Child sexual abuse (CSA) and problematic sexual behavior (PSB) are worldwide phenomena that occur across all ages. Kindergarten teachers' proactive involvement can be crucial to the prevention, disclosure and intervention of CSA and PSB. However, research on their experiences of contending with CSA and PSB remains limited. This study examines kindergarten teachers' experiences in Israel with the CSA and PSB of their students. Semi-structured interviews were conducted with 31 teachers: 11 secular Jewish, seven religious Jewish, nine Druze Arab, and four Muslim Arab. A qualitative analysis was conducted using the interview transcripts as data. The analysis revealed three themes illustrating teachers' professional transformations regarding their knowledge of these phenomena: 1) initial shock, uncertainty and sense of responsibility when exposed to CSA and PSB due to missing knowledge, 2) implementation of prevention and intervention strategies regarding CSA and PSB, and 3) embracing a social role to disseminate CSA and PSB knowledge. The findings indicated that the majority of the teachers went from overwhelming shock and fear due to a lack of knowledge in coping with CSA and PSB to a sense of responsibility as a community leader. The fragmentation of the Israeli education system isolates kindergartens, and the lack of training and education for the teachers left them alone when contending with the CSA and PSB of their students. Nevertheless, the participants exhibited remarkable agency and resourcefulness, gaining the necessary knowledge and acting as knowledge agents within their communities.

中文翻译：

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“幼儿园老师必须有100只眼睛和100只耳朵！”：幼儿园老师应对儿童性虐待和问题性行为的经历

儿童性虐待 (CSA) 和问题性行为 (PSB) 是所有年龄段都会发生的世界性现象。幼儿园教师的积极参与对于 CSA 和 PSB 的预防、披露和干预至关重要。然而，对他们与CSA和PSB抗衡的经验的研究仍然有限。本研究调查了以色列幼儿园教师在学生 CSA 和 PSB 方面的经验。对 31 名教师进行了半结构化访谈：11 名世俗犹太人、7 名宗教犹太人、9 名德鲁兹阿拉伯人和 4 名穆斯林阿拉伯人。使用访谈笔录作为数据进行定性分析。分析揭示了三个主题，说明教师对这些现象的认识发生了专业转变：1）由于知识缺失，接触 CSA 和 PSB 时最初的震惊、不确定性和责任感；2）实施有关 CSA 和 PSB 的预防和干预策略，以及 3) 承担传播 CSA 和 PSB 知识的社会角色。调查结果表明，大多数教师从因缺乏应对CSA和PSB知识而感到的巨大震惊和恐惧，转变为作为社区领袖的责任感。以色列教育体系的碎片化导致幼儿园孤立，教师缺乏培训和教育，导致他们在与学生的CSA和PSB抗衡时陷入孤立无援的境地。尽管如此，参与者表现出了非凡的能动性和足智多谋，获得了必要的知识并在社区内充当知识代理人。