Corporal Punishment In Schools Research Articles

A Descriptive Study to Assess the Knowledge of Teachers Regarding Brunt of Corporal Punishment and its Impact on Child Mental Health in Selected Schools Bangalore with a View to Prepare an Informational Booklet on Impact of Corporal Punishment in Mental Health

Corporal punishment is violence inflicted on children by parents, teachers, guardian and others in the name of “discipline”. Discipline is training that corrects, molds or perfects the mental facilities or moral characters. There are 3 types of corporal punishment, those are: School corporal punishment, Parental or domestic corporal punishment and judicial corporal punishment.  Objectives To assess the knowledge of primary school teachers regarding brunt of corporal punishment and its impact on child mental health.  Methods A descriptive approach design used to assess the knowledge of primary school teachers regrading brunt of corporal punishment and its Impact on child mental health In selected primary schools at Bangalore. In this study non-probability purposive sampling technique was adopted. A structured interview schedule was determined based on the objectives of the study. The data were analyzed using the computation of mean and standard deviation an inferential statistic. The data represented by using various graphical devices, the bar diagram, pie diagram etc.  Results The findings of the result shows that participants 73.33% had inadequate knowledge, 26.67% had moderate knowledge on the brunt of corporal punishment and its impact on child mental health. The result findings show that there will be a significant association between brunt of corporal punishment and its impact on child mental health with their selected demographic variables.

Love and Assault: Parents’ Views on Corporal Punishment in School

AbstractCorporal punishment remains prevalent in schools globally, and even after its prohibition in South Africa, the focus of this study, it continues. In some historically disadvantaged school environments, it persists with the approval of parents. Mothers and grandmothers, who are pivotal in supporting children's education and well‐being, are central to this dynamic as parents. However, in impoverished rural settings, parents are often unfairly blamed for endorsing corporal punishment without considering the sociocultural context they inhabit. Drawing from a qualitative study conducted in an impoverished rural community where women bear the burden of caring for children, this paper challenges the prevailing one‐sided narrative of parental support for corporal punishment. Instead, it argues for a nuanced understanding of corporal punishment that is contextual. Parents' endorsement of corporal punishment is contingent; it is accepted when framed as ‘disciplinary action infused with love’ but rejected when labelled as ‘assault’. An understanding of corporal punishment as an assemblage is critical if accounts of disciplinary practices within local school settings are to move beyond simplified accounts of parents' universal support for corporal punishment.

Population mental health science: Guiding principles and initial agenda.

A recent American Psychological Association Summit provided an urgent call to transform psychological science and practice away from a solely individual-level focus to become accountable for population-level impact on health and mental health. A population focus ensures the mental health of all children, adolescents, and adults and the elimination of inequities across groups. Science must guide three components of this transformation. First, effective individual-level interventions must be scaled up to the population level using principles from implementation science, investing in novel intervention delivery systems (e.g., online, mobile application, text, interactive voice response, and machine learning-based), harnessing the strength of diverse providers, and forging culturally informed adaptations. Second, policy-driven community-level interventions must be innovated and tested, such as public efforts to promote physical activity, public policies to support families in early life, and regulation of corporal punishment in schools. Third, transformation is needed to create a new system of universal primary care for mental health, based on models such as Family Connects, Triple P, PROmoting School-community-university Partnerships to Enhance Resilience, Communities That Care, and the Early Childhood Collaborative of the Pittsburgh Study. This new system must incorporate valid measurement, universal screening, and a community-based infrastructure for service delivery. Addressing tasks ahead, including scientific creativity and discovery, rigorous evaluation, and community accountability, will lead to a comprehensive strategic plan to shape the emergent field of public mental health. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Advocating for Disciplinary Reform Through a Systematic Review of School Discipline Laws and State Guidance Across the United States

We conducted a systematic documentary content analysis of state laws and state education agency (SEA) disciplinary guidance from all 50 states in the United States. We focused on zero tolerance policies, mandates for review of disproportionality in discipline data, the utilization of school resource officers in discipline, corporal punishment, and prevention. Knowledge of practices throughout the United States is critical for school psychologists to advocate for socially just disciplinary practices and reform. Most state laws require zero tolerance practices for weapons and drug related offenses, yet very few mandate zero tolerance for minor offenses such as insubordination or disrespect. Only nine states require SEAs to review data for disproportionality or require school districts to remedy disproportionality when it is present. Eleven states allow for school resource officers to be involved in discipline outside of high-level safety concerns. Additionally, 23 states still allow corporal punishment in schools. Many states offer guidance to districts on the implementation of multitiered systems of support (MTSS), positive behavioral interventions and supports (PBIS), restorative practices, progressive discipline, and classroom-based interventions. Implications for school psychologists advocating for disciplinary reform at the local, state, and national level will be discussed. Impact Statement The researchers conducted a systematic national content analysis of school discipline laws and SEA guidance documents. We hope that the findings about school disciplinary laws and SEA guidance in each state will assist school psychologists in targeting their advocacy and reform efforts for more equitable and proactive disciplinary practices at the local, state, and national level.

