Education as a resource for prevention in child protection

Educational processes on questions of self-perception, perception of others and perception of the world (Blumenthal et al. 2020; Koller 2018, 2021) enable access to the world (Baumert 2002) and create fundamental prerequisites for social participation. Against the backdrop of potentially impairing educational opportunities through experiencing sexualised violence (Miller & Oelkers 2018; Retkwoski et al. 2019; Wazlawik et al. 2019, 2020) in educational institutions such as family, daycare, school, extracurricular institutions (Krolzik-Mathei et al. 2020), significantly relevant questions arise about the possibility of improving equity in education. In educational research and practice, questions of child protection, prevention and resilience appear to be emergent, since pedagogical institutions in particular bear responsibility for the realisation of education, prevention and child protection. In addition to systemic considerations (protection concepts, etc.), questions of equity in education must therefore also be answered: how can education be made useful and fruitful as a resource for prevention in child protection? By including perspectives and pooling expertise, potentials are therefore explored to feed these previously under-lit topics into the discourse.