Partnering with Families Who are Experiencing Domestic Violence
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i6.4217
Abstract
This paper examines how early childhood education can support families experiencing domestic violence (DV). It outlines the forms of DV, its negative effects on children and families, and the common needs for safety, emotional support, and social resources. Barriers to accessing early childhood services—such as fear, shame, and mistrust—are discussed. Strategies include creating safe and inclusive environments, using trauma-sensitive approaches, valuing family strengths, and fostering collaboration between parents, educators, and professionals. Early childhood settings are highlighted as key places to identify, support, and include families affected by DV.
Keywords
Domestic Violence, Early Childhood Education, Emotional Support, Trauma-Sensitive Approach, Family Collaboration, inclusion
Funding
Supported by the 2025 General Higher Education Research Project of the“14th Five-Year Plan”(2021-2025) from the Guangdong Higher Education Association
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[2] Department of Communities and Justice. (2019). Types of abuse in domestic and families violence Family & Community Services. Retrieved from https://www.facs.nsw.gov.au/domestic-violence/about/types-of-abuse-in-dv
[3] Davies, S. & Berger, E. (2019). Teachers’ experiences in responding to students’ exposure todomestic violence. Australian Journal of Teacher Education, 44(11), 96-109. doi: 10.14221/ajte.2019v44.n11.6
[4] Rouse, E. (2020b). Exploring relationships using systems theory. Partnerships in the early years: building connections and supporting families (pp. 1-16). Victoria, Australia:Oxford University Press.
[5] Noble‐Carr, D., Moore, T., & McArthur, M. (2020). Children’s experiences and needs in relation to domestic and family violence: Findings from a meta‐synthesis. Child & Family Social Work, 25(1), 182–191. doi: 10.1111/cfs.12645
[6] Buckley, H., Holt, S., & Whelan, S. (2007). Listen to Me! Children’s experiences of domestic violence. Child abuse review, 16(5), 296-310. doi: 10.1002/car.995
[7] Stanley, N., Miller, P., & Richardson Foster, H. (2012). Engaging with children's and parents' perspectives on domestic violence. Child & family social work, 17(2), 192-201. doi:10.1111/j.1365-2206.2012.00832.x
[8] Bell, H., Limberg, D., & Robinson, E., (2013). Recognizing Trauma in the Classroom: A Practical Guide for Educators. Childhood education, 89(3), 139-145. doi: 10.1080/00094056.2013.792629
[9] Plumb, J. L., Bush, K. A., & Kersevich, S. E. (2016). Trauma-sensitive schools: an evidence-based approach. School social work journal, 40(2), 37-60.
[10] Byrne, D., & Taylor, B. (2007). Children at Risk from Domestic Violence and their Educational Attainment: Perspectives of Education Welfare Officers, Social Workers and Teachers. Child care in practice : Northern Ireland journal of multi-disciplinary child care practice, 13(3), 185-201. doi: 10.1080/13575270701353465.
[11] Rouse, E.(2020a). Developing partnerships to support access to additional supports or services. Partnerships in the early years: Building connections and supporting families(pp. 117-131). Victoria, Australia: Oxford University Press.
[12] Boag-Munroe, G., & Evangelou, M. (2012). From hard to reach to how to reach: A systematic review of the literature on hard-to-reach families. Research Papers in Education, 27(2), 209–239. doi: 10.1080/02671522.2010.509515
[13] DeVoe, E. R., & Smith, E. L. (2003). Don’t Take My Kids: Barriers to Service Delivery for Battered Mothers and Their Young Children. In R. A. Geffner., R. S. Igelman., & J. Zellner (Eds), The Effects of Intimate Partner Violence on Children (pp. 277-294). New York: Routledge.
[14] Baker, L., & Cunningham, A. (2009). Inter-Parental Violence: The Pre-Schooler’s Perspective and the Educator’s Role. Early childhood education journal, 37(3), 199-207. doi: 10.1007/s10643-009-0342-z
[15] Rouse, E. (2020c). Forming effective partnerships with professionals. Partnerships in the early years: Building connections and supporting families (pp. 151-163). Victoria, Australia: Oxford University Press.