An Evaluative Study of Impacts of Corporal Punishment on Students’ Personality at Primary Level in District Nowshera

Corporal punishment of children is a worldwide phenomenon children are physically punished in almost all society. Two key features define corporal punishment physical violence against children and the concept of punishment in response to wrong doing. Corporal punishment has great effect on the students in their academic life. It is conducted with in school. It has both positive and negative effects. When the students go against the rules and regulation and do not allow the discipline. Different types of punishment like kicking, slapping, punching or paddling etc. are given in the schools to change their negative behavior. It is observed that corporal punishment has negative effects on the student’s personality like they may falls in depression, fear and they start hatred from going to school. It will put bad effects on their personality, behavior and academic performance. Random sampling technique will be used. Data will be collected via questionnaire and then it will be analyzed by statistical package for social science (SPSS) software. Corporal punishment in schools reflects on large gap between current education policy that bans corporal punishment and actual implementations of the policy. The purpose of the present study is to investigate the impact of corporal punishment in schools at primary level in District Nowshera.

Cultural Understanding and the Impact of Domestic Violence Against Children in Uganda Communities: A Case Study of Child Maltreatment in Busoga and Acholi Regions

Child maltreatment is a grave concern affecting societies worldwide, with its impact extending across generations. This study delves into the intricate interplay of cultural, socio-economic, and institutional factors contributing to child maltreatment in Uganda's Busoga and Acholi regions. Guided by the case study methodology, the research examines the prevalence of child maltreatment, the influence of cultural norms and practices, the roles of cultural and religious leaders, and the challenges within the child protection system.The findings reveal alarming statistics, highlighting the pervasiveness of child maltreatment, including corporal punishment in schools, child defilement, sexual violence, and child labor. The socio-economic context, particularly in northern Uganda, amplifies children's vulnerabilities due to poverty, disease, conflict, and the prevalence of orphans. Cultural norms and traditions significantly shape disciplinary practices, emphasizing community involvement in child upbringing. Local cultural and religious leaders influence child discipline structures and advocate for children's rights. However, despite theoretical approaches to child protection, practical implementation lags, and identifying perpetrators remains challenging. Poor documentation and resource constraints hinder effective responses to child maltreatment, leading to a resource allocation disparity between urban and rural areas.The implications of child maltreatment are profound, affecting children's physical, psychological, and emotional well-being, potentially leading to long-term consequences. The study recommends collaborative efforts involving government bodies, NGOs, cultural and religious leaders, and communities. Culturally sensitive interventions, practical implementation of child protection measures, and equitable resource allocation are vital components of a holistic approach.

Corporal Punishment in Schools.

The use of corporal punishment in schools is not an effective or ethical method for management of behavior concerns and causes harm to students. The American Academy of Pediatrics recommends that corporal punishment in all school settings be abolished in all states by law and replaced by alternative forms of student behavior management. Corporal punishment remains legal in many public and private schools in the United States and is disproportionately used among Black students and children with disabilities. The aims of this policy statement are to review the incidence of school-based corporal punishment; the negative physical, psychological, and developmental impact of corporal punishment on students; and the need for continued advocacy by pediatricians, educators, and parents to abolish corporal punishment in all schools.

Imagined strategies in managing learner behaviour in schools

The purpose of this study is to look into and examine the ways that instructors might use to manage pupil discipline in secondary schools in Namibia's Hardap region. In this investigation, a qualitative case study design was used. Six secondary schools provided information. Data for this study was acquired from 24 participating teachers at six secondary schools via semi-structured individual interviews and an open-ended questionnaire. The investigation revealed referrals, detention, expulsion, and suspension as strategies used by teachers in managing learner discipline in their respective schools, as well as talking to learners, violation system, involving learners in the drafting of school and classroom rules, involvement of other stakeholders, and disciplinary committee. After the ban on corporal punishment in schools, it became critical to learn what tactics teachers are adopting to discipline students, according to the findings of this study. Evidence-based disciplinary tactics or interventions should be employed to address the problem of lack of learner discipline, according to the authors.

