Should Corporal Punishment Be Banned Worldwide?

Many may already possess a degree of familiarity with corporal punishment. This term, as
defined by the Oxford Dictionary, refers to the physical punishment of people, especially by
hitting them. The World Health Organization (WHO) expands this definition to encompass
actions like hitting, smacking, slapping, or spanking children with various objects. It includes
harmful actions such as kicking, shaking, scratching, and more. It also involves incidents of
burning, scalding, or forced ingestion.1 More than two-thirds of children in the majority of
countries fall victim to various kinds of violent discipline by their guardians.2 Furthermore, on
a worldwide basis, just 65 countries currently impose an absolute prohibition of corporal
punishment in all situations.3

Both experts and policymakers have recently expressed interest in the subject. Some claim
that corporal punishment is vital for child discipline, while others argue that it breaches
fundamental human rights and the rights of children. Convention on the Rights of the Child
states that “Governments ought to safeguard children from neglect, abuse, and physical
harm by anyone caring for them.” 4

Given the global fabric of varied cultures, traditions, and ethical frameworks, we must
consider the ethical dimensions: How does corporal punishment square with our collective
morality, and how far does it go toward moral justification?

First, let us explore the perspective advocating the inefficacy of corporal punishment and its
call for prohibition. The American Psychological Association (APA) strongly supports this
position. The American Psychological Association (APA) is a highly respected and
authoritative source. With approximately 146,000 researchers, educators, clinicians,
consultants, and students as members, it is the biggest academic and expert group
representing psychology in the U.S. This discussion centers on the paper titled “Resolution
on Physical Discipline of Children By Parents.” 5

The paper's strengths and limitations warrant examination. It promptly acknowledges the
relative and subjective nature of the issue due to cultural disparities and introduces multiple
scenarios wherein the efficacy of corporal punishment may be compromised.

Firstly, the passage explores how ecological factors, personal backgrounds, and parenting
challenges influence child-rearing strategies. It highlights that, despite cultural variations,
parents often turn to physical discipline for correcting misbehavior, driven by a shared goal of
safeguarding their children's well-being.6 It emphasizes that physical discipline hinders
parents' efforts to promote positive child development. Although its prevalence has
decreased, many children in the U.S. still experience physical discipline because it is not

1
Corporal punishment and health. (2021, November 23). World Health Organization (WHO)
2
Violent discipline - UNICEF DATA. (2023, June 1). UNICEF Data
3
Countdown | Global Initiative to End All Corporal Punishment of Children. (2023). End Corporal Punishment.
4
The Convention on the Rights of the Child: The children's version. (n.d.). UNICEF.
5
APA. (2019). Resolution on Physical Discipline of Children By Parents. American Psychological Association
6
APA. (2019). Resolution on Physical Discipline of Children By Parents. American Psychological Association
entirely banned. Corporal punishment remains legally permissible in various settings within
the U.S., including domestic environments, schools, daycares, and penal institutions.7

Secondly, the paper challenges prior notions of disparities in its impact, particularly
concerning African-American families. It aligns itself with Bronfenbrenner's ecological
theory8, underscoring the multifaceted influence of diverse environmental factors on child
development. The paper critically evaluates the practice of physical discipline within the
intricate web of cultural, ethnic, and racial dynamics. Take the cultural normativeness theory
as an example. According to it, physical discipline is not only utilized more frequently in
African-American households and communities but it is also perceived as more normative.
As a result, it is thought to be potentially less hazardous, if not beneficial, to youngsters.9

Recent empirical research, however, contradicts this, finding no significant racial or ethnic
variations in children's behavioral results due to physical discipline. It essentially posits that
the adverse effects of physical discipline are pervasive across all racial and ethnic groups.
The passage effectively bolsters its argument against corporal punishment regarding
empirical studies.10 Nevertheless, it is notable that the paper cites sources dating back to
1979 and 2006, creating a chronological gap of 40 and 13 years, respectively, from the date
of publication, thereby diminishing the strength of the argument.