[16] Roberts, W. (2017). Trust, empathy and time: Relationship building with families experiencing vulnerability and disadvantage in early childhood education and care services. Australasian Journal of Early Childhood, 42(4), 4-12. doi:10.23965/AJEC.42.4.01
[2] Department of Communities and Justice. (2019). Types of abuse in domestic and families violence Family & Community Services. Retrieved from https://www.facs.nsw.gov.au/domestic-violence/about/types-of-abuse-in-dv
[3] Davies, S. & Berger, E. (2019). Teachers’ experiences in responding to students’ exposure todomestic violence. Australian Journal of Teacher Education, 44(11), 96-109. doi: 10.14221/ajte.2019v44.n11.6
[4] Rouse, E. (2020b). Exploring relationships using systems theory. Partnerships in the early years: building connections and supporting families (pp. 1-16). Victoria, Australia:Oxford University Press.
[5] Noble‐Carr, D., Moore, T., & McArthur, M. (2020). Children’s experiences and needs in relation to domestic and family violence: Findings from a meta‐synthesis. Child & Family Social Work, 25(1), 182–191. doi: 10.1111/cfs.12645
[6] Buckley, H., Holt, S., & Whelan, S. (2007). Listen to Me! Children’s experiences of domestic violence. Child abuse review, 16(5), 296-310. doi: 10.1002/car.995
[7] Stanley, N., Miller, P., & Richardson Foster, H. (2012). Engaging with children's and parents' perspectives on domestic violence. Child & family social work, 17(2), 192-201. doi:10.1111/j.1365-2206.2012.00832.x
[8] Bell, H., Limberg, D., & Robinson, E., (2013). Recognizing Trauma in the Classroom: A Practical Guide for Educators. Childhood education, 89(3), 139-145. doi: 10.1080/00094056.2013.792629
[9] Plumb, J. L., Bush, K. A., & Kersevich, S. E. (2016). Trauma-sensitive schools: an evidence-based approach. School social work journal, 40(2), 37-60.
[10] Byrne, D., & Taylor, B. (2007). Children at Risk from Domestic Violence and their Educational Attainment: Perspectives of Education Welfare Officers, Social Workers and Teachers. Child care in practice : Northern Ireland journal of multi-disciplinary child care practice, 13(3), 185-201. doi: 10.1080/13575270701353465.
[11] Rouse, E.(2020a). Developing partnerships to support access to additional supports or services. Partnerships in the early years: Building connections and supporting families(pp. 117-131). Victoria, Australia: Oxford University Press.
[12] Boag-Munroe, G., & Evangelou, M. (2012). From hard to reach to how to reach: A systematic review of the literature on hard-to-reach families. Research Papers in Education, 27(2), 209–239. doi: 10.1080/02671522.2010.509515
[13] DeVoe, E. R., & Smith, E. L. (2003). Don’t Take My Kids: Barriers to Service Delivery for Battered Mothers and Their Young Children. In R. A. Geffner., R. S. Igelman., & J. Zellner (Eds), The Effects of Intimate Partner Violence on Children (pp. 277-294). New York: Routledge.
[14] Baker, L., & Cunningham, A. (2009). Inter-Parental Violence: The Pre-Schooler’s Perspective and the Educator’s Role. Early childhood education journal, 37(3), 199-207. doi: 10.1007/s10643-009-0342-z
[15] Rouse, E. (2020c). Forming effective partnerships with professionals. Partnerships in the early years: Building connections and supporting families (pp. 151-163). Victoria, Australia: Oxford University Press.
[16] Roberts, W. (2017). Trust, empathy and time: Relationship building with families experiencing vulnerability and disadvantage in early childhood education and care services. Australasian Journal of Early Childhood, 42(4), 4-12. doi:10.23965/AJEC.42.4.01
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