School personnel, particularly educators and school psychologists, are a first line of defense in protecting children from abuse. Teachers play an important role in the detection and reporting of child abuse. The relationship established between teachers and their students can facilitate the identification of child abuse. By virtue of their work, they have ongoing contact with children, thus placing them in a unique position to detect signs of child abuse. While school professionals are in a unique position to identify and report child abuse, much of the current literature indicates that school personnel, particularly educators, seriously underreport suspected cases of child maltreatment. This study was designed to examine which child characteristics (i.e., gender, age, race, prior victim of abuse, and disability) and which family risk factors (i.e., domestic violence, inadequate housing, financial problems, and substance abuse) are related to physical abuse reporting of educational personnel. The significance of this research is its focus on teachers, a large profession of mandated reporters, who report a large percentage of cases known to CPS, but who have had a problematic relationship with CPS. The unique contribution of this study was its efforts to understand child physical abuse recurrence by cases with index reports of physical abuse and adding the interaction term of type of reporters with all of the hypothesized predictors. Implications for teacher preparation, practice, and future research are presented. (Contains 1 table.)