Bhutanese schools grapple with corporal punishment and its multiple impacts on children

Bhutan’s education system is under scrutiny as concerns mount over the use of corporal punishment in schools and its detrimental effects on children’s mental health, with a lot of debate over the recent case of a child being beaten by a teacher in Lhamoizingkha Central School.

Section 215 of the Child Care and Protection Act of Bhutan 2011 states, “a person shall be guilty of the offense of battering a child if a person purposely uses physical force or causes the child to be subjected to physical force.”

Corporal punishment, defined as physical discipline inflicted on students, has long been a controversial practice in Bhutanese schools. Despite efforts to discourage its use, reports suggest that it remains prevalent in certain educational institutions across the country. The practice typically involves physical acts, such as caning, slapping, or hitting students as a means of punishment for perceived misbehavior or academic underperformance.

In a progressive move to safeguard the well-being of students, corporal punishment had been officially banned in schools, according to Reena Thapa, the Chief of the Career Education and Counselling Division. The decision is aimed at promoting the use of non-violent alternatives, emphasizing positive discipline techniques. By creating a safe, respectful, and supportive environment, schools hope to actively engage students in their studies and enhance their academic performance.

Reena Thapa emphasized the importance of this decision, stating, “When children feel safe, respected, and supported in schools, they engage actively in their studies and perform better academically. Children experiencing fear will most likely lose the ability to focus on studies.” She further added that exposure to violence and abuse during childhood can lead to cognitive, social, and emotional impairments.

She also stated that, to address challenging behaviors among students, the ministry has taken concrete measures. The School Discipline Guidelines have been revised to ensure students’ safety and provide alternative strategies to corporal punishment. Additionally, the implementation of the Student Resilience Development Program and Strategies to Enhance Safety and Well-being aims to foster positive relationships between students and teachers, reducing the need for corporal punishment.

Dr Damber Kumar Nirola, a prominent psychiatrist at JDWNRH, has drawn attention to the diminishing psychological resilience of Bhutanese youth, attributing it to the influence of Western ideals and the belief in a “right not to be punished.” His remarks come as the debate on corporal punishment resurfaces in Bhutan, with concerns growing over the impact of physical discipline on children’s mental well-being.

Dr Nirola shared that in the past, the use of corporal punishment was prevalent in both schools and homes, without significant issues of mental breakdown.

However, the current generation has been raised in an environment where physical punishment is rare, if not absent altogether. As a result, when they experience any form of physical trauma, it tends to trigger psychological reactions, such as acute stress, reluctance to return to school, and even depression, said Dr Nirola.

Dr Nirola stated, “Every individual reacts differently because different individuals have diverse personality types and varying degrees of psychological resilience.”

Highlighting the long-term impact, Dr Nirola warns that corporal punishment can potentially lead to the development of mental disorders, including Post-Traumatic Stress Disorder (PTSD), later in life. He underscores the notion that any form of adverse childhood experience, such as corporal punishment, can have lasting effects on mental well-being during adolescence and adulthood.

In light of these concerns, Dr Nirola suggests alternative strategies that can effectively replace corporal punishment. He recommends the use of reward systems, deprivation of privileges, and other non-physical disciplinary methods as more appropriate approaches.

Dr Nirola firmly advocates against the use of physical or corporal punishment as a form of “psychological immunization” for children in any setting

According to World Health Organization (WHO), approximately 60 percent of children aged 2 to 14 years continue to endure physical punishment at the hands of their parents or caregivers despite growing global awareness and efforts to eradicate corporal punishment. It raises profound concerns about the long-term effects on children’s physical and mental well-being.

The WHO emphasizes that corporal punishment yields no positive outcomes and instead contributes to a host of detrimental consequences for children across diverse countries and cultures.

Extensive research demonstrates a clear link between corporal punishment and a wide range of negative outcomes, including compromised cognitive and socio-emotional development, poor educational achievements, increased aggression, and a higher likelihood of perpetrating violence later in life.

One of the most alarming aspects of corporal punishment is its impact on children’s physical and mental health. The use of physical force as a disciplinary measure can lead to physical injuries, ranging from minor bruises to severe harm.

Moreover, the psychological toll inflicted on children can result in long-lasting mental health issues and the trauma experienced by these children hampers their overall well-being and undermines their potential for growth and success.

The father of the 7-year-old student had lodged a complaint against the English teacher after the student came with multiple and raised welts on his legs. The teacher confessed to having beaten the student for disturbing the class session and has been charged with child battery.

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