Prevalence
and Demography of Corporal Punishment: A Study on Middle School Students
Rashmi
Jain1, Jaya Gautam2*
1Department of Education, Dr. Harisingh
Gour University
2Department of Education, University of
Lucknow
Abstract:
The study explores
the prevalence of corporal punishment and examines the influence of demographic
variables (Gender, Category and Type of schools) on corporal punishment as
experienced by middle school students in Rampur Naikin Town of Madhya Pradesh. The
study reveals that though corporal punishment is barred in schools in India
under Section 17 of the Right to Education Act, 2009, it is still in practice
to some extent. Furthermore, it is found that although caste (category) and
gender-centric practices are minimal, these practices vary depending on the
type of school, with private schools showing a higher prevalence of these
detrimental practices compared to government schools. Private schools are
perceived to have better education, but whether punishment affects achievement
is a bigger question. The results of the study can be used to make policies and
strategies to improve mental health and lead to a better life and society.
Keywords: Corporal
punishment, Achievement, School education, Mental Health, Madhya Pradesh.
Introduction
The early history of corporal punishment
is unknown, but it was used for judicial and educational purposes in the
traditional civilizations of Greece, Rome, and Egypt. In Sparta, it was given
to build willpower and physical strength, although the Spartan example was
extreme. In medieval Europe, the educational establishment was closely linked
to the church, which had a positive attitude towards corporal punishment. In
the 16th century, a new type of corporal punishment emerged, such as injuring
eyes and ears, which were given to intimidate people to show up in public without
any reason. John Locke, an English philosopher, criticized the central role of
corporal punishment in education, leading to the ban of corporal punishment
from Poland schools in 1783(McCole,
1999). During the 18th century, corporal punishment was heavily
criticised by philosophers and legal reformers. This led to a reduction in
corporal punishment throughout Europe and North America during the 19th
century. In Britain, two significant cases, the death of Private Frederick John
White in 1847 and the death of Reginald Chancellor in 1860, encouraged popular
opposition to punishment. All European countries banned corporal punishment
during the 20th century, but it is still not completely stopped.
In the Indian context, corporal punishment
has been widely practiced to discipline students for centuries. According to
Hindu mythology, teachers were equal to God in the ancient system of schooling.
In Gurukul, the students were sent to live with their teachers at a young age,
where the parents gave up their parental rights and gave all the responsibility
of their children to the teachers. The belief that education can be achieved
only under the strict teachers' discipline is prevalent in Indian society even
today (Kachappilly, 2003).
Physical corporal punishment has been accepted since the medieval period when
education was under the influence of Muslim rulers, and the political
propaganda started in colonial India, where the students faced corporal
punishment in many cases because they could not converse with teachers in
English (Kuru, 2019).
A
study done by the National Council for Protection of Child Rights (NCPCR, 2011)
found that 69 percent of Indian public school students face corporal
punishment. This is especially true for students from minority communities or low
socioeconomic status, as most of the teachers in Indian public schools are from
upper caste and discriminate against lower caste students. In 2000, the Supreme
Court of India ruled that corporal punishment should be banned from schools,
and the Government of India banned it through the RTE Act 2009. However, even
after the ban, the practice is still ongoing. After a decade in 2009, Shanno a
school student died due to corporal punishment.
Corporal
punishment is an offence under the RTE Act 2009 Section 17 (1). RTE Act is
designed to protect a child from physical and mental harassment. Although
corporal punishment is rarely used today, there have been many incidents where
it has been reported. It is also revealed from the survey of literature that
many teachers have a positive attitude towards using corporal punishment.
Concept of corporal punishment
Corporal punishment is a Latin word that
means body. Currently, there is no statutory definition of corporal punishment
in Indian law but different authors have defined corporal punishment in
different ways-According to (Cohen, 1948), Corporal Punishment is the name of the
treatment in which pain is intentionally inflicted on the body of an individual
to prevent him from committing a crime. According to Czumbil & Hyman (1997), “Corporal punishment is a
purposeful indication of pain on the human body as a penalty for an offence”.
In other words, it is the punishment in which physical force is used with the
intention to cause pain and difficulty. It is one kind of punishment or other
in which pain; injury or anxiety is brought down on the body or mind of an
individual. The term refers to the use of physical, Mental and Discrimination
punishment to bring desired change in the behaviour of children. In keeping
with the provision of the RTE Act 2009, Corporal Punishment could be classified
as physical punishment, mental harassment and discrimination. It is understood
as any action that causes pain, hurt /injury and discomfort to a child while Mental
Harassment is understood as any non-physical treatment that is detrimental to
the academic and psychological well-being of a child.