The paper emphasizes that the utilization of physical discipline fails to attain its intended
objectives and may potentially inflict harm upon children. It calls for alternative and more
efficacious discipline methods and the outright prohibition of corporal punishment. However,
the language employed, while emotionally charged and compelling, lacks data to
substantiate its claims. Nonetheless, the paper draws upon the expertise of Dr. Elizabeth
Gershoff, a Ph.D. specialist in the field, to underpin the argument that physical punishment
may capture children's immediate attention but often fails to instill a lasting understanding of
the reasons for proper behavior, resulting in compliance only in the presence of authority
figures and less consistent adherence at other times.11

Their argument finds alignment with statistics regarding the widespread prevalence of
physical discipline. In the age group of children ranging from 1 to 14 years, the statistics
reveal the percentage of those subjected to any form of violent discipline within one month.
Nigeria has the highest incidence, where a staggering 90% of children in this age bracket
experienced such discipline, with other African nations closely following suit at 89% and
87%, respectively.12 This data emphasizes the urgency of addressing the issue and
implementing alternative strategies, considering the high number of children affected.

7
End Corporal Punishment. (n.d.). Global progress | Global Initiative to End All Corporal Punishment of Children. End Corporal
Punishment.
8
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University
Press.
9
Deater-Deckard, K., & Dodge, K. A. (2009, November 19). Externalizing Behavior Problems and Discipline Revisited:
Nonlinear Effects and Variation by Culture, Context, and Gender.
10
Aucoin, K. J., Frick, P. J., & Bodin, S. D. (2006). Corporal punishment and child adjustment. Applied Developmental
Psychology, 27(6), 527-541.
11
APA. (2019). Resolution on Physical Discipline of Children By Parents. American Psychological Association. Retrieved
September 1, 2023
12
Violent discipline - UNICEF DATA. (2023, June 1). UNICEF Data
The passage emphasizes the significance of evaluating both the immediate and lasting
effects of corporal discipline on the mental and physical health of children.

The findings, supported by research financed by the National Institute of Mental Health in the
U.S., show that children who have received corporal punishment have heightened brain
responses. It implies that spanking may alter brain function in adolescents in ways akin to
severe kinds of maltreatment. The study, led by Jorge Cuartas, a Ph.D. candidate at Harvard
Graduate School of Education, and Katie McLaughlin, a professor in Harvard University's
Department of Psychology, contends that children who were spanked during their preschool
and school-age years, as well as adults, are at a higher risk of developing anxiety and
depression disorders. Such people may also struggle to engage in school settings and
acquire self-regulation skills constructively.13

This long-term perspective is crucial in making the case against physical discipline.
Overall, the passage makes a compelling argument for the ineffectiveness and harm
associated with physical discipline, highlighting the need for alternative, more effective
discipline strategies, especially in the context of diverse cultural and ecological influences.

Next, let us delve into the counterview that the prohibition of corporal punishment yields
adverse consequences. An article supporting this perspective is "Pupil Indiscipline in the 'No
Corporal Punishment Era' in Zambia," 14 by Tommie Njobvu and Eunifridah Simuyaba,
affiliated with the Department of Educational Administration and Policy Studies at the
University of Zambia.

The article primarily examines the challenges posed by contemporary pupil indiscipline in
Zambian schools, particularly the "no-corporal punishment" policy. It reveals an evolution in
disciplinary issues driven by factors such as peer pressure, drug use, and insufficient
discipline oversight. The article exhibits both strengths and weaknesses.

The paper acknowledges the growing problem of pupil indiscipline in Zambian schools,
which has intensified since the ban on corporal punishment. Without well-defined alternative
disciplinary methods, the passage highlights the urgent need to explore novel approaches to
address this issue. This exploration may involve reconsidering the prohibition of corporal
punishment as the escalating challenges of indiscipline persist.

This study contributes to existing research by investigating the trends in pupil indiscipline
and the associated management difficulties within Zambian secondary schools during the
"no corporal punishment" era. It strongly implies that some children may be exploiting the
new disciplinary regulations.