Influence of Family Supervision and Peer Pressure on Female Students Behavior in Public Secondary Schools: A study conducted in Ubungo Municipality, Dar es Salaam, Tanzania

Young female students are often torn between family supervision, which can be positive or negative, and peer pressure to conform to the pressures on life decisions and behavior orientation as they grow up and learn. Little is known as to how they cope especially in a large city and with the media influence they face. The purpose of this study was to investigate the influences on female students’ behaviour (focusing on family supervision and peer pressure) in public secondary schools. Specifically, the study intended to determine the nature of family supervision and peer pressure among female students; to identify the main forms of behavioural issues that affect female students’ learning; and to find out in what ways family and peer pressure influences female students’ behaviour focusing on time management, work habits and truancy. The study has used a descriptive research design employing questionnaires and interview guides to collect data from a sample of 133 students, 50 teachers, 10 parents and 4 school heads. Qualitative data [mainly interviews with students, parents and teachers] collected were analyzed using thematic analysis techniques while quantitative data from a questionnaire used descriptive statistics approach. The study found that parents, school environment, peers and school management have both negative and positive effects on female students’ behaviour inside and outside school. It has also revealed that some students learn bad behaviour from their homes and community with some of the friends influencing to affect their academic performance. The most predominant disciplinary cases among female students were involvement in sexual relationships while schooling. The study concluded that parental supervision and teacher-parents coordination is essential in providing learning support to female students. The study recommends that administering corporal punishment in school should focus on shaping childrens’ behaviour rather than cause psychological torture. Frequent seminars and meetings between students and teachers on the importance of schooling are essential in raising awareness. Additionally, schools may invite experts from a government institution or private organization responsible for transforming students’ behaviour who will talk to students about adolescence and its social impact. Owners and managers of schools should establish a friendly schooling environment that promotes and enhance the teaching and learning process. Schools should be fenced to avoid external interactions and prevent truancy.

Corporal punishment bans and adolescent suicide rates: An international ecological study

BackgroundExposure to corporal punishment during childhood is associated with suicidal behaviors during adolescence. To date, the protective effects of national policies governing the use of corporal punishment have rarely been studied for adolescent suicide outcomes. ObjectiveTo investigate contemporaneous and lagged associations between national legislation banning corporal punishment and adolescent suicide rates. Participants and settingWe used population-level administrative and mortality data from 97 countries spanning the years 1950 to 2017. MethodsNegative binomial models were used to investigate the relationship between the existence of official corporal punishment bans in countries and national adolescent suicide mortality rates and the potential time lag between the enactment of such bans and reductions in adolescent suicide rates. ResultsNational policies that permitted corporal punishment in all settings (homes, schools, daycares, and alternative care) were associated with a higher relative risk (RR) for suicide in females aged 15–19 (RR = 2.07, p = .03), as were policies allowing corporal punishment in schools specifically (RR = 2.01, p = .02). Partial bans of corporal punishment and bans of school corporal punishment showed lagged effects on suicide rates which peaked after 12 years for females aged 15–19 and after 13 years for males aged 15–19. ConclusionsStudy findings add to a body of evidence that suggests that official policies banning corporal punishment may promote adolescent health and well-being. The benefits of such policies in terms of reduced risk for adolescent suicide appear to peak approximately 12 to 13 years after enactment of the legislation.

Implementing a Learners’ Code of Conduct for Positive Discipline in Schools

Dealing with misbehaving learners remains a significant challenge for teachers in South African schools. Since the use of corporal punishment and other punitive measures in dealing with misbehaving learners is now illegal, alternative positive disciplinary measures have had to be put in place. There were nearly 11,600 cases of documented corporal punishment in schools across the country in 2019. In KwaZulu-Natal alone, the number of learners who experienced corporal punishment increased by three per cent, affecting a total of 226 372 learners between 2018 and 2019. The study reported on here, examined teachers’ and learners’ experiences in respect of the implementation of a learners’ code of conduct, to instil positive discipline in schools. Underpinned by the interpretivist paradigm, the study employed a qualitative research approach and phenomenological design. Two schools were sampled and, semi-structured interviews, observation and document reviews were used to collect data. The findings revealed that some teachers indeed implemented such a code of conduct, which communicated learners’ expected behaviour by outlining the rules and regulating behaviour. Notably, the findings also revealed that the code of conduct did not instil positive discipline across the board, as many learners continued misbehaving. Based on the findings, the study recommends that schools ensure that a proper code of conduct be drawn up to help teachers address learner indiscipline and that officials from the Department of Education undertake regular visits to schools, to offer support and arrange workshops/internet-based training to guide teachers on how to use such a code effectively.