Discrimination
is understood as prejudiced views and behaviour towards any child because of
her /his caste, gender occupation, or region and non-payment of fees or for
being a student admitted under the 25 percent reservation to a disadvantaged
group or weaker section of society under the RTE Act 2009.
Objectives of the Study
The four-fold objectives of the study are-
a) To assess
the prevalence of corporal punishment.
b) To examine
the influence of gender on student’s reactions toward the experience of
corporal punishment in middle schools.
c) To examine
the effect of type of school on student’s reaction towards the experience of
corporal punishment in middle schools.
d)
To examine the Influence of category on students’
reactions toward the experience of corporal punishment in middle school.
Hypothesis
a)
There is no significant difference between
the male and female student’s reaction towards the experience of corporal
punishment in middle schools.
b) There
is no significant difference between Private and Government schools and their
student’s reactions towards the experience of corporal punishment in middle
schools.
c)
There is no significant difference among
various Categories of students and their reaction toward the experience of
Corporal punishment in middle school.
Review of related Literature
Corporal punishment
has been researched in relation to Anxiety, Student Motivation, Student
Classroom learning, Ethics, Nature of school, Academic Success, Aggressive
behaviour of students and frustration tolerance of children. The details are
given below under different headings.
In their 2009 study, Raikhy & Kaur looked
at the connection between bullying and anxiety in adolescent students. 200
teenagers between the ages of 12 and 16 who attended different senior secondary
schools in Ludhiana City, Punjab were included in the study's sample. The state-trait
anxiety assessment was used to examine the data after using the survey
approach. The findings indicated a link between adolescent anxiety and corporal
punishment that was favourable. Ahmad et al. (2013) looked into the connection
between discipline in the classroom and student learning. 250 teachers from
Secondary Schools in the Malakand area of Khyber Pakhtunkhwa, Pakistan, were
chosen at random. Data were gathered using a self-administered questionnaire.
The findings revealed a markedly adverse relationship between student classroom
learning and corporal punishment. Tiwari (2015) used qualitative research with
secondary data to analyse a case on corporal punishment and ethics. The main
conclusions were that Shanno was unfairly treated by the teachers and that a
teacher who belonged to the majority Hindu faith discriminated against a
student who belonged to the minority Muslim religion. The association between
corporal punishment and violent behaviour among pupils attending 42 government
schools in the Dunyapur district of Lodhran was examined by Akhtar & Awan
(2018). The survey approach was employed, and descriptive statistics were
utilised to analyse the data. The results demonstrated that students who endure
physical punishments develop hostile and aggressive personalities. The impact
of corporal punishment on schoolchildren's ability to tolerate frustration was
examined by Pandey & Tiwari (2019). The data was analysed using the ANOVA
technique employing a sample of 240 students from Meerut City. The findings
demonstrated that students' ability to tolerate frustration was significantly
impacted by corporal punishment. The prevalence of victimisation among students
has been examined in relation to a variety of factors, including gender, age
groups, and socioeconomic position. Benbenishty et al. (2002) investigated
gender and the frequency of student victimisation. Utilising the stratified
clusters sampling technique, 410 children in grades 4 through 11 from 161
schools around Israel were chosen as the sample. The data was analysed using
multivariate analysis (F- test) and the survey method. The conclusion was that
staff members victimised male students more frequently than female pupils. Chen
& Wei (2011) conducted research on the connection between gender and
student victimisation. Using multistage cluster random selection, a sample of
1,376 junior higher school students in Taichung, Taiwan, in grades 7-9 was
chosen. Data was collected through a questionnaire, and correlation analysis
was utilised to determine its meaning. Boys reported more instances of each
form of victimisation than female students, according to the research. Deb et
al. (2017) examined the incidence of corporal punishment and gender among 519
Secondary School students in Puducherry, India, ranging in age from 13 to 16,
attending a variety of public, private, and non-religious institutions. Data
analysis for the study involved a questionnaire and cluster random sampling.