Teachers have become increasingly uncertain and less confident in determining appropriate
punishments for students' misbehavior due to the potential consequences associated with
any actions resembling corporal punishment, including dismissal and legal action. Learners
were informed to report any form of harassment to law enforcement authorities, leading to

13
Cuartas, J., Weissman, D. G., Sheridan, M. E., Lengua, L., & McLaughlin, K. A. (2019, March 9). The Effect of Spanking on
the Brain. Harvard Graduate School of Education
14
Njobvu, T., & Simuyaba, E. (2020, August 31). Pupil Indiscipline in the 'No Corporal Punishment Era' in Zambia | Zambian
Journal of Educational Management, Administration and Leadership
ongoing issues of disruptive behavior in schools, not only in Zambia but globally. Recent
studies conducted in Zambia has highlighted the growing problem of pupil indiscipline in
secondary schools, prompting the need for a range of management approaches.15

The research has demonstrated that prohibiting corporal punishment has resulted in
inadequate school discipline. Alternative approaches to tackling student indiscipline
encountered substantial difficulties, such as noncompliance by parents and students, as well
as a lack of understanding among teachers and students.

The biggest weakness of the paper is that there was no measure of discipline. It highlighted
how discipline deteriorated; however, it presented no evidence, or numerical data,
comparing before and after the prohibition of corporal punishment.

Moreover, in support of this perspective, Ryan Scandaglia, Assistant Public Defender at

Lake County Public Defender's Office, ruled that corporal punishment continues to be useful
in restraint in his journal, “Everything in Moderation: Why Corporal Punishment Can Still Be
an Effective Punishment for Juveniles in the Home and in Schools.” 16

The main point to take away from this is that corporal punishment is an effective disciplinary
tool for instructors and academic professionals. Its effectiveness lies in its immediacy and its
ability to act as a potent deterrent against future misbehavior in students. Academic
professionals, confronted with the challenge of maintaining classroom order, find corporal
punishment valuable as it can be a swift and unequivocal warning to other students.
However, it is crucial for administrators to apply this disciplinary method judiciously to
evaluate its suitability in an educational context. This assertion is supported by two cases,
Ingraham vs. Wright (1977), where a 14-year-old student faced corporal punishment for
misbehavior, and Daily v. Board of Education, where a teacher used physical contact for
discipline. In both instances, the courts ruled that the disciplinary actions were excessive,
reinforcing the importance of reasonable use.

Furthermore, it is concerning to note that even in countries that have implemented complete
bans on corporal punishment, still have high rates of reported child abuse. For instance,
Argentina and Mongolia prohibit corporal punishment 17 yet exhibit alarmingly high rates of
reported child abuse, standing at 49% and 59%, respectively.18

Seemingly, its reason might stem from generational abuse. According to the findings of a
study conducted by affiliates of the University of Connecticut and Hartford, parents who were
physically abused as children or witnessed violence are more likely to engage in violent or
neglectful parenting. The risk increases in cases where there are several or recurrent
incidences of victimization. These encounters are associated with ineffective parenting
behaviors such as role reversal, rejection, and separation from one's own children.
Additionally, childhood maltreatment indirectly affects parenting through adult intimate
partner violence and can lead to lower levels of positive parenting behaviors and sentiments,
15
Hamalengo, M. (2016). Managing indiscipline cases in selected government and mission secondary schools in Lusaka
District, Zambia. UNZA Repository Home
16
Scandaglia, R. (2019). Children's Legal Rights Journal. Everything in Moderation: Why Corporal Punishment Can Still Be an
Effective Punishment for Juveniles in the Home and in Schools
17
End Corporal Punishment. (n.d.). Global progress | Global Initiative to End All Corporal Punishment of Children
18
Violent discipline - UNICEF DATA. (2023, June 1). UNICEF Data
especially in mothers.19 The research, however, has limitations, including a dearth of
prospective studies and reliance on self-reporting, and it does not thoroughly investigate any
gender disparities.

All in all, this debate is far from settled, and the issue's complexity warrants careful
consideration. Ensuring the well-being of children, promoting their healthy development, and
addressing child abuse are universal priorities. The research suggests that it is crucial to
adopt discipline strategies that respect diverse cultural and ethical frameworks while
achieving these goals.

Addressing the complex issue of child discipline necessitates collaboration among

researchers, policymakers, educators, and parents. The absence of a universally efficient
alternative to corporal punishment highlights the challenges of banning it. However, based
on the research findings, it is increasingly evident that countries should move toward
banning corporal punishment. Creating new laws, rules, and other discipline methods will
entirely eradicate the situation. Without everyone, anyone pursuing the same aim will end up
perpetuating the cycle of abuse.

