As the incidents of judicial judgments for violating child-related laws increased, teachers held rallies and demanded a revision of the 'Child Abuse-related Laws'. The purpose of this study is to examine the process by which teachers constructed child-related laws as educational problems, focusing on the judicialization of education. To achieve this, primary data collection involved gathering documents distributed by teachers’ unions and associations, media coverage, and discussion papers. Subsequently, an analysis was conducted on how the Child Welfare Act and Act on Special Cases Concerning the Punishment of Child Abuse Crimes were constructed as educational problems through the constructionist social problem theory. The results are as follows. First, the context in which teachers constructed these laws as problems is the strengthening of the responsibilities and obligations of teachers, with their educational practices being reported as child abuse in the process of enacting and revising child-related laws. Second, teachers constructed it as problems that educational practices were reduced as litigation increased, distrust between teachers, students, and parents deepened, and the logic of education itself was lost. Third, to address these problems, they called for a clear distinction between child abuse at home and school, immunity from child abuse in legitimate educational activities, and punishment of false accusation of child abuse. This study is significant in contributing to research on the judicialization of education, a major topic in recent sociology of education studies.