support in Education

“Once kids’ physical and emotional needs are met, they are ready to learn.” —Randi Weingarten, AFT president

brown skinned family holds each other close and smiles

For decades, educators have questioned mandatory reporting. Does the requirement to report any possible trauma in the homes of our students actually help children and their families? In every instance? When might reporting kick off a cascade of possibly harmful consequences? Many educators have been dismayed to see the intrusive surveillance, coercion and painful family separation that sometimes result from mandatory reporting, especially among marginalized families. What is truly best for our students?

Training for mandatory reporters often focuses on negative individual consequences of failure to report; it inadequately addresses child welfare’s harm to families, the bias and inequitable outcomes that characterize the system, or how reporting can be at odds with educators’ professional codes of ethics. Mandatory reporting destroys relationships that are meant to help kids, activates implicit bias, penalizes the vulnerable, interferes with child protection, and exacerbates problems without posing solutions.

For years, system-engaged families, public defenders, family court judges, social workers and others in child welfare have been calling for new tools and approaches. The term “mandated support,” coined by JMacforFamilies, outlines a more expansive approach and a broader menu of ethical options for caring professionals. As legislatures and organizations adopt this alternative approach, the AFT has developed an action framework on Mandated Support in Education.

    Mandated supporters in education...

    Practice care and promote social justice:

    Match interventions to needs:

    • Combat stigma and promote community wellness by making it easy for all students and families to access information about local resources that can help;
    • Support privacy by limiting access to detailed and personalized student data to those who require it and proactively communicating the limits of your confidentiality;
    • Collaborate to address the needs of students and families at elevated risk in purposeful multitiered systems of support; and
    • Bargain for the common good by fighting for the world workers and families deserve—at the bargaining table, in the streets and at the ballot box.

    Prioritize family bonds:

    • Make caregivers your first call. Listen to their communicated concerns, and respond with empathy, warmth and understanding;
    • Consider a consultation before a formal report. A child welfare consultation should be anonymized by withholding identifying details about the student. Request information about resources that may help. Ask if your observation needs to be formally reported; and
    • Share power with families by communicating with caregivers about situations that could lead to a report, as well as their rights in potential next steps. Inform the family that you are willing to act as a character witness and speak about their strengths.

    Resources

    • Benson, J., Daeschler, D., Excell, K., Fox, A., et al. (2021). Mandated Supporting. New York: JMACforFamilies.
    • Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B. and Osher, D. (2020). Implications for Educational Practice of the Science of Learning and Development. Applied Developmental Science, 24(2):97-140.
    • Roberts, D. (2022). Torn Apart. New York: Hachette Book Group.
    • Venet, A.S. (2021). Equity-Centered Trauma-Informed Education. New York: Norton & Company.
    • Download our full Mandated Support in Education action framework.

    More information