Four reasons why physically punishing school children doesn’t work

Often boys would be caned in public. Once I was caned on a sports field in front of a group of students. They thought it was funny. On one occasion, I was sent to the headmaster’s office. He was a tall, solemn-looking man who wore a black headmaster’s gown. He ordered me to place my head under a table and gave me two strokes. I remember crying, but it wasn’t from the physical pain, it was from the humiliation.

Corporal punishment is institutional child abuse, and for this reason, luckily, it is forbidden in many countries. However, according to 2019 statistics, only 53 countries actually ban corporal punishment formally.

There are still many schools in the world where it continues illegally. In fact, in Kenya as I write this article, in the wake of unrest by students, there is increasing pressure to bring corporal punishment back to schools.

In an article I wrote in 2020, I pointed out that there are many forms of violence in education: symbolic, structural and physical. Corporal punishment is at the centre of this. It is a practice that is ineffective, causing misery to millions of young children who are not yet formed adults. It does not work and it should stop.

There are many adults who think that corporal punishment is a good idea. But here are four reasons why it does not work.

Learning and the brain

Neurobiology tells us that learning is an emotional matter: the success with which new information will be processed depends on the emotional state of the learner. When we are in a state of panic, the brain is in fight or flight mode and cannot integrate information deeply, let alone allow for intellectual expansion into higher order thinking such as synthesis, creativity or evaluation. If students are in fear of being hit, they are distracted with worry and in no state to integrate new information harmoniously.

It is true that behaviour can be regulated by punishment. In the late 1940s, the American psychologist BF Skinner showed in his theory of operant conditioning how, if someone is hit as a deterrent, over time they might stop the punishable action to avoid being hit (although not always). However, if this works, it is not learning, it’s behavioural regulation. And if the goal of punishment is to regulate behaviour, violent punishments are simply not necessary since many other, more humane deterrents, are sufficiently effective.

Escalation

In any school, there will be young people who will not listen to instructions, who will test limits and therefore bring a number of sanctions upon them. The world of punishment is not a pleasant one. However, when students continue to break school rules, there must be some escalation of sanctions, ultimately leading to exclusion. This is to indicate a progressively severe level of punishment in response to reprehensible behaviours.

When the punishment is physical, however, the only recourse is for the physical punishments to become more and more severe. This can become extremely dangerous as beatings become stronger and stronger, causing more and more physical and mental damage. This is the nightmarish scenario of the stubborn student who will not change and, as a result, is beaten more and more brutally.

10th November 1959: 'Professor' Jimmy Edwards (1920 - 1988) in rehearsal at Shepherds Bush TV studios is administering a flogging to one of the pupils of 'Chiselbury' school, Paul Norman, watched by his classmates. (Photo by Reg Speller/Fox Photos/Getty Images)