This study examines whether increased interaction and observation of young children by school professionals leads to an increase in school-based reports to child welfare authorities and in the identification of child maltreatment victims. Comparing provincial-level data collected before and after full-day kindergarten implementation in Ontario, a doubling in rates of school-referred investigations involving 4- and 5-year-old children was found. There was no significant difference in the rates of maltreatment substantiation, service referrals made or transfers to ongoing services, but the rate of child functioning concerns noted in these investigations tripled. The findings suggest there are differences in how the school and child welfare systems define and respond to suspected child maltreatment. Implications for practice, policy and research are explored.

本研究探讨了学校专业人员增加对幼儿的互动和观察是否会导致向儿童福利当局提交的基于学校的报告以及对虐待儿童受害者的识别增加。比较安大略省全日制幼儿园实施前后收集的省级数据，发现涉及 4 岁和 5 岁儿童的学校转介调查的比率翻了一番。虐待证实率、提供服务转介或转移到持续服务的比率没有显着差异，但在这些调查中发现的儿童功能问题的比率增加了两倍。调查结果表明，学校和儿童福利系统如何定义和应对疑似虐待儿童的方式存在差异。对实践的影响，