My experience with corporal punishment led me to initially believe it could be justifiable for a
child's development. I had the same perspective as Scandaglia. However, this research has
shifted my perspective. Despite well-intentioned motives, the evidence points to harmful
consequences and inefficacy. Children's physical and emotional fragility makes this kind of
environment harmful to their overall well-being.

Further research is warranted to provide a more comprehensive view. This research leaned
towards advocating a ban, and more balanced perspectives are needed. Gathering firsthand
information from institutions employing corporal punishment and those without could shed
light on contrasting viewpoints. Furthermore, future research should place emphasis on
investigating regions with high abuse rates and assessing the ban's effectiveness in
reducing abuse. There is also a need for further exploration of various disciplinary
approaches. Additionally, it is important to examine how children from different age groups
react.

References

APA. (2019). Resolution on Physical Discipline of Children By Parents. American

Psychological Association. Retrieved September 1, 2023, from

https://www.apa.org/about/policy/physical-discipline.pdf

19
Greene, C. A., Haisley, L., Wallace, C., & Ford, J. D. (2020). Intergenerational effects of childhood maltreatment: A
systematic review of the parenting practices of adult survivors of childhood abuse, neglect, and violence. Clinical Psychology
Review, 80.
Aucoin, K. J., Frick, P. J., & Bodin, S. D. (2006). Corporal punishment and child

adjustment. Applied Developmental Psychology, 27(6), 527-541.

https://www.sciencedirect.com/science/article/abs/pii/S0193397306000967?via%3Di

hub

Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by

Nature and Design. Harvard University Press. ISBN 9780674224575.

The Convention on the Rights of the Child: The children's version. (n.d.). UNICEF.

Retrieved September 27, 2023, from

https://www.unicef.org/child-rights-convention/convention-text-childrens-version

Corporal punishment and health. (2021, November 23). World Health Organization

(WHO).

https://www.who.int/news-room/fact-sheets/detail/corporal-punishment-and-health

Countdown | Global Initiative to End All Corporal Punishment of Children. (2023).

End Corporal Punishment. Retrieved August 3, 2023, from

https://endcorporalpunishment.org/countdown/

Cuartas, J., Weissman, D. G., Sheridan, M. E., Lengua, L., & McLaughlin, K. A.

(2019, March 9). The Effect of Spanking on the Brain. Harvard Graduate School of

Education. https://doi.org/10.1111/cdev.13565

Deater-Deckard, K., & Dodge, K. A. (2009, November 19). Externalizing Behavior

Problems and Discipline Revisited: Nonlinear Effects and Variation by Culture,

Context, and Gender. Psychological Inquiry, 8(3), 161-175.

https://doi.org/10.1207/s15327965pli0803_1
End Corporal Punishment. (n.d.). Global progress | Global Initiative to End All

Corporal Punishment of Children. End Corporal Punishment. Retrieved September 1,

2023, from https://endcorporalpunishment.org/global-progress/

Greene, C. A., Haisley, L., Wallace, C., & Ford, J. D. (2020). Intergenerational effects

of childhood maltreatment: A systematic review of the parenting practices of adult

survivors of childhood abuse, neglect, and violence. Clinical Psychology Review, 80.

https://doi.org/10.1016/j.cpr.2020.101891.

Hamalengo, M. (2016). Managing indiscipline cases in selected government and

mission secondary schools in Lusaka District, Zambia. UNZA Repository Home.

Retrieved October 22, 2023, from http://dspace.unza.zm/handle/123456789/4892

Njobvu, T., & Simuyaba, E. (2020, August 31). Pupil Indiscipline in the 'No Corporal

Punishment Era' in Zambia | Zambian Journal of Educational Management,

Administration and Leadership (ZJEMAL) (ISSN - Print: 2706-7416, Online:

2709-1864). ide.unza.zm.

https://humanities.unza.zm/index.php/ZJEMAL/article/view/221

Scandaglia, R. (2019). Children's Legal Rights Journal. Everything in Moderation:

Why Corporal Punishment Can Still Be an Effective Punishment for Juveniles in the

Home and in Schools, 39(3), 305-309. https://lawecommons.luc.edu/clrj/vol39/iss3/9

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