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| Corporal Punishment | | | The recent suspension of a government school teacher in Kishtwar district for allegedly subjecting a student to corporal punishment is a sobering reminder of a practice that has long haunted educational institutions in India.
This incident, like many others, draws attention to the urgent need to stamp out corporal punishment, a practice that not only harms students physically but also leaves lasting psychological scars.
Corporal punishment, by definition, is the deliberate infliction of physical pain as a form of discipline. Unfortunately, it has persisted in schools across the country, despite legal and societal advances aimed at curbing it.
In the Kishtwar incident, the teacher’s actions led to a swift administrative response—an appropriate first step. However, this should be seen as an opportunity to initiate larger reforms aimed at eradicating such forms of punishment entirely, both in policy and practice.
Corporal punishment is detrimental not only to the physical well-being of a student but also to their mental and emotional health. Numerous studies have shown that students who are subjected to such punishments suffer from anxiety, depression, and low self-esteem. These impacts can have long-term consequences, affecting a student’s academic performance, social relationships, and overall mental health.
The formative years of childhood and adolescence are critical for emotional development. When a child is humiliated or physically punished, it fosters an environment of fear rather than learning. The immediate fear of being hurt often leads to compliance, but it erodes trust between students and teachers and undermines the very essence of education, which should be based on curiosity, understanding, and mutual respect.
Worse, it normalizes the use of violence as a means of resolving conflicts, perpetuating a cycle of aggression that can carry into adulthood.
India’s Right to Education (RTE) Act explicitly bans corporal punishment in schools, and the National Commission for Protection of Child Rights (NCPCR) guidelines advocate for a zero-tolerance policy toward such practices.
While laws play a crucial role, it is the school administration and teaching community that must take the lead in fostering a culture where punishment is not seen as a tool for discipline. Educational institutions must train teachers in alternative disciplinary methods, such as positive reinforcement and conflict resolution strategies. Teacher training programs need to focus more on mental health awareness, emotional intelligence, and communication skills so that educators can handle classroom challenges without resorting to harmful disciplinary practices. |
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