Prevalence and factors associated with experience of corporal punishment in public schools in South Africa.

Pinky Mahlangu,Rachel Jewkes,Esnat Chirwa,Mercilene Machisa,Nwabisa Shai,Yandisa Sikweyiya,Thach Duc Tran

doi:10.1371/journal.pone.0254503

Pinky Mahlangu, Rachel Jewkes + Show 5 more

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https://doi.org/10.1371/journal.pone.0254503

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Abstract

Corporal punishment (CP) is still a common practice in schools globally. Although illegal, studies in South Africa report its continued use, but only a few have explored factors associated with school CP. Moreover, extant studies have not shown the interrelationships between explanatory factors. This study aimed to determine the prevalence and factors associated with learners' experiences, and to examine pathways to the learners' experiences of CP at school. 3743 grade 8 learners (2118 girls and 1625 boys) from 24 selected public schools in Tshwane, South Africa, enrolled in a cluster randomised controlled trial evaluating a multi-component school-based intervention to prevent intimate partner violence, and completed self-administered questionnaires. We carried out descriptive analysis, simple linear and structural equation modelling to examine factors and pathways to the learners' experience of CP at school. About 52% of learners had experienced CP at school in the last 6 months. It was higher among boys compared to girls. Experience of CP at school amongst learners was associated with learner behavior, home environment, and school environment. Learners from households with low-socio economic status (SES) had an increased risk of CP experience at school. Amongst boys, low family SES status was associated with a negative home environment and had a direct negative impact on a learner's mental health, directly associated with misbehavior. CP in public schools in South Africa continues despite legislation prohibiting its use. While addressing learner behaviour is critical, evidence-based interventions addressing home and school environment are needed to change the culture among teachers of using corporal punishment to discipline adolescents and inculcate one that promotes positive discipline.

Highlights

While the use of a physical methods of discipline, referred to as corporal punishment (CP) at school is banned and no longer an issue in European countries; it continues to be prevalent in a third of the world’s countries, despite evidence regarding its harmful physical, mental and behavioural effects on the child [1, 2]
Experience of CP at school amongst learners was associated with learner behavior, home environment, and school environment
CP in public schools in South Africa continues despite legislation prohibiting its use

Summary

Introduction

While the use of a physical methods of discipline, referred to as corporal punishment (CP) at school is banned and no longer an issue in European countries; it continues to be prevalent in a third of the world’s countries, despite evidence regarding its harmful physical, mental and behavioural effects on the child [1, 2]. The global prevalence of CP in schools ranges between 13%– 97% of learners who reported experience of CP at school [1]. The South African Schools Act No 84 of 1996 states that no person may administer CP to a learner at school [3]. Corporal punishment has been an integral part of schooling for most teachers and learners in twentieth century South African schools, characterized by a legacy of authoritarian education practices under Bantu education, and a belief that CP is necessary for orderly education [4]. Studies in South Africa report its continued use, but only a few have explored factors associated with school CP. This study aimed to determine the prevalence and factors associated with learners’ experiences, and to examine pathways to the learners’ experiences of CP at school

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