Discipline or damage?: Students' experiences of corporal punishment in Cameroon secondary schools and implications for education

Abstract

The school environment should be the last place to expect or experience child abuse; unfortunately, corporal punishment another form of violence has been persistently used behind closed doors in Cameroon secondary schools as a disciplinary measure despite its ban, leaving victims with physical and invisible scars. Previous studies have mainly focused on the prevalence of this practice, with little comprehension of the lived experiences of those subjected to it, aside from its direct implications on the individual and their education. This creates a gap in scholarly literature especially in Cameroon. This study explored students’ experiences of corporal punishment in Cameroon secondary schools. The study employed a qualitative research methodology. The study participants were students (N = 25) aged 13–18 from 15 Cameroon secondary schools. A purposive sampling technique was used to select the participants; only secondary school students who had experienced physical punishment participated in this study. A semi-structured interview guide was used as the instrument for data collection. The data collected was analyzed thematically. The study revealed that corporal punishment results in; humiliation and low self-esteem; increase in fear, anxiety, and trauma; demotivation and academic disengagement; increased adolescent aggression; and impaired teacher-student relationships. The study highlights corporal punishment’s implications for a child’s education such as poor performance and eventual school dropout, and the long-term effects on adulthood (as future teachers or parents) such as potential perpetuation of aggressive behavior emphasizing the need for addressing its prevention. This calls for urgent interventions, such as the recommended alternative school disciplinary methods.