School Corporal Research Articles

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.

Improving Interaction Competencies With Children—A Pilot Feasibility Study to Reduce School Corporal Punishment

ABSTRACTHigh prevalence rates of corporal punishment in schools worldwide and the associated negative mental health issues show the need for interventions addressing this problem. Yet, so far there are very few intervention studies aimed at altering corporal punishment administered by teachers, particularly in low- or middle-income countries.To conduct a feasibility study of the newly developed intervention approach, Interaction Competencies with Children for Teachers (ICC-T)—a training workshop designed to prevent corporal punishment and improve the teacher-student relationship.The 1-week ICC-T intervention was conducted with 30 teachers in a Tanzanian primary school. Participants filled out a survey before, directly after, and 3 months following the intervention.The widespread use of corporal punishment indicated strong demand for a preventive intervention. The feasibility of ICC-T was good: Despite challenging conditions, implementation of the training and participants’ acceptance was high. Further, participants reported a good integration of the training’s core elements in their daily working routine, improvements in the teacher-student relationships, and in the students’ behavior.ICC-T shows a promising feasibility in the Tanzanian teacher sample. These encouraging results highlight the need for further studies testing the efficacy, sustainability, and effects of ICC-T on the students’ well-being.

Child Development Minister Urges to Curb School Corporal Punishment in India

Child Development Minister Urges to Curb School Corporal Punishment in India

Religious Preference and Spanking Beliefs: Implications for School Corporal Punishment Policies

AMERICAN spanking beliefs were investigated by religious preference. Proportions agreeing with spanking were largest for Protestant (81%), followed by Catholic (69%). The association between Protestant and agreement with spanking (b=.718) was surprisingly strong considering associations with Catholic, Jewish, None, and Other were all inverse. The smaller Jewish proportion agreeing with spanking (51%) and the very strong inverse relationship between Jewish and agreement with spanking (b= -1.072) were unexpected. A separate analysis found large Christian (81%) and small Moslem (51%) proportions agreeing with spanking. Corporal punishment policies reflect American collective conscience on spanking. Deeper understandings of relationships between religious preference and spanking beliefs help stakeholders become aware of cultural undercurrents affecting school environments.

Explaining School Corporal Punishment: Evangelical Protestantism and Social Capital in a Path Model

School corporal punishment is associated with many negative outcomes. This research explores the antecedents to the practice and prevalence of school corporal punishment. A series of regression models indicated that two variables were significant predictors of a state’s practice of school corporal punishment: rate of evangelical Protestant adherents and social capital. A path analysis indicated that these two variables significantly predicted the rate of school corporal punishment in practicing states. The path analysis also revealed a significant and negative relationship between rate of evangelical Protestant adherents and social capital, but no relationship between rate of mainstream Protestant adherents and social capital. A mediation analysis indicated that social capital serves as a mediating variable between evangelical Protestantism and rate of school corporal punishment. Practical and theoretical implications are discussed.

APPROVED SCHOOL BOY ABSCONDERS AND CORPORAL PUNISHMENT

APPROVED SCHOOL BOY ABSCONDERS AND CORPORAL PUNISHMENT