by Sarah Farquhar
© ChildForum

Are all teachers’ sexual predators?  No.  But on the other hand it cannot be said with certainty that no teachers will abuse children. I was critical of the emphasis of the Code of Conduct for Physical Contact which NZEI Te Riu Roa asked teachers in the primary sector to follow (and which influenced the early childhood sector).  The Code did not protect children from rogue teachers and all it achieved was to make it harder for teachers’ to work effectively with children. The Code stated:

As part of the staff development programme every employer needs to ensure all members are aware of their rights and responsibilities in this area. The code provides a basis for behaviour that is appropriate, professional and necessary.  …It is also NZEI Te Riu Roa’s position that any physical contact with students presents a risk to the teacher or staff member.

After about 10 years of implementation this code was replaced by a short version that allows for touch appropriate to children's developmental stage.  This signalled a first step in shifting the pendulum from teacher protection with no tangible benefit to teachers  - to children’s welfare and supporting effective teaching and caring behaviour.

However in the early childhood sector there remain unresolved and important issues such as

• environments designed to ensure children do not have privacy – especially when on the toilet, changing clothes and nappies – and use of digital cameras and other recording devices 
• the virtual absence of men being recruited, awarded TeachNZ scholarships, trained and employed in early childhood services,
• the need for a stronger focus in policy on affective caring relationships with children alongside the educational,
• and the need for early childhood service managers to build into staff appraisals a focus on the time they spend building emotionally good relationships with children. 

The following article was first presented at a forum on Teachers Touching Children at the University of Auckland a number of years ago.  It includes substantial discussion of why and how no-touch policies developed and a collection of correspondence and references. 

For families and employers of teachers it raises interesting questions as to what expectations you should have of teachers, what is appropriate touch, and what commonsense tells us is best for young children.

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