The Relation Between Socioeconomic Characteristics and the Use of Physical Punishment in Bangladeshi Elementary Schools

Abstract

Corporal punishment (CP) refers to the deliberate infliction of physical pain on children in response to an apparent disobedience or disapproved behavior. It is still used in educational settings in numerous nations worldwide, including Bangladesh. Despite the government’s efforts to ban corporal punishment in Bangladesh, the practice is prevalent, with children routinely enduring various punishments in the school system. Questions remain related to how widespread this practice is and whether certain groups of children (e.g., low income or rural) are being affected more severely than others. This article explores the use of physical punishment in Bangladeshi elementary schools and the socioeconomic variables that may be predictors of its use. The primary research questions that guide this article are: (1) do socioeconomic characteristics (i.e., gender, age, education, school type, parental socio-economic status) predict physical punishment in the school system in Bangladesh? and (2) is there a statistically significant relation between poverty and physical punishment for elementary school children in Bangladesh? Findings indicate that of the 450 children included in the sample, more than 86.6% were subjected to at least one form of physical abuse (e.g., hit with a stick or slapped) and types of abuse varied by their demographics. Findings also show that poverty status is a strong predictor of physical punishment in the school within Bangladesh.