Boys reported receiving greater corporal punishment than girls, according to
the data. Ghosh & Pashupati (2016) investigated how pupils felt about
corporal punishment. Utilising stratified random sampling, 201 respondents from
different Indian states were chosen as a sample. The data was analysed using
the ANOVA test and the survey method. The research revealed that students
generally support corporal punishment in schools and that children's
perceptions of their parents' support for it had a significant psychological
impact on how they reacted to it. Sahayam (2020) investigated how students felt
about corporal punishment. 33 girls from classes 9 and 10 in north Chennai made
up the sample, which was chosen at random. A personal interview schedule was
employed as part of the qualitative research methodology. The results indicated
that all types of corporal punishment were having a negative impact on kids.
Sylvia (2016) looked on how instructors' attitudes towards corporal punishment
varied based on their gender. Using a questionnaire and random sampling, 75
high school teachers from various schools in the Thoothukudi district of Tamil
Nadu were chosen. A t-test was used to assess the data, and the results
revealed that male teachers had a much more favourable attitude towards
physical punishment than female teachers. Selcuk et al. (2015) studied the
reaction of primary school teachers toward student misbehaviour in the
classroom. The sample was selected using a random sampling method and the data
was analysed using descriptive statistics such as frequency and percentage. The
results showed that teacher reactions differ by schools, classes and courses,
as well as the teacher's gender, alma mater, and seniority.
As discussed,
it is revealed that the level of corporal punishment at schools is still
prevalent in various forms in both private and Government schools (Deb et al., 2017;
Sahayam,2020) which is also sometimes the result of discriminatory behaviour of
teachers (Tiwari, 2015). It has been studied with many independent variables
including gender (Benbenishty et.al.,2002; Chen & Wei, 2011; Sylvia,
2016;Deb et al.,2017 ), Age (Benbenisty et. al., 2002;Chen&Wai,
2011),Nature of school (Deb et al., 2017),Economic and social status (Benbenishty
et. al., 2002; Chen and Wei, 2011) in India and other countries. It is further
evident that corporal punishment has a negative influence on the mental well-being
of students as it may result in anxiety (Raikhy & Kaur, 2009), frustration
tolerance (Pandey & Tiwari, 2019), violent behaviour (Ghosh &
Pasupathi, 2016; Akhtar & Awan 2018), negatively affects children
motivation (Ahmad et. al., 2013) and academic career (Akhtar & Awan, 2018)
etc. amongst the children. However,few studies suggest that some teachers and
even parents favour it as they view it as a tool for enhancing students'
learning outputs (Deb et. al., 2015; Ghosh & Pasupathi, 2016).
Research methods
Population and Sample:
In the Madhya Pradesh town of Rampur
Naikin in the Sidhi District, there are 12 Co-ed schools. Students in Rampur
Naikin, Madhya Pradesh, who are enrolled in the 7th and 8th classes, make up
the study's population. 976 students make up the entire population for the
2022-2023 school year.
The sample of the study is summarized
based on the Gender, Category and Nature of the school in the table below-
Category-wise,
Type of school-wise, and Gender-wise distribution of sample
Category
|
Government School
|
Private school
|
Total
|
Male
|
Female
|
Male
|
Female
|
General
|
18
|
18
|
18
|
18
|
72
|
OBC
|
18
|
18
|
18
|
18
|
72
|
SC/ST
|
18
|
18
|
18
|
18
|
72
|
Total
|
54
|
54
|
54
|
54
|
216
|
As seen in the Table above, the Sample
size of the study includes 216 students, with 108 girls and 108 boys from
government and private co-ed schools, belonging to different categories
including general, OBC, SC-ST. Nine male and nine female students were selected
from each school consisting of three students from each category. The sample of
the study was selected using stratified random sampling technique wherein
gender is from two strata that are male and female, and the category of the
students consists of three strata that are general, OBC and SC-ST, and type of
school has two levels that are government and private co-ed schools. Thus, the male
and female list of participants would contain 108 students each and 72 students
from each three categories.
Tools Used:
Data was collected
through a questionnaire containing demographic variables and student’s reactions
toward the experience of corporal punishment. The questionnaire contained a total
of fifty-one items developed by the researcher keeping in mind these three dimensions
i.e. Physical corporal punishment, Mental corporal punishment, and Discrimination
corporal punishment.
Manual for Corporal Punishment Assessment
Scale:
The corporal punishment assessment scale
consists of 40 items in the form of a statement in built with a 2-point scale
for the respondents to check the appropriate response. It has both positive and
negative items.