The ban on corporal punishment in a senior high school in Ghana: The perspicacity of teachers at Northern School of Business

AbstractThe study investigated teachers' perspicacity at the Northern School of Business on the Ban on Corporal Punishment in Senior High Schools in Ghana. This study examined the perceptions of teachers on the policy of no corporal punishment in schools; explore alternative disciplinary methods teachers use and the implications of the ban on corporal punishment policy on students' behaviour. The study employed a descriptive research design using a questionnaire and interview as the major research instruments. The study sampled 30 of the 75 teachers in the school. The responses were analysed using descriptive statistics and presented in tables and figures. The study revealed that most teachers strongly agreed that the ban on corporal punishment is not appropriate for Ghanaian students. Most teachers are not aware of the alternative strategies to deal with students' misbehaviours and therefore consider corporal punishment as the only means of ensuring students' adherence to the rules and regulations governing the school. The study also revealed that the teachers believed that the absence of corporal punishment has led to gross indiscipline among students, resulting in poor academic performance. Therefore, this study recommends that the Ghana Education Service organize a workshop for the teachers on the alternative strategies to deal with students' misbehaviours to ensure discipline in Ghanaian Senior High School. Teachers and educational workers should be sensitized on corporal punishment and its implications on students.

Corporal Punishment in Schools: A Narrative Analysis of Contemporary Situation

The environment at home, school, social circles, and key life events all have an impact on students’ wellbeing in the formative years. The tremendous familial and societal pressure placed on pupils to be high academic achievers is a prevalent factor in the Pakistan’s context. Scoring marks is the primary goal, particularly in South Asian culture where students’ performance has been reduced down to competitive testing formats. High grades on progress cards have been linked to a better likelihood of gaining admission to prestigious schools, resulting in a promising career and future. Security, family pride, and social position have all been connected to these factors. With this perspective, parents, often impose unrealistic expectations on the child and in schools, teachers deliberately or unintentionally use the corporal punishment to achieve and maintain the discipline and good grades of the students which negatively affect their behaviors and regress them academically (Nair, 2014). This narrative review-based paper explain why teachers are using corporal punishment as the terminal solution for most of the problems despite of legislation against corporal punishment in schools through “Prohibition of corporal punishment Bill, 2014”? This paper concluded that teachers are unable to abide this law effectively due to their personality traits tagged with their own aggressive childhood experiences. Therefore, it was suggested that in order to eradicate the corporal punishment from schools, teachers’ psychological well-being assessments and their counseling may be way forward to achieve the students’ well-being.

The Association between School Corporal Punishment and Child Developmental Outcomes: A Meta-Analytic Review.

School corporal punishment (SCP) is still widely used in many countries. Although primary studies have pointed toward detrimental effects of SCP, a quantitative review of these studies was not yet available. To gain better insight into effects of SCP, three meta-analyses were conducted on the association between SCP and children’s (1) externalizing behavior, (2) internalizing behavior, and (3) school performance. These meta-analyses synthesized 21 studies (120 effect sizes; N = 67,400), 14 studies (18 effect sizes; N = 39,917), and 20 studies (47 effect sizes; N = 977,367), respectively. Studies were synthesized using a three-level approach to meta-analysis. The results revealed that SCP is positively associated with externalizing behavior (r = 0.27, p < 0.001) and internalizing behavior of children (r = 0.16, p < 0.001), and negatively with children’s school performance (r = −0.11, p < 0.001). This review concludes that SCP is a risk factor for externalizing behavior, internalizing behavior, and reduced school performance of children. Other techniques than SCP should be used for class management, and we recommend psychoeducational programs for schools and the wider community in which corporal punishment is still used. These programs should convey the detrimental effects of SCP and alternative discipline techniques. More awareness of the detrimental effects of SCP is needed to make the school environment a safe place for all children across the world.

School violence: where are the interventions?

