‘Can I really teach without my<i>magic cane</i>?’ Teachers’ responses to the banning of corporal punishment

Malak, Md. Saiful; Sharma, Umesh; Deppeler, Joanne Marie

doi:10.1080/13603116.2015.1059500

Cited by 19 publications

(6 citation statements)

References 39 publications

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“…Corporal punishment takes place in schools for a variety of reasons, including as discipline in response to fighting between peers, non-compliance or misbehaviour in class, lateness, poor grades, lack of attention or poor performance in class (Breen et al 2015 ; Malak et al 2015 ). Some of these ‘reasons’, for example, violence between peers, seem to have been reduced more in boys.…”

Section: Discussionmentioning

confidence: 99%

Does the Good Schools Toolkit Reduce Physical, Sexual and Emotional Violence, and Injuries, in Girls and Boys equally? A Cluster-Randomised Controlled Trial

et al. 2017

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We aimed to investigate whether the Good School Toolkit reduced emotional violence, severe physical violence, sexual violence and injuries from school staff to students, as well as emotional, physical and sexual violence between peers, in Ugandan primary schools. We performed a two-arm cluster randomised controlled trial with parallel assignment. Forty-two schools in one district were allocated to intervention (n = 21) or wait-list control (n = 21) arms in 2012. We did cross-sectional baseline and endline surveys in 2012 and 2014, and the Good School Toolkit intervention was implemented for 18 months between surveys. Analyses were by intention to treat and are adjusted for clustering within schools and for baseline school-level proportions of outcomes. The Toolkit was associated with an overall reduction in any form of violence from staff and/or peers in the past week towards both male (aOR = 0.34, 95%CI 0.22–0.53) and female students (aOR = 0.55, 95%CI 0.36–0.84). Injuries as a result of violence from school staff were also lower in male (aOR = 0.36, 95%CI 0.20–0.65) and female students (aOR = 0.51, 95%CI 0.29–0.90). Although the Toolkit seems to be effective at reducing violence in both sexes, there is some suggestion that the Toolkit may have stronger effects in boys than girls. The Toolkit is a promising intervention to reduce a wide range of different forms of violence from school staff and between peers in schools, and should be urgently considered for scale-up. Further research is needed to investigate how the intervention could engage more successfully with girls.

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Section: Discussionmentioning

confidence: 99%

Does the Good Schools Toolkit Reduce Physical, Sexual and Emotional Violence, and Injuries, in Girls and Boys equally? A Cluster-Randomised Controlled Trial

et al. 2017

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“…It is clear from a human rights perspective that schools should never use physical punishment and most countries have banned it in law. However, it is apparent that many continue to use it in practice (Malak et. al., 2015;Sawhney, 2018).…”

Section: Discipline (D) Statesmentioning

confidence: 99%

The role of law and legal knowledge for a transformative human rights education: addressing violations of children’s rights in formal education

Lundy¹,

Sainz²

2018

HRER

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Human Rights Education (HRE) emphasises the significance of children learning about, through and for human rights through their lived experiences. Such experiential learning, however, is often limited to instances of enjoyment of rights and disregards experiences of injustice, exclusion or discrimination. By neglecting the ‘negative’ experiences, including breaches of their human rights, HRE fails in one of its fundamental aims: empowering individuals to exercise their rights and to respect and uphold the rights of others. Drawing on a range of legal sources, this article identifies a number of violations of the human rights of children in schools, categorised under five themes: access to school; the curriculum; testing and assessment; discipline; and respect for children’s views. It argues that for HRE to achieve its core purpose, it must enable children to identify and challenge breaches of rights in school and elsewhere. To do so, knowledge of law, both domestic and international, has a fundamental role to play.

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“…One reason for this could be that teachers with higher teacher self‐efficacy related to managing students' behaviour may have used punitive strategies to manage students' inappropriate behaviour in the past. Given that corporal punishment is no longer allowed (Malak et al., 2015), such teachers might feel helpless and perplexed about how to manage students' inappropriate behaviours, thereby weakening their intentions to implement inclusive practices. Further research is required to better understand the effect of teacher self‐efficacy related to managing behaviour on teachers' intentions.…”

Section: Discussionmentioning

confidence: 99%

Examining factors influencing teachers' intentions in implementing inclusive practices in Hong Kong classrooms

Chow

2023

Research in Spec Educ Needs

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This study investigated teachers' intentions to adopt inclusive teaching practices along with factors affecting teachers' intentions to implement inclusive practices. According to the theory of planned behaviour, an individual's intention can be predicted by their attitudes, subjective norms and perceived behavioural control. Using convenience and snowball sampling, 1110 Hong Kong primary and secondary teachers were recruited to complete a 5‐part questionnaire for the study. The results show that teachers' intentions were moderate – that is, teachers were somewhat likely to adopt inclusive teaching practices for students with disabilities. Teachers' attitudes (beliefs and feelings), perceived support needs related to expert guidance and teacher self‐efficacy (in inclusive instructions, managing behaviour and collaboration) significantly influenced their intentions to use inclusive classroom practices for students with disabilities. The findings of this study provide clear implications to policymakers and teacher‐education providers to address teachers' needs and promote the practices of inclusive education.

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‘Can I really teach without mymagic cane?’ Teachers’ responses to the banning of corporal punishment

Cited by 19 publications

References 39 publications

Does the Good Schools Toolkit Reduce Physical, Sexual and Emotional Violence, and Injuries, in Girls and Boys equally? A Cluster-Randomised Controlled Trial

Does the Good Schools Toolkit Reduce Physical, Sexual and Emotional Violence, and Injuries, in Girls and Boys equally? A Cluster-Randomised Controlled Trial

The role of law and legal knowledge for a transformative human rights education: addressing violations of children’s rights in formal education

Examining factors influencing teachers' intentions in implementing inclusive practices in Hong Kong classrooms

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