Teachers’ and prospective teachers’ perspectives on their readiness to address child neglect

• Teachers and prospective teachers lack sufficient training on child neglect, reflecting a systemic gap that requires urgent attention. • Practical, hands-on training and structured mentorship are essential to build educators’ confidence and competence in addressing child neglect. • Mentoring and collegial support play a vital role in preparing both experienced and future teachers for safeguarding responsibilities. • Teachers and prospective teachers face significant challenges in working with parents, underscoring the need for improved cooperation strategies. • Cultural factors shape how educators approach child neglect, highlighting the necessity of context-sensitive training and support in Israel. The severe consequences of child neglect highlight the crucial role of educators in early identification and effective intervention, underscoring the need for them to be well-prepared and confident. This qualitative study, conducted in Israel, examined the preparedness of 110 Arab and Jewish teachers and prospective teachers (ages 23 to 58; 70 % female) to address child neglect, drawing on data from 17 focus groups analyzed through thematic analysis. The findings show that, although participants agreed their professional roles should include responding to child neglect and acknowledged its importance, they reported insufficient training, especially in practical experience, within their teacher preparation programs. Participants offered several recommendations to strengthen teachers’ readiness to address child neglect, including mandatory practice-oriented training, greater collegial support, and improved teacher–parent collaboration. The recommendations are essential for shaping educational policy and practice, ensuring that educators are equipped to safeguard the well-being of vulnerable pupils.