Corporal punishment is banned by state statute in 31 of the 50 U.S states. The 19 states that still allow the practice are largely located in the South and the Rocky Mountain West. However, data indicate that the practice of corporal punishment is still largely a Southern phenomenon. In the 19 states that allow the practice to continue in schools, many have seen the use of the disciplinary technique decline. Existing research documents the negative effects and very little research supports any positive benefits of corporal punishment. This study analyzes school board policies from the 67 public school districts in the state of Florida to determine if trends in policies and incidents of corporal punishment are similar Texas and North Carolina. Research on Texas and North Carolina indicate corporal punishment is used more frequently in districts with smaller enrollments, and in more rural areas. Data from this study suggests that the decrease in the number of incidents of corporal punishment as well as the concentration of the practice among school districts in Florida school follows the same trends of declining use that exist in Texas and North Carolina public schools. Findings illustrate a need for continued research of corporal punishment on a district-by-district and potentially a school-by-school basis.

The aim of this study was to examine the association between parental use of corporal punishment and anxiety in youth. Parental warmth, child's age, and child's ethnicity were examined in order to explore their effects on the association. Parents and their children (ages 6 – 17; N=153) completed the parent and child versions of the Alabama Parenting Questionnaire [APQ-P (parent) and APQ-C (child)], used to measure corporal punishment and parental warmth, and other questionnaires assessing anxiety [Revised Child Anxiety and Depression Scales parent (RCADS-P) and child (RCADS-C) versions; Revised Fear Survey Schedule for Children parent (FSSCR-P) and child (FSSCR-C) versions] and externalizing symptoms (used as a control variable). Corporal punishment was significantly associated with the child reports of anxiety even when controlling for externalizing symptoms, but was not associated with the parent reports of anxiety. The results also indicated that age, ethnicity, and parental warmth did not moderate the association.

This study examined as risk and protective factors which may promote or deter physical punishment use across generations. This study used self-report information from parents (N = 211) who had a child between the ages of 2-6. Additionally, the participating parents were also asked if they would like to invite one of their parents (e.g., the grandparent) to participate. Grandparents (N = 65) completed the same questionnaires as their adult child, though grandparents were asked to reflect upon when they were parenting the adult child. Four risk factors promoting physical punishment were examined: childhood histories of physical punishment, favorable attitudes towards physical punishment, feeling of anger and stress. As expected, parents’ childhood physical punishment, high feeling of anger and stress were associated with parents using physical punishment techniques with their own children. This study also investigated the salience of such risk factors in promoting physical punishment to continue, above the influence of receiving physical punishment as a child. Parents’ current favorable attitudes towards physical punishment predicted their use of physical discipline with their children, even after controlling for childhood histories of being physically punished. When parents’ childhood experiences of physical punishment and feelings of anger were considered together, parents’ childhood experiences significantly predicted using physical punishment; feelings of anger were marginally related to physical punishment practices. Similar results were found when parents’ childhood experiences and feelings of stress were considered together. Additionally, four risk factors deterring physical punishment were examined: feelings of resentment about childhood experiences of physical punishment, effective anger regulation and stress coping techniques. Parents who were spanked frequently as a child, but had low feelings of resentment about being spanked were at greater risk of using physical punishment on their child, compared to parents who were spanked frequently, but had higher feelings of resentment. Parents’ abilities to regulate their feeling of anger and cope with stress were not associated with parents less use of physical punishment. Finally, grandparents’ and parents’ reports of physical punishment use were different, with parents using less physical punishment on their child than what they experienced as a child. / text

