For decades, the use of corporal punishment in schools has been justified as a means of enforcing discipline. Yet mounting evidence from psychological, neuroscientific, and sociological research reveals a stark reality: the practice does not instil lasting compliance and carries profound, often irreversible consequences for children.
Research shows that physical punishment is largely ineffective in producing long-term behavioural change. While it may generate short-term compliance, evidence consistently demonstrates it does not support a student’s growth, understanding, or moral development over time. Physical punishment fails to teach students the consequences of their actions, leaving them ill-equipped to manage conflicts, build relationships, or develop emotional intelligence.
Studies suggest that restorative discipline techniques—allowing students to reflect on their actions, understand the harm caused, correct mistakes, and rewarding positive behaviour—are more effective in fostering sustainable growth. These approaches set clear expectations and encourage accountability without instilling fear, creating an environment conducive to healthy development.
The restorative method emphasises understanding the harm caused by a student and its impact on themselves or the wider community. For instance, a student who makes excessive noise may disrupt an entire classroom.
This method encourages students to take responsibility and repair the harm through activities such as self-reflection, community service, apologies, or restitution. Accountability centres on the student’s obligation to those affected, including themselves. Victims are central to the process, participating actively in discussions through circles or safe spaces to share experiences, express emotions, and suggest reparative actions. Restorative practices fundamentally oppose physical punishment, focusing instead on communication, understanding, and learning.
In contrast, the retributive method emphasises punishment, often delivered physically, to deter future misbehaviour. This approach assumes that causing pain will prevent repetition of the behaviour. Corporal punishment, historically approved by community traditions, relies on authorities or teachers to administer discipline.
Victims play a limited role, typically testifying. Historical practices included flogging, branding, or other forms of suffering intended to enforce compliance. While retributive methods may produce immediate obedience, they fail to foster self-awareness, empathy, or problem-solving skills.