Globally, 1 billion children experience some form of physical, sexual, or emotional violence each year. 1 Hillis S Mercy J Amobi A Kress H Global prevalence of past-year violence against children: a systematic review and minimum estimates. Pediatrics. 2016; 137e20154079 Crossref PubMed Scopus (438) Google Scholar Most of these children live in low-income and middle-income countries, and much of this violence occurs in and around schools. 2 Devries K Knight L Petzold M et al. Who perpetrates violence against children? A systematic analysis of age-specific and sex-specific data. BMJ Paediatr Open. 2018; 2e000180 Crossref PubMed Scopus (65) Google Scholar For the 90% of children who are enrolled in primary school, violence might be even more common in school than at home. 2 Devries K Knight L Petzold M et al. Who perpetrates violence against children? A systematic analysis of age-specific and sex-specific data. BMJ Paediatr Open. 2018; 2e000180 Crossref PubMed Scopus (65) Google Scholar About 60% of children aged 6–10 years report recent physical and emotional violence from peers at school, 2 Devries K Knight L Petzold M et al. Who perpetrates violence against children? A systematic analysis of age-specific and sex-specific data. BMJ Paediatr Open. 2018; 2e000180 Crossref PubMed Scopus (65) Google Scholar and 46–95% of primary school students experience corporal punishment from teachers, including in countries with legal prohibitions. 3 Heekes S-L Kruger CB Lester SN Ward CL A systematic review of corporal punishment in schools: global prevalence and correlates. Trauma Violence Abuse. 2020; (published online May 21.)https://doi.org/10.1177/1524838020925787 Crossref PubMed Scopus (15) Google Scholar According to a UNESCO report, sexual violence and harassment are also common, experienced by more than 10% of students in 96 countries. But some groups are at an even higher risk. In Uganda, for example, 20% of primary school girls aged 11–14 years with disabilities, but 10% of primary school girls of the same age without disabilities, reported sexual violence, mainly from peers but also from teachers. 4 Devries KM Kyegombe N Zuurmond M et al. Violence against primary school children with disabilities in Uganda: a cross-sectional study. BMC Public Health. 2014; 141017 Crossref PubMed Scopus (37) Google Scholar

35.2 THE SILENT EFFECT OF CORPORAL PUNISHMENT OF CHILDREN IN RURAL PUBLIC SCHOOLS: HELPING SCHOOLS UNDERSTAND THE TRAUMA

According to the most recently published data from the US Department of Education Civil Rights Data Collection (CRDC), more than 92,479 children were physically punished at schools in 2015-2016. Corporal punishment in schools is legal in 19 US states, but not much is known about the impact on children who live in rural communities. The United Nations highlighted a correlation between corporal punishment and other types of violence and proposed a ban on corporal punishment of children “as a key to prevent all forms of violence in societies” (United Nation Convention on the Rights of the Child [UNCRC], 2006). Despite increasing research in corporal punishment, limited data are available about the prevalence, nature, and role of the corporal punishment of children in US rural public schools. The goal of the presentation includes an overview of the factors affecting the learning performance of children who seek mental health services in rural areas, the impact of corporal punishment, and interventions offered by school-based mental health services to assist with their healing. Using PubMed and PsycINFO, the presentation will provide a review of literature on the effects of adverse childhood experiences on learning ability, with a focus on corporal punishment in US public schools, and the evidence to support trauma-sensitive school interventions. The produced articles will be evaluated for quality. The presenter’s own clinical experience will be incorporated via case vignettes. Increased understanding of the challenges faced by children exposed to corporal punishment in rural communities, as well as factors that can help prevent and minimize poor outcome in the academic environment, will assist child and adolescent psychiatrists to offer effective therapeutic interventions by facilitating the engagement of teachers. The exposure to corporal punishment in schools can be a traumatic childhood event. Although rural communities present many challenges to engaging children in mental health assistance, child and adolescent psychiatrists are in the unique position to help the children who experience corporal punishment in the academic setting by educating and suggesting evidence-based treatments to the schools, which frequently are the children’s main structured support system.

Aplikasi Sunnah Terhadap Garis Panduan Hukuman Rotan di Kementerian Pendidikan Malaysia

