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Child maltreatment in Bangladesh: Poverty, social class, and the emotional abuse of elementary school children by teachers

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  • Reza, Md. Hasan
  • Bromfield, Nicole F.
  • Sultana, Shirin
  • Khan, Md. Mustafizur Rahman

Abstract

Child maltreatment is a global problem, and child punishment, both physical and emotional, is a persistent phenomenon and major child rights issue in the global south, particularly in Bangladesh. Child abuse is any emotional, physical, or sexual mistreatment of a child that is perpetrated by an adult in a role of responsibility. Emotional abuse refers to a relationship between a child and a caregiver, which is a consistent pattern of harmful interactions with a child, other than physical or sexual abuse. In Bangladesh, the prevalence of emotional abuse within school settings is ostensibly widespread. However, there is little systematic research on the occurrence of emotional abuse within elementary schools in the nation. This article focuses on the incidence and predictors of emotional punishment, as well as students’ reactions to discipline among elementary school-going students in Bangladesh. A survey data set was used to explore 450 primary school children’s experiences of emotional abuse and responses to abuse within the school system in Bangladesh. Findings indicate that 88% of child participants were scolded during their current school year, and 82.7% were scolded during the previous school year. Teachers threatened about a quarter (24.9%) of the participants in their current school year. We found that poverty was a consistent factor for children receiving emotional punishment in schools. Ninety-two percent of poor children were subjected to emotional abuse in schools, and poor children were significantly more likely to suffer emotional abuse by teachers than non-poor children. The findings of this study highlight the need to conduct further studies of child maltreatment within schools in Bangladesh. In particular, a better understanding of the frequency and impact of emotional abuse within schools in Bangladesh will help to inform interventions at all levels of practice including, individual, family, group, community, and policy levels, as well inform teacher training and teacher education curricula in the country.

Suggested Citation

  • Reza, Md. Hasan & Bromfield, Nicole F. & Sultana, Shirin & Khan, Md. Mustafizur Rahman, 2020. "Child maltreatment in Bangladesh: Poverty, social class, and the emotional abuse of elementary school children by teachers," Children and Youth Services Review, Elsevier, vol. 116(C).
    • Handle: RePEc:eee:cysrev:v:116:y:2020:i:c:s0190740919308953
    DOI: 10.1016/j.childyouth.2020.105195
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    References listed on IDEAS

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    1. Rosana E Norman & Munkhtsetseg Byambaa & Rumna De & Alexander Butchart & James Scott & Theo Vos, 2012. "The Long-Term Health Consequences of Child Physical Abuse, Emotional Abuse, and Neglect: A Systematic Review and Meta-Analysis," PLOS Medicine, Public Library of Science, vol. 9(11), pages 1-31, November.
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    1. Bromfield, Nicole F. & Reza, Hasan & Bennett, Larry W. & Xu, Wen, 2023. "Adolescents in street situations in Bangladesh and their exposure to physical violence and emotional abuse," Children and Youth Services Review, Elsevier, vol. 144(C).

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