This study is aimed at finding out how nursery and pre-school teachers carry out their obligation to report suspected child abuse, and their views on the issue. The study was alsoa imed at highlighting any difficulties teachers might have when dealing with children who arem istreated. In addition, the study examines the impact on teachers and children when thet eachers decide to either report or not report abuse.

The main issues addressed by this study are:  

• Are pre-school and nursery teachers aware of their duty to report suspected child abuse and what are their opinions regarding this duty?
• How do the teachers claim they behave if obliged to report and what difficulties dothey encounter?

In order to find the answer to these questions, qualitative interviews were made with eight pre-school teachers. The empirical evidence has been put in relation to theories of action and communication as well as to previous research in the area that concerns children who are mistreated. The study demonstrates the complexities that the duty to report child abuse creates and how the ambivalence that arises can inhibit a teacher’s actions. Fear of the consequences, regardless of whether the report is made or not, ultimately lead to paralysis, something which the conclusion also shows. Some of the conclusions drawn are that the support to teachers must improve in terms of better co-operation between pre-schools and social services. Moretime should also be set aside for training and for discussions with colleagues. The duty toreport suspected child abuse needs to be addressed in a way that makes it less daunting in order to encourage more teachers to do so. Apprehension regarding the possible consequences that would arise from reporting child abuse should not deter a teacher from helping a  vulnerable child.