Parents name for go back of corporal punishment to deal with indiscipline in faculties   – Life Pulse Daily

Introduction

In December 2025, a growing number of parents and guardians in Ghana’s Volta Region called for the reintroduction of corporal punishment to address rising student indiscipline in schools. The debate, sparked in the Keta Municipality, highlights deep concerns about unruly behavior, disrespect toward teachers, and declining academic standards. This movement underscores a broader conversation about discipline, student welfare, and effective classroom management, reflecting a clash between traditional punitive methods and modern educational practices that prioritize positive behavior support and mental health.

Understanding this issue is critical for educators, parents, and policymakers seeking balanced solutions that ensure both safety and respect in schools. This article examines the key points, background, and implications of this debate, offering practical advice and answering frequently asked questions to guide stakeholders toward informed decisions.

Key Points

Background

The Call for Corporal Punishment in Ghana

On December 12, 2025, parents and guardians in the Keta Municipality voiced strong support for reinstating corporal punishment in schools. Their appeal followed reports of students assaulting teachers and displaying widespread disrespectful behavior. Celestine Dziga Dzivor, a mother of five, argued that past disciplinary methods should return, emphasizing that schools need authority to correct “wayward” students. She linked the decline in academic performance and social conduct to the absence of strict discipline.

Contributing Factors to Student Indiscipline

Stakeholders identified several factors fueling indiscipline, including peer influence, inadequate parental care, celebrity culture, and excessive exposure to violent or inappropriate content on social media. These elements are seen as disrupting classroom order and student development, prompting calls for stronger corrective measures.

Position of Educators and Teacher Unions

While some teachers, like Seth Megayor, expressed support for corporal punishment as one tool among many, others stressed its judicious use alongside other strategies. Major teacher organizations, including the Ghana National Association of Teachers and the Coalition of Concerned Teachers, welcomed the debate but advocated for positive discipline frameworks. They urged the government to provide resources for counseling and behavior management rather than reverting to physical punishment.

Government and Institutional Response

The Ghana Education Service acknowledged parental and teacher concerns, reaffirming its commitment to promoting positive discipline. It emphasized balancing authority with student welfare, prioritizing guidance and counseling to foster respectful school environments.

Analysis

Global Trends vs. Local Realities

The debate in Ghana mirrors a worldwide tension between traditional discipline and modern educational philosophies. Many countries have banned corporal punishment in schools, aligning with international human rights standards such as the United Nations Convention on the Rights of the Child (UNCRC). However, in communities where physical discipline has been culturally normalized, such bans can face resistance, especially when alternative systems are under-resourced.

Effectiveness and Risks of Corporal Punishment

Research consistently shows that corporal punishment can lead to negative outcomes, including increased aggression, anxiety, and lower academic achievement. While it may produce immediate compliance, it often undermines long-term behavior change and damages student-teacher relationships. Furthermore, it disproportionately affects vulnerable students and can escalate into abuse.

Why Parents Support Its Return

Parents advocating for corporal punishment often do so out of frustration with perceived leniency and a desire for order. Their support stems from personal experiences with strict discipline that they believe instilled respect and responsibility. However, this view may not account for evolving understandings of child development and trauma-informed practices.

Alternative Approaches in Education

Modern education systems increasingly adopt evidence-based alternatives, such as:

• Positive Behavioral Interventions and Supports (PBIS)
• Restorative justice practices
• Social-emotional learning (SEL) curricula
• Functional behavior assessments and intervention plans

These methods focus on teaching appropriate behavior, addressing root causes of misconduct, and building supportive school cultures.

Legal and Human Rights Implications

Reintroducing corporal punishment would conflict with Ghana’s commitments under international law, including the UNCRC and the African Charter on the Rights and Welfare of the Child. Both instruments obligate states to protect children from all forms of violence. Domestically, any policy change would require legislative review to ensure alignment with child protection laws.

Practical Advice

For Parents and Guardians

• Engage with schools to understand current discipline policies and how they support student behavior.
• Promote consistent expectations at home that align with school values.
• Limit children’s exposure to violent media and discuss healthy online habits.
• Advocate for increased counseling services and teacher training in behavior management.
• Participate in parent-teacher associations to collaboratively shape school culture.

For Educators

• Implement clear, consistent classroom rules and reinforce positive behavior daily.
• Use restorative practices to resolve conflicts and repair relationships.
• Collaborate with counselors to address underlying causes of misbehavior.
• Seek professional development in trauma-informed care and SEL instruction.
• Maintain open communication with parents to create unified support systems.

For School Administrators

• Adopt a school-wide positive behavior framework with measurable goals.
• Invest in staff training and mental health resources.
• Collect and analyze behavior data to inform interventions.
• Engage the community in developing behavior policies that reflect shared values.
• Ensure all discipline practices are fair, transparent, and culturally responsive.

For Policymakers

• Allocate funding for counseling, behavior specialists, and teacher training.
• Support pilot programs for restorative justice and SEL in high-need schools.
• Review existing discipline data to identify trends and gaps.
• Promote public awareness campaigns on positive parenting and non-violent discipline.
• Maintain alignment with international child protection standards.

FAQ

Conclusion

The call by parents in Ghana’s Keta Municipality for the return of corporal punishment reflects genuine concerns about student indiscipline and academic decline. However, evidence and international standards strongly advise against physical punishment due to its risks and limited long-term effectiveness. Instead, a balanced approach centered on positive discipline, mental health support, and community collaboration offers a sustainable path forward. By investing in training, resources, and inclusive policies, schools can foster respectful, safe environments that benefit all students. Policymakers, educators, and parents must work together to prioritize children’s well-being while upholding their rights and dignity.

Sources

• Ghana News Agency (2025). Parents call for return of corporal punishment in Keta schools.
• United Nations Convention on the Rights of the Child (1989).
• African Charter on the Rights and Welfare of the Child.
• UNESCO. (2019). School Violence and Bullying: Global Status Report.
• Center on Positive Behavioral Interventions and Supports. Evidence-based practices for schools.
• World Health Organization. (2020). Global Status Report on Preventing Violence Against Children.
• Ghana Education Service. Policy statements on discipline and student welfare.
• Ghana National Association of Teachers. Position papers on discipline reform.