Introduction
Every year, many kids are subjected to physical discipline in public institutions. Despite being aware of the issues with corporal punishment, it is still a common form of punishment in some jurisdictions. Every child should be protected from any kind of physical harm; it only makes logic. The Committee on the Rights of the Child of the United Nations considers corporal punishment to be "legalized violence against children." (Smith, 2012) So why should kids be subjected to corporal discipline if it violates their rights? The issues surrounding juvenile corporal punishment will be covered in this essay.
Shifts in Perspective on Corporal Punishment
As recent as two decades ago, corporal punishment was accepted globally and was deemed an effective form of enhancing behavioral obedience that was theoretically distinguished from maltreatment (Durrant & Ensom, 2012). Regardless, there have been international shifts in perspective with regard to corporal punishment following different research findings that established negative associations between physical punishment and child development. In 1990, the UN adopted a convention prohibiting corporal punishment of children in all settings (Durrant & Ensom, 2012). As of 2000, 191 UN member states had ratified the convention, with 11 nations abolishing all forms of corporal punishment (Durrant & Ensom, 2012). Today, 31 nations have abolished corporal punishment of children in all settings (Walker, 2016). Furthermore, there are different pieces of literature that indicate the problems and risks associated with corporal punishment of children. Among the problems associated are, poor child well-being, for instance, development of mental health disorders and poor academic achievement (Smith, 2012). The other problem is the fact that as much as different research reveals the detrimental impact of corporal punishment of children, some US states still deem physical punishment legal and acceptable (Walker, 2016).
Impact on Academic Performance
One of the problems associated with corporal punishment is low academic performance. Research reveals that punitive physical punishment does not improve students' academic performance or behavior (Ahmad, Said, & Khan, 2013). Instead, it makes students develop undesirable attitudes towards learning. Attitudes towards learning have been largely connected to academic success in certain subjects. The role of teachers, in this case, is crucial because it determines the level of students' motivation. However, if teachers engage in corporal punishment, it reduces the level of motivation among students, thereby leading to dejection in studies, reduced participation, and poor performance (Ahmad, Said, & Khan, 2013). Therefore, it can be concluded that learners who are exposed to harsh physical punishment are less interested in learning compared to those who are not subjected to corporal punishment. In addition, corporal punishment has been associated with damaging psychological outcomes that have an impact on children’s academic performance. For instance, a study revealed that children who are subjected to harsh physical punishment might develop mental problems, such as stress, consequently reducing their concentration in class (Jyoti & Neetu, 2013). Therefore, there is no doubt that poor academic performance is a problem associated with corporal punishment.
Poor Well-being of Children
Corporal punishment is a serious problem that is associated with the poor well-being of children. Physical punishment does not only affect the physical health but also the mental health of children right from childhood to adulthood. Research reveals that corporal punishment is linked to increased antisocial behavior, aggression, depression, and criminal activity in children, as it reduces a child's ability to comprehend socially appropriate behavior (Afifi, Mota, Dasiewicz, MacMillan, & Sareen, 2012). A national survey conducted in the US revealed that severe corporal punishment of children independent of physical abuse is related to multiple mental health issues, for instance, mood, personality, and anxiety disorders, in addition to substance abuse, during adulthood (Afifi et al., 2012). From the survey, it is evident that the corporal punishment of children is associated with poor well-being in the long-run. Therefore, when teachers adopt physical punishment as a method to stop the antisocial behavior in children, the long-term consequences tend to be the further display of antisocial behaviors.
Lack of Federal Law Prohibiting Corporal Punishment
The other problem is that there is no federal law against the adoption of corporal punishment in public schools in the US. It is rather disturbing that regardless of the many problems related to physical punishment of children; it is a legalized method of school discipline in 19 American states (Walker, 2016). Corporal punishment is prohibited in many government-funded institutions that care for children, in a majority of the states, together with those that have legalized the act. For instance, in some states, children in imprisonment facilities receive more protection against physical punishment than the children in public schools do. Furthermore, the US considers corporal punishment a violation of human rights. Regardless, the concern does not extend to children in public schools, at least in 19 states in the US (Walker, 2016).
Conclusion
In conclusion, the paper has presented a discussion on three problems associated with corporal punishment. According to this paper, declining academic performance, poor well-being, and lack of a federal law prohibiting corporal punishment are the major problems that need to be addressed. Tackling these problems would require an all-inclusive solution that aims to prohibit or reduce the use of physical punishment in public schools. Nonetheless, recognizing the effects associated with corporal punishment is one-step towards developing a solution to the problem.
References
Afifi, T. O., Mota, N. P., Dasiewicz, P., MacMillan, H. L., & Sareen, J. (2012). Physical punishment and mental disorders: Results from a nationally representative US sample. PEDIATRICS, 130(2), 184-192. doi:10.1542/peds.2011-2947
Ahmad, I., Said, H., & Khan, F. (2013). Effect of corporal punishment on students’ motivation and classroom learning. Review of European Studies, 5(4), 130-134. doi:10.5539/res.v5n4p130
Durrant, J., & Ensom, R. (2012). Physical punishment of children: Lessons from 20 years of research. Canadian Medical Association Journal, 184(12), 1373-1377. doi:10.1503/cmaj.101314
Jyoti, S., & Neetu, S. (2013). Implications of corporal punishment on primary school children. IOSR Journal of Humanities and Social Science, 15(6), 57-61. doi:10.9790/0837-1565761
Smith, B. L. (2012). The case against spanking. American Psychological Association, 43(4), 60. doi:10.1037/e540732012-027
Walker, T. (2016, October 17). Why Are 19 States Still Allowing Corporal Punishment in Schools? Retrieved from http://neatoday.org/2016/10/17/corporal-punishment-in-schools/
