NCJ Number
136282
Editor(s)
S Harper,
J Epstein
Date Published
1989
Length
34 pages
Annotation
This document presents arguments for and against corporal punishment in schools and discusses student discipline alternatives.
Abstract
The U.S. Supreme Court has rules that corporal punishment is constitutional, and 36 States allow its use. Many teachers and parents, although not a majority, still approve of corporal punishment. Advocates of school spanking often argue that corporal punishment is the only approach that works with students who ignore every other disciplinary measure. Many parents give schools permission to spank their child. Opponents say corporal punishment promotes a lack of personal responsibility for one's behavior because such punishment shifts the control of a student's action to an external source. Several studies indicate a link between corporal punishment and low academic achievement. Further, evidence suggests that paddling negatively affects other children in school, even if they do not suffer the corporal punishment themselves. The National Education Association cites several studies showing that children who are spanked at home are more likely to be disruptive in school. The common perception of corporal punishment is that the child suffers momentary physical pain which quickly wears off. Some experts contend that the psychological pain may last longer. Other concerns over corporal punishment focus on the unequal treatment of students and on legal risks. Student discipline alternatives include praise and reward systems, alternative behavior centers, the tribe system, and reality therapy. Strategies to establish discipline without resorting to corporal punishment are suggested. Media clippings relevant to corporal punishment are included. 9 references