The corporal punishment assessment scale
(CPAS) measures three (3) dimensions of corporal punishment as indicated below:
Dimensions of corporal punishment and number of Items
S. No.
|
Dimensions of Corporal Punishment
|
No. of Items
|
1.
|
Physical corporal punishment
|
12
|
2.
|
Mental corporal punishment
|
18
|
3.
|
Discrimination corporal punishment
|
10
|
Validity and Reliability:
The face and content validity of the corporal
punishment tool were checked in the initial stage of the scale construction.
Its content validity was checked through the review of related literature and
face validity was checked by the supervisor and some other researchers.
The
reliability test of the questionnaire yielded a Cronbach's alpha value of 0.76,
surpassing the acceptable threshold of 0.70 (Taber, 2018). This indicates that
the instrument demonstrates a satisfactory level of reliability, providing
consistent results across its items.
Instruction for
administration and scoring:
Scoring-
The
scoring for the corporal punishment assessment scale is based on 2 2-point
scale. The scoring key is given below-
Scoring
keys
Dimensions of corporal punishment
|
Items
|
Maximum possible score
|
Physical
corporal punishment
|
2*, 3,5,6,10,13,14,23,31,37,39,40
|
24
|
Mental
corporal punishment
|
1,4,8*,9*,15,16,17*,19,20,21*,
22,24,26,27,30,33,35,38
|
36
|
Discrimination
corporal punishment
|
7,11*,12,18,25*,28*, 29*, 32*, 34,36
|
20
|
Total score
|
|
80
|
The higher the score, the higher the level
of corporal punishment in each dimension. Following are the codes to evaluate
the scores of corporal punishment per dimension.
Step 1: For the positive statement;
Response Yes-2, Response No-1
Step 2: For the negative statement;
Response Yes -1, Response No-2
Total negative items-2,8,9,11,17,21,25,28,29,32
Total
positive items-1,3,4,5,6,7,10,12,13,14,15,16,18,19,20,22,23,24,26,27,30,31,33,34,35,36,37,38,39,40
Demographic
variables: Gender; Male-1, Female-2.
Type of school: Government-1,
Private -2.
Category of
students: General-1,
OBC-2, SC/ST-3.
Data Analysis:
The data has been
analysed using Descriptive statistics, T-test and ANOVA test. The Dependent
variables (Corporal Punishment) are analysed through Mean, Standard Deviation while
the relationship between independent variables (Gender, Type of school and
Category) and independent variables (Corporal Punishment) is examined with the
help of T-test and ANOVA. For examining the difference between Males and Females,
and Type of school and dependent variables T-test was employed, on the other
hand for testing the difference amongst the Category groups and dependent
variables ANOVA was applied.
Results and interpretation
There
are 216 respondents, of which 108 are male and 108 female students i.e. 50
percent male and 50 percent female students. Seventy-two students are from
Government schools while 144 students are from Private schools i.e. 33.3
percent and 66.7 percent respectively.
The
third demographic variable in the study is the Category of the students which
includes 72 General, 72 OBC, and 72 ST/SC students that is every category has
equal representation.
Objective
1: This
section contains the analysis of dependent variables through mean, standard
deviation, percentage and frequency as shown in the tables and graphs below.
Mean
and Standard Deviation of Dependent variables
Items
|
Mean
|
SD
|
Scolded if do
not come in uniform
|
1.89
|
.309
|
Beaten by a stick
if give wrong questions asked by the teacher
|
1.85
|
.361
|
Punishment
for being absent from class
|
1.76
|
.426
|
Teachers
punish me by making me sit alone if find whispering in the class
|
1.75
|
.434
|
Everyone is
served equal food at the school
|
1.75
|
.437
|
Get access to
the library without any discrimination
|
1.73
|
.447
|
Positive
treatment from my teachers if do not do homework
|
1.71
|
.453
|
Boys and
girls are motivated equally to participate in music programs at school
|
1.58
|
.495
|
Treated
positively even if I forget to bring my books
|
1.56
|
.497
|
Being laughed
at if learn the thought things late
|
1.53
|
.500
|
Assaulted by
teacher if found making noise
|
1.49
|
.501
|
Punished if
do not concentrate during teaching
|
1.47
|
.500
|
Laughed if my
health was not well
|
1.47
|
.500
|
No Punishment
for being late in class
|
1.46
|
.500
|
Punished for
any indiscipline
|
1.45
|
.499
|
Asked to go
out of class if seen talking to a classmate
|
1.43
|
.496
|
The teacher scolded
me when asking questions during teaching
|
1.40
|
.491
|
Beaten by
duster if do not concentrate in the class
|
1.39
|
.489
|
No
Involvement in school activities if get low marks
