When concern arises : To report or not to report, that is the question

AbstractThe aim of this study is to examine which factors, across different systemic levels, influence preschool teacher’s decisions to either proceed with or refrain from making a report of concern when suspecting that a child is being harmed. The theoretical framework is based on Urie Bronfenbrenner’s ecological systems theory, incorporating the microsystem, mesosystem, exosystem, macrosystem and chronosystem to analyze how various environments interact and affect individual decision-making.The study was using a mixed-methods survey involving 248 practicing preschool teacher’s. The survey included both closed questions and open-ended responses, as well as two fictional case descriptions to explore participant’s reasoning.The results indicate that the decision to file a report of concern is shaped by multiple factors at different system levels. At the micro level, direct relationships with the child, guardians and colleagues were significant. The meso level highlighted the importance of team collaboration and leadership support. At the exo and macro levels, organizational guidelines and social norms had a decisive impact. The chronosystem revealed how past experiences and the passage of time influenced teacher’s confidence and decision-making process.The study concludes that preschool teacher’s decisions to report concerns are not solely based on personal judgement but are formed through a complex interplay between interpersonal relationships, institutional structures, societal values and temporal factors.