Introduction
Purpose of the Review
School discipline is important within the progress and development of
constructing and shaping a positive learning environment. It prescribes
routine, sets standards and cultivates courtesy that create and
environment capable of fostering success academically and personally.
Nevertheless, the restriction on use of pro-verbal paddling and other
forms of physical punishment such as in the South Africa schools finding
new ways on strengthening discipline become complicated. The rationale
for this review is to evaluate the effect of ban of corporal punishment on
school discipline based on emerging discourses at the global, continental
and local levels. In particular, it is to identify how schools have coped, to
access the effectiveness of coping strategies, and consider the virtues and
vices of potential substitute punitive measures.
Scope
To offer a global perspective on the various ways and extents to which
various education systems have adapted to this outlawing of corporal
punishment of students, this review has included… The review is
structured by region: global analysis, Continental (African) Perspective and
Local South African perspective of analysis. All of the sections offer an
understanding of how disciplinary policies have developed over time, the
successes and shortcomings observed, and potential deficits in research
or practice. In conducting the review of literature only papers of the last
decade have been considered so as to have that relevance to the current
schooling environment. English sources include 3 global, 3 continental,
and 3 local articles, which all together provide overall picture of
disciplinary alterations following the ban.
Research Questions
1. In what ways does prohibition in the use of corporal punish affects
school discipline policies and measures worldwide, regionally and
nationally?
2. What other disciplinary measures are in use after banning the
practices, and the efficiency of the measures?
3. Alternative approaches can be described as strengths and
weaknesses according to resource availability, cultural attitudes and
school environment.
Body of the Literature Review
1. Global Perspective on the Ban of Corporal Punishment (700
words)
Current Situation
In many countries of the world this practice is prohibited and already it is
possible to observe new measures which have no physical punishment,
used in work with children which is aimed at creation of the positive
atmosphere in school. More so, the so-called developed countries like
USA, UK, and Australia have developed frameworks like Positive
Behavioural Interventions and Supports (PBIS), restorative justice
programs and Social-Emotional Learning (SEL) as alternatives to the
traditional punitive approach that is (Smith, 2020). These strategies are
based on rewarding positives behaviours and nurturing of children’s
positive interpersonal skills rather than reward acts of defiance through
suspension or expulsion. For example, PBIS is an umbrella term for a
positive behaviour support system that includes strategies associated with
positive student behaviour and has been proved to bear prohibitive results
in eradicating negative student behaviour that leads to exclusion from
class. Applying the PBIS in schools in the U.S, schools have noted a
significant decrease on cases of suspension and expulsion as highlighted
by Smith 2020 as a sign that schools should support the programs, both
being effective way of keeping the students in class instead of excluding
them from school.
In the United Kingdom restorative justice has gained popularity as a
method of handling conflict and discipline in school. This way of the
shaming students depart from fear-based approaches and instead of
focusing on punishment, the students are encouraged to dialogue about
the implications of their actions and forms accountability and making
amends. In practice, school adopting restorative justice have noted that
there has been a decrease in fight and unfriendly environment. For
example, Jones (2019) pointed to a study in which schools which applied a
restorative justice model has showed a 30% decrease in student’s fight,
And thus proving that the implementation of the restorative justice may
promote the reduction of unrest among the student body in school.
Restorative justice intern session offers all the students a chance to
accept responsibility for their wrong deeds and avoid repeating the same
mistakes again. Such non-punitive discipline measures which are used in
more and more schools indicate a change for more corrective-weighed
penitentiary approaches all around the world.
In addition, in order to maintain high standard of academic performance
while avoiding or reducing cases of indiscipline among students, Australia
has included social and emotional learning (SEL) as a teaching curriculum.
SEL curriculum promotes competencies such as learning, managing and
understanding one’s emotions, emotions of others and relationships,
making responsible decisions, and making appropriate social and
academic choices. The surveys also show that the curriculation of SEL has
made schools experience a decrease in behavioural infractions and the
enhancement of students’ social competencies (Miller, 2021). This
tendency can be explained by the growing awareness of the relative
inefficiency of punitive methods, especially within context of multicultural
school. PBIS, restorative justice, and SEL are means of not reprimanding
the misbehaving child but instead finding out why the child is involved in
the misconduct.
