Educator Sexual Misconduct

This book is a copy of the government agency publication.Any adult misconduct or sexual abuse in schools is of grave concern to students, parents, educators, and the Department of Education. This literature review of sexual abuse and sexual misconduct responds to the mandate in Section 5414 of the Elementary and Secondary Education Act of 1965 (ESEA), as amended, to conduct a study of sexual abuse in U.S. schools. To satisfy this mandate, the Department of Education contracted with Dr. Charol Shakeshaft of Hofstra University. Using the limited research that is available in this area, her literature review describes, among other topics: prevalence of educator sexual misconduct, offender characteristics, targets of educator sexual misconduct, and recommendations for prevention of educator sexual misconduct. We note that the author offers several new recommendations that may be worth considering, although some may be at odds with current law. Although the author's findings are in part broader than the congressional mandate and therefore could be perceived by some as insufficiently focused, we believe that sexual misconduct in whatever form it takes is a serious problem in our nation's schools and one about which parents and taxpayers have a right to be informed. The Department of Education is currently investigating ways to obtain more reliable evidence on the extent of sexual abuse in schools. It is important to note some of the Department's reservations about the findings in the literature review. Specifically, the author focuses in large measure on a broad set of inappropriate behaviors designated as “sexual misconduct,” rather than “sexual abuse,” which is the term used in the statute. Specifically, section 5414(a)(3) of the ESEA requires the Secretary of Education to conduct “[a] study regarding the prevalence of sexual abuse in schools. . . .” (emphasis added) The distinction between “sexual misconduct” and “sexual abuse” is significant in legal and other terms. However, both are of concern to parents and the Department. The author's use of the two words interchangeably throughout the report is potentially confusing to the reader. Federal law gives separate and specific meaning to the words “sexual abuse,” and such words should not be confused with the broader, more general concept of “sexual misconduct.” Specifically, “sexual abuse” has been a defined term for over 17 years [18 U.S.C. § 2242]. It involves an act where one knowingly “causes another person to engage in a sexual act by threatening or placing that other person in fear. . .” or “engages in a sexual act with another person if that other person is—(A) incapable of appraising the nature of the conduct; or (B) physically incapable of declining participation in, or communicating unwillingness to engage in, that sexual act. . . .” Id. “Sexual abuse” carries a penalty of a fine or imprisonment for not more than 20 years, or both. Id. Finally, despite some of the above reservations about this study, the Department believes that this topic is of critical importance and that releasing the report is clearly in the public's interest. The overwhelming majority of America's educators are true professionals doing what might be called the “essential” work of democracy. The vast majority of schools in America are safe places.

The Student Protection Act, 2002 drastically changed the law on sexual misconduct in schools. Along with new procedures and regulations, the Act also introduced many complicated, often confusing legal issues. Designed especially for educators and administrators, Sexual Misconduct in Education: Prevention, Reporting and Discipline is a comprehensive guide to these important changes.

Creating a safe and trusting environment is a pivotal concern within any professional setting. By increasing awareness and providing accurate information, misbehavior problems can more easily be prevented. Sexual Misconduct in the Education and Human Services Sector is a pivotal reference source for the latest scholarly research on effective guidelines and frameworks for ensuring appropriate professional conduct, and presents innovative methods for the proper training of employees. Focusing on imperative concepts and applicable real-world examples, this book is ideally designed for managers, researchers, and professionals interested in the prevention of inappropriate behavior in the workplace.

"Invisible Target" is a true, detailed account of one girl's experience of educator sexual abuse at the hands of her middle school teacher. It follows her journey, beginning with her tumultuous childhood, meeting the teacher, and the grooming process he created to lure her into a false sense of trust and ultimate betrayal. After years of abuse and manipulation, she finally found the courage to bravely break away from her abuser. With excerpts from newspaper articles and an actual court impact statement, this book gives you a clear picture of how the epidemic of educator sexual abuse begins, progresses, and affects so many innocent lives. "Invisible Target" is more than a memoir. With thought-provoking questions at the close of each chapter, this book serves as a strong educational tool for students, parents, teachers, and administrators by shedding light on the dynamics of educator sexual abuse so that school can be a safe haven for every child. "I highly recommend that "Invisible Target" be read and discussed in every school community in the country." -John M. Seryak, M.Ed. "This book can help students identify predators, parents to support their children, and educators to prevent abuse." -Charol Shakeshaft, Ph.D. "Although the topic is obviously very disturbing and disheartening, Andrea's story is one of hope." -Robert J. Shoop, Ph.D.

Victims of crime may experience a wide variety of traumas that result in physical, sexual, financial, psychological, emotional, and/or social consequences. While the types of trauma can vary greatly and include lesser-known forms such as vicarious and secondary trauma, identifying and recognizing victims can be complicated. Throughout this book, experts and professionals from academia and the fields of criminal justice, social work, and mental health acknowledge victims historically overlooked by society, political movements, the media, and/or the criminal justice system - we acknowledge the invisible victims. Invisible Victims and the Pursuit of Justice: Analyzing Frequently Victimized Yet Rarely Discussed Populations pioneers the assertion that our view of victims needs to be more inclusive by exploring invisible victims that are rarely, if ever, a focus of discussions in traditional victimology textbooks. To educate the reader and begin working toward positive change, each chapter identifies an invisible victim and provides the background, controversies, issues, solutions, and areas of future research. It is crucial to identify these gaps in the field as some of the most victimized populations remain absent from important dialogue on crime victims. This book is appropriate for a wide range of readership including but not limited to criminologists, victim service providers, psychologists, sociologists, social workers, advocate groups, law enforcement, lawyers, defense attorneys, criminal justice practitioners, academicians, researchers, and students studying criminology, criminal justice, victimology, social work, psychology, and social justice.

Summarizes the basic components of a therapeutic supervision model to assist teachers in defining and maintaining professional boundaries.

In the decade since Mary Kay Letourneau's infamous liaison with her sixth-grade student was exposed, the reporting of sexual misconduct cases among teachers has proliferated. The amount of media attention - to women teachers in particular - has increased because the public is titillated and baffled by such cases of aberrant female sexuality. This is a qualitative case study of two high school English teachers, Hannah and Kim, who each had a sexual relationship with a student. Their cases are examined, along with those of Letourneau and Heather Ingram, two headline-heavy teachers whose backgrounds and patterns of behavior within the relationships are similar to Hannah's and Kim's. Without judging or sympathizing, this book elucidates the process by which these women crossed the ethical and professional line from teacher to lover. Teacher educators concerned about raising issues of gender, sexuality, and embodiment in their classes will find this a thorny but compelling text for generating dialogue about the taboo topic of bodies in education.