Erin Merryn, center, flanked by Senators David J. Valesky, left, and Jeffrey D. Klein, at the New York state senate discussing Erin's Law in October 2011.
Policymaking, a process by which governments make decisions about how to address social issues, is shaped by various factors, such as the political climate, socioeconomic conditions and cultural and historical backgrounds.
Some factors are obvious, others not. Often, policy is made by groups of people working together – advocates, regular citizens, lobbyists, lawmakers.
Less often, there’s a single person who emerges as the key figure in making new policy.
One of those people is Erin Merryn, a mother and social worker originally from the Chicago suburbs who endured abuse as a child. Her efforts as an adult ultimately resulted in 38 states passing legislation named Erin’s Law that aims to prevent child abuse through education of children in schools.
As scholars who study how public policy is made and implemented, we sought to answer questions raised by the adoption of this new policy, in light of the advocacy of one woman. Why did some states adopt Erin’s Law but not others? How do different state legislatures respond to interactions with what public policy scholars call a “policy entrepreneur” like Erin Merryn?
Laws were reactive
Erin’s Law, by and large, requires the teaching of prevention classes on child sexual abuse and exploitation to students in kindergarten through eighth grade, as the New York state law, for example, now mandates.
Child abuse in the United States became a major public concern after the publication of “The Battered-Child Syndrome” in 1962. The book significantly raised social awareness of child abuse and highlighted the crucial roles that social workers, physicians and educators play in identifying and protecting children at risk.
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