Corporal Punishment

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CORPORAL PUNISHMENT IN SCHOOLS IN
SOUTH ASIA
Submitted to the Committee on the Rights of the Child
Day of General Discussion on Violence Against Children
28 September 2001
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TABLE OF CONTENTS
EXECUTIVE SUMMARY 3
I. INTRODUCTION 4
II. HOW CHILDREN ARE AFFECTED BY CORPORAL 5
PUNISHMENT
2.1 Risk for the Child’s Physical and Psychological Health 5
2.2 Impact on Retention and Learning Achievements 6
III. LEGAL FRAMEWORK 7
3.1 The UN Convention on the Rights of the Child (CRC) and the CRC Committe 7
3.2 National Legislation Against Corporal Punishment in South Asia 8
IV. CORPORAL PUNISHMENT IN SCHOOLS IN SOUTH ASIA 11
V. WHY CORPORALPUNISHMENT IN SOUTH ASIA? 15
5.1 Fixed and Strong Power Relations 15
5.2 The Home Environment 17
5.3 The School System in South Asia 18
VI. ADDRESSING THE ISSUE 22
6.1 Need for Judicial Reform and Child-centred Learning 22
6.2 UNICEF Programme Activities in South Asia 23
VII. THE WAY FORWARD: AN AGENDA FOR UNICEF 25
REFERENCES 27
For further information contact:
Child Protection and Gender Section
UNICEF Regional Office for South Asia
Kathmandu, Nepal
Tel: + 977 – 1 517 082
E-mail: [e-mail]
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EXECUTIVE SUMMARY
Corporal punishment is a common phenomenon in the daily life of South Asian children
– at home, in schools, in places of work and in their neighbourhoods. Although very little research exists, testimonies from students, parents and teachers, as well as incidences reported in the media, suggest that corporal punishment is a common problem in many schools in the region. Not only are children physically and psychologically affected by corporal punishment, violence in schools and fear of teachers contributes significantly to children dropping out of school. Some children suffer a greater risk of corporal punishment due to their ethnic, family or class background.
Children with disabilities are also more vulnerable to physical and psychological punishment. Corporal punishment in schools

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