Child abuse is usually only prominent with its physical, sexual, or mental dimensions, and the educational dimension, which is based on the educational neglect and exploitation of children, is ignored. In this context, deliberate directing and shaping of the child’s interests, needs and expectations, and the attempts of various stakeholders (such as parents, laws, culture, power authorities, capital groups, private enterprises, and interest groups) open the door to the educational abuse of the child. In this sense, the facts that the dominant classes use education systems to adapt their economic, social, political system and orientation, parents’ authority and interventions for their children’s educational and professional futures thus creating anxiety and pressure on the child, the expectation of the investment groups to raise individuals suitable for market dynamics from education by justifying the labor market and employment and the pressure for this, the educational activities of private enterprises to gain commercial earning by using the privatization ground in education, and the suppression of the child by the norms of the current culture through education and the expectation of adaptation or the provision of a curriculum for this can create an intervention in the child’s self or attitude of being himself/herself by destroying the individual expectations and originality of the child. For this reason, not seeing education as an element that liberates the individual spirit and a medium that gives the individual a chance to choose, and structuring individual preferences in a way that rumples the mind or directs individuals to various goals may cause the child to be abused in an educational sense.