There is a significant number of Hadith and Sunnah of the Prophet s.a.w in regard to the importance of education with additional examples set by the Prophet s.a.w himself. Among the scope of education emphasized by the Prophet s.a.w is early childhood education. Islamic scholars are of the opinion that corporal punishment or caning is the last resort in educating children. However, corporal punishment at schools has been polemical, where strong arguments have been made on the premises that the punishment is humiliating, stringent, inhumane and abusive. Thus, the objective of this study is to examine the application of Sunnah of the Prophet s.a.w in the Ministry of Education’s (MOE) school corporal punishment guidelines in Malaysia. This qualitative study examined the data collected from classical fiqh texts (primarily hadith) concerning corporal punishment or canning as well as data from various MOE school corporal guidelines, e.g. MOE circulars on student offences and canning. Content analysis was employed as both data collection and data analysis methods. A generic and inductive qualitative approach was used to fulfill the objectives of this study. This study discovered that corporal punishment is strongly recognized by the nas. Nonetheless, the punishment is not only restricted to caning. In fact, the findings demonstrate that in the nas, the punishment was described as a means to educate, instead of merely to punish. Despite the recognition of corporal punishment as a means to educate, the findings show that there was no evidence to support that the Prophet s.a.w has executed such punishment on his children and wives, in the context of education. On the other hand, analysis of the MOE’s guidelines revealed that corporal punishment is recognized as a means of education. However, the data shows that MOE’s guidelines are not fully consistent with the nas, i.e Sunnah of the Prophet s.a.w on corporal punishment as a means of education. Thus, it is strongly recommended that some improvements need to be made to ensure that the objective of corporal punishment is in line with the Sunnah, i.e. for the punishment to be applied as a means of education instead of solely a means of punishment.

Child protection versus teacher protection: a legal review of the settlement of school corporal punishment in Indonesia

The education sphere nowadays faces the issue of corporal punishment, which is considered a detrimental school discipline that has negative impacts on a child’s development and growth. Teachers are advised to always opt for moral persuasion rather than corporal punishment in disciplining their misbehaving students. In Indonesia, the teacher stays in a dilemma as many cases of the administration of light corporal punishment have gone to criminal litigation and ended up with sentencing of the teacher. Concurrently, often the teacher becomes a victim of a student’s disruptive behavior when they only adopt soft measures such as reprimands. Legal protection for teachers has been guaranteed by the Teacher and Lecturer Law Year 2005 and several other relevant regulations. Unfortunately, the existence of the Law on Child Protection Year 2014, which broadly governs the prohibition of violence, has made criminalisation of teachers easy and their protection questionable. This paper elaborates the extent of legal protection provided to teachers in the term of facing criminal litigation due to corporal punishment. It also explores the legal effort that can be undertaken by the Indonesian Government to embody fair protection for teachers and children.

Effect of corporal punishment on young children’s educational outcomes

ABSTRACT It is argued that corporal punishment produces bad outcomes in both the short run and the long run. Instead of making students more attentive or motivated, corporal punishment leads to more delinquent behavior. In most developed countries, corporal punishment is banned in schools. However, in many developing countries, even if corporal punishment in schools is banned, the law may not be adequately enforced. Using a dataset from India, we show that corporal punishment in schools has a significantly negative impact on children's academic performance. To tackle the problem of endogeneity, we use the instrumental variables method and introduce a novel instrument.

Factors associated with physical and sexual violence among school-going adolescents in Nepal: Findings from Global School-based Student Health Survey.

BackgroundGlobally violence is a matter of public health concern with severe physical and mental health implications and social consequences. Evidence suggest that adolescents have an elevated risk of exposure to physical and sexual violence. However, there is a lack of nationally representative research on violence and its associated factors in Nepal to inform interventions. This paper attempts to find the factors associated with various forms of physical and sexual violence among school-going adolescents in Nepal.MethodsWe analysed the cross-sectional data from the Global School-based Student Health Survey (GSHS) 2015. The GSHS survey applied a two-stage cluster sampling process to select a representative sample of 7 to 11 grade students from 74 schools across the country. We applied logistic regression analysis to identify the factors associated with physical and sexual violence.ResultsOut of the total 6,529 participants, 45.24% of them faced a physical attack, 39.25% were involved in a physical fight, and 11.65% were victims of sexual violence in the survey administered between 7 August 2015 to 14 March 2016. In a multiple regression analysis, the age of participants, parental supervision, feeling unsafe at school, and the number of close friends were found to be associated with a physical attack. Participants who were bullied, had multiple sex partners, and had received corporal punishment in school had a higher engagement in a physical fight. Likewise, school grade, having parents who understand the problems, having multiple sex partners, and corporal punishment at school were associated with instances of sexual violence.ConclusionThe study identified multiple factors associated with experiences of physical attacks, involvement in a physical fight, and sexual violence among school-going adolescents. This study results can have important implications for school administration, parents, and policymakers alike to plan appropriate anti-violence strategies and interventions. Since various forms of violence share some common risk factors, a comprehensive strategy could be worth considering to prevent such acts of violence.