Ramifications of removal of corporal punishment

Tshwarelo Hosia | Tuesday December 2, 2025 08:22

Some educators may be gripped with a feeling of despondency occasioned by the abolition of CP as an integral part of a school management system. It would appear that the controversial form of discipline has been the most effective and powerful instrument in the sustenance of an orderly teaching and learning environment. Shifting to a more humane gear, while desirable, is posing a serious challenge.

Slow adaptation to a fresh culture is understandable given the real or perceived efficacy of corporal punishment. The cane assisted a great deal in managing the youthful exuberance of students away from self-destructive ventures to an academically worthy cause relevant to improved livelihoods.

Unrestrained, students have the potential to expend their energies on matters which are detrimental to their educational needs. There have always been many ways of instilling discipline in students. But historically, the most widely used has been CP. Traditionally, it was hailed, especially in African school settings, as a potent weapon which saved students from embarking on academically suicidal missions. The adage “spare the rod, spoil the child” justified the continued application of corporal punishment to instil order both at school and home. The role of discipline in schools, specifically focusing on corporal punishment, calls for a thorough scrutiny. However, views on its effectiveness and potency have shifted over time. Today, the government of Botswana has outlawed it on humanitarian grounds.

And this has triggered off a broader conversation about finding alternative, more humane ways to maintain order and promote student-friendly teaching and learning environments. Having served the school system over the years, the cancellation of CP has been met with mixed feelings among educators and parents alike. Some quarters see it as the right call, while others deem it a retrogressive step. While the debate is raging over what is ethically right to instill discipline, schools on the ground continue to experience more serious challenges of discipline. And the sooner alternative measures of discipline are found, the better.

From a school point of view, it is perceived rightly or wrongly that some rogue elements among the student body are fully exploiting the absence of corporal punishment to cause mayhem, anarchy and chaos. Nonetheless, the shift away from corporal punishment in schools reflects a broader societal move towards more humane and effective disciplinary methods. While it is true that some students may test the waters in the absence of physical punishment, exploring alternative strategies can lead to a more supportive teaching and learning atmosphere. Some of the viable options worth trying include restorative measures aimed at investing in building harmonious relationships anchored on peaceful resolution of conflicts and repairing harm through dialogue and empathy. The other is a positive reinforcement of good behaviour through recognition and rewards, creating a culture of positivity and mutually beneficial relationships. Students’ active participation in school governance through empowered student representative councils and involvement in the making of school policies and enforcement of rules could foster a sense of community ownership and responsibility. Schools should be emphatic in the handling of discipline. A retributionist approach based on the laws of biblical Moses, of an eye for an eye, belongs to the past. The students are very fragile entities and should be handled with great sensitivity while also showing them empathetically the dangers of their misdemeanours and transgressions. Suspension from school should be a very last resort.

A last and desperate resort when all else has failed, and whenever the continued presence of a student in school poses a threat to other students and staff. Also vitally important is the desirability as well as the necessity of changing the mindsets of the teaching force. The present crop of teachers has been wired in the old order where corporal punishment was an important component of the teaching and learning process. The abolition of corporal punishment left teachers with a sense of disarmament and disempowerment.

And the vacuum, which resulted from its abandonment, could have effectively lowered the morale of the teaching troops. Resetting the mindsets of teachers who have been accustomed to corporal punishment as a disciplinary tool requires a multifaceted approach laced with empathic understanding. Outright condemnation of a teacher who would have been tempted to lash a student without taking into consideration the extenuating circumstances could be unhelpful. This should not be misconstrued as giving teachers a licence to beat students. Teachers are urged to refrain from beating students, as it is not only against the law, but the act of beating students also dehumanises both the perpetrator and the victim. Retooling and re-educating the teachers is a process rather than an event.

The teaching profession should endeavour to embrace new alternative tools of maintaining order to entrench its sense of compassion and humanity. Continuing professional development that not only focuses on pedagogy but also incorporates alternative disciplinary methods, classroom management techniques and social-emotional learning can help teachers feel more confident and equipped to handle challenging situations. Teachers require counselling and emotional support to deal with the stressful situations they encounter as they navigate their teaching responsibilities.

Some teachers are abused physically and verbally by their students. Those who lead schools should also create a sense of belonging where teachers can feel appreciated and greatly valued. A sense of collective ownership could be created in schools when teachers are involved in policy decision-making. The top - bottom approach creates a sense of disempowerment and isolation from their profession. Teachers who are doing well in terms of effective application of alternative forms of punishment should be identified and rewarded for their endeavours. A School principal controls the pulse of a school. There is a known intimate link between school leadership and learning outcomes and the well-being of students. The school principal defines the tone of a school and, therefore, plays a central role in the teachers’ adaptation and shifting to a more humane and compassionate approach to matters of discipline and learning.

It is the duty of a principal to champion a more humane and compassionate approach to discipline and teaching, and learning. Among others, principals should set clear expectations and standards for teachers and students alike while fostering an inclusive and supportive atmosphere that encourages growth and innovation. Opening channels of communication between students, teachers and parents is very important in the effective management of discipline and resolution of conflicts.

Parents should not remain aloof but should engage themselves in school affairs. Parents should also participate in policy formulation while also reinforcing adherence and compliance. When in doubt or aggrieved parents should feel free to approach schools not in a combative manner but in an amicable fashion, with a view to seeking understanding rather than exacerbating situations.

Parental engagement can bring about fresh perspectives and insights. Schools should not thrive like ivory towers insulated from parental influence. Regular parental and teacher meetings are important in sustaining supportive and symbiotic relationships by collaborating, parents and teachers can create a more cohesive and effective support system of teaching and learning.