|
1.35
|
.477
|
Jeered if
fail in the monthly test
|
1.31
|
.462
|
Only boys are
encouraged to participate in NCC
|
1.27
|
.447
|
Beaten if do
not understand something
|
1.24
|
.429
|
Girls and
boys are asked questions equally in class
|
1.23
|
.423
|
Teachers see
me negatively if do not get good marks in exam
|
1.21
|
.407
|
Stress due to
Homework
|
1.21
|
.407
|
Given
non-academic work for any indiscipline
|
1.19
|
.393
|
Only girls
are encouraged to participate in cultural activities in the school
|
1.19
|
.393
|
My teacher calls
me by my caste
|
1.19
|
.389
|
Everyone in
the school gets an equal chance to participate in the cultural program
|
1.18
|
.382
|
Insulted by
teachers if do not have good stationery
|
1.15
|
.361
|
Made to stand
outside the classroom for long absent
|
1.15
|
.361
|
If there is a
difference in my opinion with my teachers it affects my results
|
1.15
|
.356
|
Encouraged to
sit on back benches if academically weak
|
1.13
|
.337
|
Teachers
insult them if do not follow them
|
1.13
|
.337
|
Forced to
bend on knees if do any wrong reading
|
1.11
|
.309
|
Tortured to
stand straight in the line during prayer
|
1.10
|
.303
|
The teacher made
my friends stand on the bench if they arrived late in class
|
1.10
|
.297
|
Teachers
discriminate if I am not physically developed
|
1.09
|
.291
|
My parents
are insulted if they are not in a good profession
|
1.06
|
.247
|
I am called
by bad words by teachers
|
1.06
|
.230
|
The
above table shows the Mean and Standard Deviation of each item related to
corporal punishment in descending order. The highest mean is 1.89 for the item
“Scolded if do not come in uniform” while the lowest
mean is 1.06 for the item “I am called bad words by teachers”, these have a
standard deviation of 0.309 and 0.23 respectively. This means that most of the
students say ‘yes’ to being scolded if they do not come in the school uniform
and thus it is the highest form of corporal punishment. On the other hand,
students are rarely called bad words by their teacher and it is the least
prevalent form of corporal punishment in schools.
Objective 2: In the present
study the first objective was to study the influence of gender on student’s reactions
towards the experience of corporal punishment in middle school and its
hypothesis that there is no significant influence of gender and their
interaction on student reaction towards the experience of corporal punishment
in middle schools.
Overall T-test results for Gender and corporal
punishment
Group
|
Number
|
Mean
|
S.D.
|
df
|
t-value
|
Male
|
108
|
54.388
|
4.87
|
214
|
0.1973
|
Female
|
108
|
54.509
|
4.11
|
The
critical value of t for df 214 at 0.05 significance level is 1.97 and at 0.01
significance level is 2.60. From the above table, the calculated value of t is
0.1973 which is less than the critical value at both 0.05 and 0.01 significant
level, there for it is not significant, so the null hypothesis is not rejected.
Thus there is no significant difference between males and females and their
interaction on student reaction toward the experience of corporal punishment in
middle school of Rampur Naikin town.
Objective 3: In the present
study the second objective was to study the Influence of type of school on
student reaction toward experience of corporal punishment in middle Schools. It’s
hypothesized that there is no significant influence of the type of school and
their interaction on student reaction towards the experience of corporal
punishment in middle schools.
Overall T-test results for Type of
school and corporal punishment
Group
|
Number
|
Mean
|
S. D.
|
df
|
t-value
|
Government
|
73
|
53.0410
|
4.60
|
214
|
3.2922
|
Private
|
143
|
55.1678
|
4.29
|
The critical value (table value) of t
distribution for df 214 at a 0.05 significance level is 1.97 and at a 0.01
significance level it is 2.60.
From the above table, the calculated value
of t is3.2922 which is more than the critical value at both 0.05 and 0.01
significant levels, therefore it is significant, so the null hypothesis is
rejected, thus there is a significant difference between Government and private
school and their interaction on student reaction toward the experience of
corporal punishment in middle school of Rampur Naikin town.
Objective
4:
In the present study the third objective was to study the Influence of category
on student’s reactions toward the experience of corporal punishment in middle
school. It’s a hypothesis that there is no significant influence of Category on
students’ reaction towards the experience of Corporal punishment in middle
school.
