"Punishing children is regarded as normal and acceptable in many settings - including educational institutions... It is widely used by teachers regardless of its evident lack of effectiveness and potentially damaging side-effects," said the advisory.
The advisory informs schools of the adverse effects of corporal punishment on children. "When adults use corporal punishment, it teaches children that hitting is an acceptable means of dealing with conflict and may lead to adverse physical, psychological and educational outcomes - including increased aggressive and destructive behaviour, increased drop-out rate, school avoidance, low self-esteem, anxiety, depression and retaliation against teachers - that emotionally scar children for life," it says.
Outlining the need for positive engagements, it has urged schools to include life skills education, empathy building and teaching the students to cope with emotions and stress.
While many schools in the city have already asked teachers to refrain from corporal punishment, principals too had felt the need for guidelines. "There was a need for a code of conduct in place which outlines what is expected out of the students and also how the schools must deal with bad behaviour," said Fr Kenneth Misquitta, principal, St Mary's School (ICSE), Mazgaon. "Seeking help from parents is also important."
Chandrakanta Pathak, principal, HVB Global Academy, Marine Drive, said: "We first speak to the child and try to find the reason for a particular behaviour. If the problem continues, we inform the parents. This is usually the best thing, but if that doesn't work either, we consult our school counsellors who try to address the issue at a professional level."
Vilas Parab, a teacher at Balmohan Vidyamandir, Dadar, said: "It always works to engage students in constructive activities during free time so that their energy is channelled."
The HRD ministry has suggested guidelines for affirmative action in schools towards the positive development of children. Schools are advised to provide opportunities for children from different backgrounds to learn psychosocial skills. They are also advised to understand a child's behaviour as a product of these interactions, which will help teachers understand that the child needs help rather than punishment.
Sketching out a framework for teachers and school heads to deal with difficult situations in school, it advises that one must not lose temper, avoid involving other students, involve the parents, call for assistance and actively listen to the child, among other things. "A difficult situation can also be resolved by a triangulation between the student/family, the teacher/school administration and a student council," says the advisory. "A more difficult situation then may not be so much a discipline issue but a psychological one that needs professional attention and care."
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