Strengths
In this context, the strong suits of PBIS, restorative justice as well as SEL
are based on their bringers of positive school climate and eradicating root
behavioural problems in a way that is fair for all the students. For
example, PBIS is based on positive reinforcement which has additional
positive effects to the support of school climate, in that they encourage
good behaviour among students. Other benefits of PBIS that has been
observed includes; Eradication of racial and socioeconomic disparities in
school discipline Strengthening of appropriate behaviours by students
leading to reduction of observed problem behaviours. Brown & Keller
(2019) posit that implementation of PBIS has helped in reducing the
suspension of the minority student in schools across the United States
solving the issues of disparities in handling students of colour. This
approach ensures the students of all origin find schools safer and more
supportive thus fostering good academic performance and balance.
Restorative justice is also effective as a model that emphasise the
significance of relations between individuals together with restoring
responsibility for conflicts, which is also an important factor to mindful
recurrence of such situations. One way that restorative justice fosters
empathy is through allowing students to have academic discourse
regarding conflict, and use these discs to come to resolutions. For
instance, when learners administer the restorative conversations, they
develop an understanding of the effect of their behaviour that would
prevent other similar occurrences (Jones, 2019). Furthermore, SEL
programs feed students’ social and emotional developmental needs,
which are always ignored in punishing discipline frameworks. SEL not only
decreases behavioural incidents but also teaches useful life skills for
containing feelings and solving disputes peacefully (Miller, 2021). SEL
helps students further their academic and inter personal skills hence
giving them a lifetime chance when it comes to the same.
Weaknesses
However, just like any other approaches implemented in the society, PBIS,
restorative justice, and SEL are not without their major set backs. It also
found the following main weakness: one important disadvantage is that
such approaches demand considerable resources, time for staff training,
and additional support, which can be financially and physically demanding
for schools with low funding. Management initiatives such as PBIS for
example require a well coordinated framework, data collection as well as
constant monitoring which can be quite demanding for underfunded
institutions. Teachers and staff require practicum training in implementing
the program, and without sufficient training many of these strategies may
only be applied sporadically and thus compromise the viability of PBIS
implementation. Also, some educators have raised an opinion regarding
the PBIS in adequacy to managing severe behaviours because it is mostly
outlining on minor behavioural changes. Wilkes and Thompson (2020)
have reported that some teachers might not feel ready to manage major
behavioural misconduct that might include aggression or violence
envisioned under a non-punitive approach.
They however both have their setbacks. The main disadvantage of
restorative justice SEL are discussed below. Thus, one should mention that
restorative justice cannot benefit all the situations, especially when the
misbehaviour recurs or is severe, and the student misbehaving does not
want to change. Also, it involves a strategic agreement with the student
most affected by the action which can be very difficult to get at times.
Similarly, although SEL focuses on the emotional and social competencies,
it doesn’t appear to meet the needs of students with severe behavioural
challenges that require extra behavioural interventions (Miller, 2021).
These restrictions indicate the fact that other than punitive strategies can
be very efficient, non punitive approaches are not for all times and may
need a complement with other conventional reprimanding techniques in
some settings.
Gaps
Despite the literature strongly supporting the effectiveness of PBIS,
restorative justice and SEL, gaps exist especially concerning the
sustainability of those interventions for students with persistent
behavioural challenges. The vast majority of the existing research involves
short term interventions, concerning long term prospects, little is known
about the effectiveness attempted methods to meet the needs of high
school students with disciplinary issues. Smith (2020) also pointed out
that there is more research conducting need on the sustainability of PBIS
in high school contexts and low resourced schools. Further, despite the
benefits of such programs have been demonstrated in specific settings,
further work is required to invest how well these programs can be
implemented in schools within various socioeconomic and cultural setting,
where the resources avails and expectations from the community might
not be the same all the times. Overcoming these gaps could potentially
paved way for more effective and diversified ways of intervention towards
school discipline, which in one way or the other would benefit a variety of
students in many school settings.
2. Continental Perspective: Africa (700 words)
Current Situation
In Africa, especially among students, use of force has been part of their
cultural practices and therefore has been in practice for many years.
Nevertheless, as more countries of Africa accord the banning of corporal
punishment, school- going children, schools are moving to other methods.
For instance in Kenya, Ghana and Nigeria the programs involving
community participation and peer mentoring on positive student
behaviours has been developed while doing away with use of corporal
punishment (Kumba & Njoroge, 2019). For instance in Kenya, programs
like learner mentoring where the older learners help the younger learners
to assume that kind of responsibilities (Mokoena & Temba, 2020). The kind
of programs in culpable to nurture specific values as well as self-discipline
other than punishing the students.
Strengths
Two types of initiatives that have rapport with African culture of
togetherness and emphasizing on group responsibility are mentorship
programmes and community-based disciplinary measures. As described
by Mokoena and Temba in 2020, such programs assist in the development
of such a culture with the view that students are part of the school,
community with obligations to the other students. This structure is
especially beneficial in discouraging bullying, which rarely occurs in this
setting because peer advisors usually have the chance to help the
learners resolve disputes before they become violent (Ofori-Atta, 2021).