Overall ANOVA test results for Category and corporal
punishment
Between-Subjects
Factors
|
|
Value Label
|
N
|
Category
|
General
|
General
|
72
|
OBC
|
OBC
|
72
|
SC
|
SC
|
72
|
Tests
of Between-Subjects Effects
|
Dependent
Variable: Score
|
Source
|
Type
III Sum of Squares
|
df
|
Mean
Square
|
F
|
Sig.
|
Corrected Model
|
61.037a
|
2
|
30.519
|
1.517
|
.222
|
Intercept
|
640375.560
|
1
|
640375.560
|
31821.553
|
.000
|
Category
|
61.037
|
2
|
30.519
|
1.517
|
.222
|
Error
|
4286.403
|
213
|
20.124
|
|
|
Total
|
644723.000
|
216
|
|
|
|
Corrected Total
|
4347.440
|
215
|
|
|
|
a. R Squared = .014 (Adjusted R
Squared = .005)
|
The critical value of f distribution for
df(2, 215) at 0.05 significance level is
3.04 and at 0.01 significance level, it is 4.71.
From the above table, the calculated value
of f is 1.517 which is less than the table value at both 0.05 and 0.01
significance levels therefore it is not significant so the null hypothesis is
not rejected thus there is no significant difference between the mean of
different group and their interaction on student reaction towards experience of
corporal punishment in Middle Schools.
Findings
of the study
a.
Corporal punishment is still in practice
to some extent mainly in the form of Scolding if do not come in uniform, Beating by stick if
give wrong to questions asked by the teacher, Punishing for being absent in
class, punishment by making me sit alone if find whispering in the class,
discrimination in food served at the school, Access to library without any
discrimination, negative treatment from my teachers if do not do homework
chronologically, as these items received a mean value of more than 1.70.
b.
A large number of items(Ninteen) receive mean value of
less than 1.30 which could be understood
to be little in use corporal punishment practices, these practices include-
beaten if do not understand something, Girls and boys are asked questions equally
in the class, Teachers see me negatively if do not get good marks in exam,
Stress due to Homework, Given non-academic work for any indiscipline, Only
girls are encouraged to participate in cultural activities in the school, My
teacher call me by my caste, Everyone in the school gets equal chance to
participation in the cultural program, Insulted by teachers if do not have good
stationary, Made to stand outside classroom for long absent, If there is
difference in my opinion with my teachers it affects my results, Encouraged to
sit on back benches if academically weak, Teachers insult if do not follow
them, Forced to bend on knees if do any wrong reading, Tortured to stand
straight in the line during prayer, Teacher make my friends to stand on bench
if they come late in the class, Teachers discriminate if I am not physically
developed, My parents are insulted if they are not in good profession and I am
called by bad words by teachers. These variables have also been listed in
descending order.
c.
The influence of gender demographic variables
on the reaction of students is not significant overall though a few items (just
four out of forty) do differ significantly. Therefore, the first hypothesis is
not rejected.
d.
Type of school (i.e. Government and Private)
has a significant influence on the perception and reaction of the students
regarding corporal punishment at the schools overall and thus the hypothesis is
rejected. If we look at items wise, fourteen items are significantly affected
by type of school while the rest twenty-four items do not show significant
difference with respect to type of school.
e.
The third independent variable i.e.
Category of the students does not have a significant influence on the corporal
punishment variables as just three of the forty items have a calculated value
of less than 0.05 percent and most of the hypotheses are accepted.
Conclusion
Although corporal punishment is barred in
schools in India under Section 17 of the Right to Education Act, 2009, it is
still in practice to some extent as revealed in this. Although caste (category)
and gender-centric practices are minimal, they vary depending on the type of
school. It is revealed that private schools have a higher prevalence of these
detrimental practices compared to government schools.
This study reveals that corporal
punishment is more prevalent in private schools, which are often perceived to
offer higher-quality education. This raises questions about whether such
punishment positively affects students' academic achievement. Moreover, it
prompts a broader inquiry into the level of control and regulation in private
schools. The findings of this study should be taken into account when
formulating policies and strategies related to school education. Doing so can
contribute to the improved mental health and overall well-being of students,
leading to better lives for individuals and a stronger society as a whole.
Acknowledgment
This article is an adaptation of an M.Ed.
dissertation completed to fulfil the requirements for the degree of Master in
Education at Dr. Harisingh Gour University, Sagar.
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