Disciplining in Sri Lankan Schools: A Cross-Sectional Study

Abstract

An integral part of a teacher’s job is to correct misbehavior of students. There is scarcity of information on disciplinary methods used by teachers in schools in Sri Lanka. As a part of a larger research, this study was undertaken to fill this gap. A culturally validated questionnaire was used to assess the various disciplinary methods used by 459 teachers, on 948 students, in six districts in Sri Lanka. National, provincial, special education, and private schools were included in this study. The study revealed that teachers used aversive disciplinary methods such as corporal punishment and psychological aggression. During the past term, 80.4% of students reported experiencing at least one strategy of corporal punishment and 72.5% reported experiencing psychological aggression. It was alarming to note that 53% of students reported experiencing at least one strategy of physical abuse in the schools in Sri Lanka. In all, 79.3% of students reported experiencing at least one strategy of positive discipline. Although teachers did use positive discipline, it was lesser than the use of aversive disciplinary methods. Hence, the use of force as a tool of discipline on young people in schools in Sri Lanka is widespread. The findings of this study should raise grave concern and ring alarm bells among authorities in Sri Lanka. Therefore, several recommendations to rectify this situation are also presented herein.

Explaining the accumulation of victimization in vulnerable children: Interpersonal violence among children traumatized by war and disaster in a children's home in Sri Lanka

“…This finding extends prior research on revictimization processes (Widom et al, 2008) by suggesting that the transmission of mass trauma into interpersonal violence against children can occur independently from the effects that such mass traumas have on the psychopathology of the parents. In line with previous studies in post-conflict settings (Attar-Schwartz & Khoury-Kassabri, 2015; Catani 2008a; Catani, Schauer, & Neuner, 2008b; de Zoysa, Senarath, & de Silva, 2018; Khoury-Kassabri & Attar-Schwartz, 2014), we have found a high prevalence rate of guardian and peer violence in our sample.…”

Assessment of mental health problems among adolescents in Sri Lanka: Findings from the cross‐sectional Global School‐based Health Survey

“…The positive influence of parental engagement, as observed in this study, is consistent with the previous studies 26 ; parental understanding reduces the odds of experiences of loneliness, anxiety, and suicidal ideation. A similar study in Sri Lanka has found that a large percentage of children experience psychological and physical violence at home and school, with a lifetime prevalence of 46% corporal punishment by parents and 80.4% during a school term 27 . This probably signifies that many parents in Sri Lanka are involved with children but need better strategies and support to deal with the behavioral problems of the children.…”

“…A similar study in Sri Lanka has found that a large percentage of children experience psychological and physical violence at home and school, with a lifetime prevalence of 46% corporal punishment by parents and 80.4% during a school term. 27 This probably signifies that many parents in Sri Lanka are involved with children but need better strategies and support to deal with the behavioral problems of the children.…”

“…A similar study in Sri Lanka has found that a large percentage of children experience psychological and physical violence at home and school, with a lifetime prevalence of 46% corporal punishment by parents and 80.4% during a school term. 27 This probably signifies that many parents in Sri Lanka are involved F G R E 2 Estimates of the odds ratio and corresponding 95% confidence interval of categories of predictors (compared with the reference category) from the fitted multivariable logistic regression model of loneliness with children but need better strategies and support to deal with the behavioral problems of the children.…”

Ragging as an expression of power in a deeply divided society; a qualitative study on students perceptions on the phenomenon of ragging at a Sri Lankan university

“…This could have influenced the tolerance of violent and aggressive behavior [ 10 ]. Although corporal punishment in schools is officially banned, it continues to occur at home [ 40 ]. Child maltreatment contributes to a child’s normalization of violence according to studies conducted globally [ 41 , 42 ].…”