From this point of view, it will be easier for African approaches to harness
in this particular aspect values that are accepted by the community on
discipline, and are therefore responsive to the needs of the society as far
as cohort cohesiveness is concerned.
Weaknesses
However, the major constraint has been lack of resources. Essentially, it is
important to note that due to widespread inadequate funding, especially
in rural schools, mentorship and these community-based programs cannot
be supported in the long-run. According to Ofori-Atta in 2021 it has been
seen that the schools in rural areas of Ghana experience the challenges in
hiring the qualified mentors and in supporting these programmes in an
effective manner. However, there are schools which do not have facilities
to conduct normal mentorship meeting therefore their impacts on
discipline are minimized (Kumba & Njoroge, 2019). This highlights a
critical weakness: with the indicated shortage of resources, even the
appropriate use of cultural sanctions of discipline may show suboptimal
results.
Gaps
Unfortunately, there is not a lot of information regarding the usefulness of
such programs among diverse SES in Africa. For example, it has been
found that the interventions such as mentorship programs are effective in
urban contexts, whereas the effectiveness of such programs in rural or low
income communities has not been investigated well. However, existing
knowledge on how students perceive these non-aversion measures and if
they consider these strategies reliable instead of corporal punishment is
still scarce (Ofori-Atta, 2021).
3. Local Perspective: South Africa (700 words)
Current Situation
That is why in the context of South Africa the problem of implementing the
ban on corporal punishment has led to an emphasis on life skills
programs, social and emotional learning, as well as conflict as key
elements of school discipline Mthembu & Nkosi,2023). The flagship
programmes of the Department of Basic Education that have been put in
place include, Educational Psychologist, Training for Enhanced Learning
Skills and Learner Management. For example, behavioural covenants are
taught as part of life skills, new segments that help eradicate the causes
of misbehaviour such as successive adult parts focusing on issues like
anger management, self control, or critical thinking that have been
incorporated into lessons for eradicating discipline penetrations (RSA
Department of Education, 2021). After analysing my local scenario, I have
noted that there is a transition into these strategies as both teachers and
the students adjust to the ban.
Strengths
The importance in these life skills programmes is that their main focus is
for long term behaviour modification. According to Mthembu and Nkosi
(2023), more such programs enable students to reflect well on their
actions and enhance their interactions with others. This method not only
complies with South African legislation but also helps to create a learning
environment in which students need social skills developed in their growth
process. In my opinion, such programs provide South African schools with
a more effective plan of discipline within different classrooms and
students who learn differently in multicultural urban settings.
Weaknesses
With these programs; efficiency is however always undermined by issues
to do with lack of resources. According to Govender and Singh (2023),
several schools especially those found in the developing economies are
not well endowed in terms of resource and personnel qualified to support
these programs. According to the study, teachers claim that they are
always prepared to deal with the discipline that is not accompanied by the
use of force, and the lack of training often increases this problem. What is
conspicuous in the South African approach is that policy development has
not been complemented by corresponding adequate support and training,
and this area is a notable weakness.
Gaps
Thus, further studies are required to evaluate long-term impact of such life
skills programs including the current one for students in under-privileged
schools. To date the literature does not give clear findings on the
experiences of students from LIMA who may have different barriers that
affect their approach to non punitive discipline. Moreover, a study on the
acceptability of these programs especially in parent and communities that
supported corporal punishment earlier could be useful in improving some
of these disciplinary approaches (Govender & Singh, 2023).
Conclusion
The present review aims to discuss the various measures being employed
to ensure compliance with good discipline in school after the passing of
the ban on corporal punishment as a disciplinary practice to detail the
efficiencies and pitfalls of widely used disciplinary paradigms.
Internationally, the PBIS and restorative justice for student behaviour
reforms involve positive enforcement but entail a great deal of resource
commitment and professional development. There exists cultural
sensitivity in the implementation of community-based programs in Africa,
but the programs seem to lack sustainable models in resource-poor
environments. South African concern with peace, and particularly, with
focus on life skills and conflict resolution, coherent with legal changes but
reveal shortages of training and resources.
For future research on discipline methods that could be effective and
incorporate flexibility of the methodologies to suit school environment,
there is need to establish how to use culturally appropriate, efficient use
of resources that may be available in different school setting. Further
research exploring the consequence of non-punitive discipline, particularly
in low-income areas as well as future research analysing how these
processes create or alter patterns of students’ behaviour and academic
achievements would give a much richer understanding of the issue.
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