This study investigated attitudes of students, parents and teachers towards the use of corporal punishment in three senior secondary schools. The sample consisted of 360 students, 175 parents and 60 teachers (n = 595 respondents). Parents' and teachers' ages ranged between 23 and 79 years, whereas students' ages ranged between 13 and 29 years. Three researcher-designed questionnaires and an interview schedule were used to collect data aimed at measuring attitudes of respondents through the Likert Scale as well as open-ended items requiring opinion. Having been granted permission by the Education Department to administer questionnaires in schools, a pilot study was carried out on a relatively small scale, with respondents roughly similar to those of the final study. This was followed by the administration of questionnaires to each school in turns. Parents' meetings created an opportunity of administering questionnaires for parents and an audiotape was used for recording interviews. This study presents the first step in the development of a measuring scale, the validity of which will only become apparent after extensive use by subsequent researchers, subjecting their data to meta-analysis. The collected data were analyzed through the Statistical Package for Social Sciences. The crosstabulation of raw data was used to investigate differences among subjects that fall into different categories. To find the significance of differences, the chi-squared test was used. Only items reflecting significant differences were discussed, with the level of significance set between 0.01 and 0.05. This findings of the study suggest support for the view that corporal punishment should be retained as it is believed to instil good discipline which produces good results: provided there is proper supervision, which was lacking with the past education department. Some teachers, and even principals, have been found guilty of sexually abusing schoolgirls. Teachers, when on strike, pledge solidarity with students. Some students assault teachers and hold them hostage. All this points to the collapse of authority and morals for both students and teachers, and thus some respondents feel that even if caning is retained, for as long as teachers' behaviour is not monitored and scrutinized by the Department of Education, it would be dangerous to allow students to be caned by such irresponsible people (teachers), hiding under the protective cover of the unions. The study recommends that, now that corporal punishment in schools has been banned, there should be an in-built mechanism in schools to monitor caning to protect children from victimization. History has warned that even if 'official' caning ceases, but 'unofficial' caning will never stop. The code of conduct for both teachers and students should be in place, and strictly adhered to, in order to restore sound morals and mutual respect. Rigorous in-service training and work shopping to empower teachers with alternative management skills which could render corporal punishment unnecessary, should be conducted. Caution should be taken as alternatives have their limitations and shortcomings, more especially in the South African context, with its multi-cultural characteristics and diversification. It is not sufficient to conclude that respondents in this study seem to be satisfied with the retention of the cane as these results may not reflect the general view of the students, teachers and parents country-wide. An urgent country-wide research on caning should be embarked upon to get the general and different views, as the decision to ban corporal punishment seemingly does not reflect any prior nationwide research which, in turn, should inform practice and benefit changes. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1997.

Thesis (LL. M.)--University of Toronto, 2005. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

In Christian Education South Africa v Minister of Education, the Constitutional Court upheld the law that prohibited the use of corporal punishment in schools. The decision was primarily premised on protecting children against all forms of violence from a public source. Recently, the same Court in Freedom of Religion South Africa v Minister of Justice and Constitutional Development and Others has abolished the defence of reasonable chastisement that was available at common law to parents when administering corporal punishment to discipline recalcitrant children. The effect of the decision is that parents no longer have a defence if they are charged with Assault as a result of Corporal Punishment. The decision has far-reaching consequences as; on the one hand, it unfairly curtails parents’ rights of discipline against their children and seeks to dictate to parents on how to discipline their children. On the other hand, the decision places the rights of children as being of paramount importance in every matter concerning the child. The study employs the doctrinal method which is “desktop-based”, and uses primary and secondary sources, such as case law, statutes, articles and books. The findings of this study are that the defence of reasonable chastisement infringes on the rights of children afforded to them by both the Constitutional law and international instrument. Outlawing Corporal Punishment serves as a great step towards fighting the battle of domestic violence. The Constitutional Court Judgment is not the end of it all; parents must be taught of other alternative way to disciples children. It is of crux to note that discipline is the essential part of parenting and it will be detrimental to raise children without discipline. / Mini Dissertation(LLM (Child Law))--University of Pretoria 2020. / Centre for Child Law / LLM (Child Law) / Unrestricted

