The administration of corporal punishment and its implications, both positive and otherwise, have been brought to the fore once again following a recent tragic incident in Kaduna State where a 19-year-old student lost his life after receiving brutal beatdowns from the teachers in his school.
Nuhu Sambo was a JSS3 student of Al-Azhar Academy, Kofar Gayan Zaria, Marwanu, who, according to his sister Rukayya, failed to pass his promotional examinations and stopped attending the school after he was asked to repeat. However, when one of his uncles dragged him to his school principal, things took a very dark turn as the teachers in the school proceeded to seriously manhandle Nuhu, going as far as stripping him naked and breaking his teeth. Furthermore, Nuhu’s immediate family members and relatives were not made aware of this incident until his dead body was discovered near the school toilet and taken to the hospital for confirmation of his death. Reports affirm that the principal of the school and the rest of the brutish instructors who had a hand in this unsavoury act were apprehended and, as at the time of filing this report, were all under further investigation.
Flogging as a primary means of discipline or correction is not alien to the larger percentage of teachers in the Nigerian educational system. It is touted by many as the most efficient means of maintaining decorum in classrooms, motivating lackadaisical youths to be more intentional about their studies, and dealing with relentless scoundrels who are prone to rebellious acts. It is safe to say that nearly all Nigerians grew up with a fear of the cane, both at home and in school.
In light of the continued global evolution and advancement of standards of human rights, the necessity to reevaluate common practices that have been entrenched in our society from way back into the past cannot be overemphasized. To properly examine this issue, it is crucial to consider international and domestic laws that protect children’s rights such as the 1989 Convention on the Rights of the Child, domesticated in Nigeria as the 2003 Child’s Right Act.
Firstly, it is worth noting that Nigeria’s ratification of the 1989 Convention on the Rights of the Child is a clear indication of the country’s commitment to the protection of children’s rights. This landmark international agreement explicitly calls for the elimination of all forms of violence against children, including corporal punishment. The Convention underscores that every child, without exception, has the inherent right to life, survival, and development, and this includes protection from any form of physical harm.
The 2003 Child’s Right Act was a monumental step in domesticating Nigeria’s international obligations. It aligns the country’s legal framework with the principles outlined in the Convention, diligently highlighting the rights and protections of children in Nigeria. It explicitly prohibits all forms of violence against children, including corporal punishment in schools. The Act also places a legal obligation on schools and educators to create a safe and conducive learning environment for children.
Kaduna State, like many other states in Nigeria, is mandated to uphold the provisions of the Child’s Right Act. It was among 12 northern states in the federation that hadn’t yet passed a child rights law until former governor of the state, Mallam Nasir El-Rufai, ensured its recognition as law in 2018. In particular, one of the major challenges with northern states adopting this law had to do with the fact that it negated certain religious doctrines and practices such as child marriage. However, it is vital to assess the enforcement and implementation of these laws, particularly in the context of corporal punishment. The onus is on the local authorities and education regulators to ensure that schools adhere to these laws to safeguard children’s well-being. Private schools in particular used to have more stringent policies on disciplinary measures meted out to children in the past, but now these policies have been diluted and some schools have banned outright the use of the cane.
In Nigeria, religion plays a significant role in shaping cultural and moral values. As a matter of fact, some religious teachings consciously advocate the use of corporal punishment as a means of child discipline. In Christianity, for example, the book of Proverbs states in chapter 13 verse 24: “Whoever spares the rod hates their children, but the one who loves their children is careful to discipline them.” This is an endorsement of the administration of physical punishment on children for the sake of discipline. Islamic teachings generally prohibit the infliction of physical harm on children but encourage it when it is moderated and intended for correction. The sentiments behind these commandments are noble. However, the application of these teachings is always subject to human wisdom and discretion, and this is usually where the challenge lies.
Some Nigerian teachers are notorious for brutish corporal punishments that may often exceed the gravity of the initial offence, and several of them have been accused in the past of being all too happy to use the cane for any reason fathomable. The internet is littered with videos of school floggings, some of which are intended to be funny memes. This is doing great injustice to the latent effects of these “acts of discipline”. A substantial body of research has demonstrated the harmful effects of corporal punishment on children. Not only can it lead to physical injuries, but it can also have lasting psychological impacts. The emotional well-being and development of children can be negatively affected, potentially leading to anxiety, depression, and aggressive behaviour. It also teaches children that violence is an acceptable means of resolving conflicts. This not only contradicts the principles of peaceful coexistence and non-violence enshrined in the 1989 Convention on the Rights of the Child but also contributes to a cycle of violence perpetuated from one generation to the next.
One major challenge of the Nigerian educational system that often goes unrecognized is the fact that some of the personnel employed in the workforce are either not competent teachers, or are not conversant with the proper methods and techniques of engaging with young impressionable children. Aspiring teachers need to be vetted by measures such as intensive screening or interviews where the employer can properly assess the teachers, ensuring that they possess not just the skills, but the dedication, patience and psychological wellness required to survive in the school environments. In the case of Poor Nuhu, the sadistic tendencies of his teachers was evident in the way they approached his abscondment from school. Surely, other means of encouraging children to attend school exist, rather than unreasonably beating them to within an inch of their life. The administration of corporal punishment in both private and public schools should ideally be subject to oversight. However, the extent and effectiveness of oversight may vary.
The attitude of parents towards child discipline is another issue to explore in this subject. Most parents fail to realize how much of a role they have in shaping the general behaviour of their children. While they obviously cannot be with their children at all times to moderate their excesses, it is still important to note that charity begins at home. Parents need to pay more attention to the well-being of their children and instill a sense of duty and responsibility in them. While the school authorities did not approach Nuhu’s abscondment in a rational manner, it cannot be denied that his act was irresponsible. While the responsibility of enforcing discipline within the school environment falls primarily on educators, parents should be actively involved in teaching their children to distinguish between right and wrong. Parental support can complement the efforts of schools in creating responsible and well-behaved students.
The Child’s Right Act offers a comprehensive framework for alternative methods of discipline that are both effective and respectful of children’s rights. These alternatives include counselling, guidance, and constructive communication. By embracing these alternatives, people in positions of authority over children can promote a culture of non-violence in child training. The tragic incident in Kaduna State serves as a stark reminder of the urgent need to address the issue of corporal punishment in Nigerian schools. To ensure children’s rights are protected, it is imperative to enforce existing laws, emphasize the difference between discipline and abuse and encourage a positive and safe learning environment for children. Additionally, parents must actively participate in their children’s education and discipline, fostering a culture of respect for children’s rights in Nigeria.
