Beyond Flogging: A Balanced Approach To School Discipline

In today’s digital age, disturbing videos of flogging in schools have sparked public outcry, particularly following incidents involving arrests and fatalities. Many schools are re-evaluating the practice, with elite institutions adopting child protection policies that move away from physical punishment. While the broader discussion around child protection is ongoing, my focus here is specifically on flogging, distinct from the broader concept of corporal punishment. Discipline in schools has always been controversial, and flogging remains one of the most debated forms of punishment. Despite being banned in many parts of the world, flogging persists in some educational systems. I have intentionally chosen to use the word “flogging” in this piece. By “flogging,” I refer to a form of punishment that involves striking a student reasonably and repeatedly on the hand or buttocks with a whip or cane. I will explore the differing viewpoints on flogging and examine its implications for contemporary schools, raising important questions about discipline, child welfare, and the future of education.

Arguments For Flogging in Schools:

A model that is transforming learning across the globe

Immediate Deterrent: Flogging acts as a visible consequence for misbehavior, deterring students from disruptive actions and maintaining classroom discipline.
Cultural Tradition: In many cultures, flogging has been used for centuries and is seen as a way to instill respect and authority, aligning with traditional values.
Order in Overcrowded Classrooms: In schools with large student populations, flogging is seen as an efficient means of maintaining order when resources are limited.
Respect for Authority: Flogging is viewed as a tool to teach students respect for teachers and authority figures, promoting social integration and discipline.
Clear Consequences: The physical nature of flogging provides an immediate, tangible consequence for misbehavior, which some believe is more effective than abstract punishments.

Arguments Against Flogging in Schools:

Physical and Psychological Harm: Flogging can cause lasting physical injury and emotional trauma, negatively affecting the student’s mental health and teacher-student relationships.
Ineffective for Long-Term Change: Flogging may curb short-term misbehavior but doesn’t address underlying causes, failing to promote lasting behavioral change.
Fear-Based Learning: Flogging creates a fear-based environment that may hinder student engagement and motivation, affecting their academic performance and overall development.
Violation of Human Rights: Many human rights organizations condemn flogging as a form of abuse, advocating for non-violent, respectful discipline that upholds children’s dignity.
Promotes Aggression: Flogging can normalize violence as a means of conflict resolution, potentially leading to aggressive behavior in students both inside and outside the classroom.

A Balanced Approach to Discipline: Reflecting on flogging in Schools
Growing up in a boarding school, I personally experienced flogging from both teachers and senior students. While many view flogging as harmful, some believe it was necessary for their personal development. However, as African schools adopt Western educational models, it’s clear that the cultural practices surrounding flogging are evolving.

As African schools integrate Western policies, like child protection and the prohibition of flogging, the challenge lies in implementing these policies without the accompanying structures and systems that make them effective in the Western context. The result is that these policies often fail to achieve their intended outcomes.

In the West, despite child protection laws, troubling behaviors like school shootings persist, raising questions about the effectiveness of these policies in the absence of a supportive framework. As African nations adopt similar policies, we must ask what the outcome will be without the necessary structures in place.
As we navigate these issues, I advocate for a balanced approach to discipline—one that recognizes the complexities of student behavior and the cultural differences between African and Western societies.

My Case for a Balanced Approach
Educators in Africa are increasingly frustrated with classroom management, particularly as physical discipline is largely banned. In many African classrooms, students often become unruly when they realize teachers cannot physically discipline them, leading to disruptions and a culture of misbehavior. To address this, discipline should balance traditional African approaches with modern, non-violent methods. A combined approach can improve outcomes for students, teachers, and the overall school environment.

Key Steps Toward a Balanced Discipline Policy

Agreement Between Schools and Parents
The first step is for schools and parents to come together and agree on a shared disciplinary policy, particularly regarding punishment. African children are culturally different from Western children, and this difference must be respected in any approach to discipline. African children, in many cases, may respond differently to authority and punishment, so it’s important to find a solution that reflects the cultural context and maintains respect for both the students and teachers.
Parental Involvement in Character Development
Parents must also play an active role in shaping their children’s behavior at home. Education doesn’t end in the classroom, and when students understand that discipline is both a home and school responsibility, they are more likely to exhibit appropriate behavior. Parents should instill values of respect, accountability, and the importance of education, reinforcing the work done in the classroom. Character development should not be solely the school’s responsibility.
School-Based Discipline Policies
In schools, there should be clear guidelines on when and how punishment may be issued out. One practical solution could be appointing a specific school officer who has the official authority to administer flogging, when necessary, provided the situation justifies it. This officer should act with the full consent and physical presence of the parents, ensuring that any action taken is aligned with the expectations of both school and family. This creates a transparent system of discipline that respects both legal and cultural expectations.
Eliminating this form of Punishment Gradually, with Structure
If the decision is made to eliminate this form of punishment completely, it must be done gradually and with a well-established structure in place. Students need to understand that actions have consequences, and these consequences should be meaningful and consistent. Non-violent alternatives, such as detention, extra work, or restorative justice practices, can be put in place as long as they are consistently applied and supported by both parents and educators.

Conclusion
Disciplinary practices in schools must evolve to meet the needs of today’s students, but this evolution must be thoughtful and culturally sensitive. While some argue that flogging helped instill discipline in the past, the changing social and educational landscape demands that we consider alternatives. The balance lies in finding a solution that honors both cultural traditions and modern educational values—ensuring that students are taught respect, accountability, and responsibility, without resorting to excessive violence.

Ultimately, education should not be about enforcing fear or using physical force, but about fostering an environment of mutual respect and growth. For this to happen, both schools and parents must work together to create a structure of discipline that reflects the complexities of African society while preparing students for the future.

__________________

Oluwatosin Osemeobo is a passionate lifelong learner, writer, sustainability advocate, and educator with over 15 years of experience in teaching and a strong background in education. He holds a Bachelor of Education from Obafemi Awolowo University (OAU) and a Nigeria Certificate in Education from the College of Education, Zuba. His academic achievements include certifications in Inclusive Leadership from the Open University, UK, and Sustainable Diet from the United Nations Climate Change (UNCC) programme. Additionally, he has earned prestigious certifications from the University of Cambridge in areas such as the UN Convention on Child Rights, Trade Rules, Sustainable Development, and Law, among others. Tosin designs and leads initiatives that use schools as a catalyst for sustainable development and teacher wellbeing. He is the President and Convener of When TEACHERS Pray, a global virtual platform dedicated to the spiritual wellbeing of school communities. Through his writing, advocacy, and community engagement, he empowers schools worldwide to adopt sustainable practices, fostering a future that is socially just, equitable, and environmentally conscious. He is currently living and working with a School in Abuja, Nigeria.

Email: tosemeobo@gmail.com
Phone: +234 806 561 1550