This dissertation examined the student discipline policies of 1,025 Texas school districts, as well as data from the Texas Education Agency’s Academic Excellence Indicator System in order to identify demographic patterns regarding corporal punishment policies in Texas schools. the study also studied the relationship between a district’s corporal punishment policy and student achievement. the dissertation utilized legal research methods and document analysis as its research methodology. Document analysis was the primary methodology used to answer the research questions whereby individual school district policies were identified and classified based on a number of demographic characteristics as well as the variations in corporal punishment policies among the various districts. the results of the study found that although more Texas school districts permit corporal punishment than have banned the practice, 60 percent of Texas school children go to school in districts where corporal punishment is not permitted. Corporal punishment is generally permitted in rural areas, with the majority of school districts in West Texas and the Texas Panhandle still allowing it by policy. a case study affirmed a finding from a national study regarding the type and locale of a student that is most likely disciplined using corporal punishment. the study determined that the larger Texas school districts have moved away from using corporal punishment as a disciplinary tactic. No district categorized as “Major Urban” by the Texas Education Agency permits corporal punishment of students. None of the larger districts categorized as “Urban” or “Major Suburban” that prohibit corporal punishment were identified as “Academically Unacceptable” under the State accountability system. This study also found that districts that prohibit corporal punishment and have a large number of minority students tend to have higher AEIS ratings. This study’s findings suggest that the elimination of corporal punishment in highly populated Texas school districts may be an indication that corporal punishment in the schools is gradually changing from being a largely Southern occurrence to being a primarily Southern rural phenomenon. This information could prove valuable for policy makers and legislators who are under a misconception that their constituents support corporal punishment.

A Thesis submitted to the Faculty of Education of the requirements for the Degree of Doctor of Education in the Department of Educational Foundation and Management at the University of Zululand, 2019. / Corporal punishment was a world phenomenon based on the belief that for learners to behave correctly, they need to be punished through pain inflicting means. However, some countries started realizing that corporal punishment had adverse effects on learners and learning and therefore abolished it. South Africa followed suit and banned corporal punishment in 2000 and in its place, the Department of Basic Education and Training introduced Alternatives to Corporal Punishment (ACP). Despite the introduction of alternatives to corporal punishment, cases of application of corporal punishment are still being reported. The purpose of this study was to investigate the effects of alternatives to corporal punishment in maintaining learner discipline in secondary schools within the King Cetshwayo District. Mixed method approach was followed. Semi structured interviews and questionnaires were used to collect data. The sample consisted of 13 principals, 30 educators and 322 grade 12 leaners were involved in responding to the questionnaires. For the qualitative side, 2 Circuit Managers and 2 principals, 2 educators and 2 RCL learners participated in the semi structured interviews in this study. SPSS version 25 was used to analyse quantitative data and thematic analyses was used to analyse qualitative data. Results showed that there are alternatives to corporal punishment that are considered effective by all the respondents. These include inviting parents to school to discuss the behaviour of their children, the involvement of the School Governing Body, convening tribunal. The study also revealed that learners and educators hold different views when it comes to the effectiveness of other alternatives, which include, rendering community services by learners, suspension of learners for 14 days, additional work that can be done by learners at school and depriving learners from participation in extra- mural activities. The study recommends further research on the learner’s perception on ill-discipline in schools and the strategies that can be used by the teachers in maintaining discipline. This study concludes that the circuit managers, teachers, principals and learners take all the alternatives to corporal punishment wherein the parents are involved as effective. This study proposed the model for guiding the implementation on the alternatives to corporal punishment / National Research Foundation of South Africa

This paper discusses corporal punishment as a disciplinary method in American public schools. The effectiveness of corporal punishment is investigated. Chapter I introduces corporal punishment as a pertinent educational issue. Chapter II discusses the historical development of corporal punishment. Chapter III discusses the legal ramifications of corporal punishment. Chapter IV looks at surveys and studies that have been conducted in regard to the issue. Chapter V discusses a survey of teachers in Lewisville, Texas. Teachers responded to 42 statements pertaining to corporal punishment. Chapter VI concludes that research indicates that corporal punishment will not be effective unless it is administered harshly and consistently. The paper concludes that corporal punishment will not be necessary if higher educational institutions train teachers in alternative methods.