Physical punishment on children as the onset of challenging behaviour in primary schools, South Africa: A systematic review of literature
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| Publicat a: | Perspectives in Education vol. 43, no. 1 (2025), p. 141 |
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| Autor principal: | |
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University of the Free State, Faculty of Education
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| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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| 022 | |a 0258-2236 | ||
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| 024 | 7 | |a 10.38140/pie.v43i1.8204 |2 doi | |
| 035 | |a 3207242299 | ||
| 045 | 2 | |b d20250101 |b d20250331 | |
| 084 | |a 226330 |2 nlm | ||
| 100 | 1 | |a Shantone, Julie | |
| 245 | 1 | |a Physical punishment on children as the onset of challenging behaviour in primary schools, South Africa: A systematic review of literature | |
| 260 | |b University of the Free State, Faculty of Education |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Learners' challenging behaviour is a growing concern in primary schools. Reports reveal that many learners in South African primary schools present with challenging behaviour - disrupting lessons, causing chaos, risking learners' and teachers' safety, and interrupting school functionality. A systematic review of literature spanning three decades was conducted to determine whether physical punishment on children leads to the onset of challenging behaviour in primary schools. The social cognitive theory emphasises how children learn and replicate behaviour, and punished children can quickly adopt punishing behaviours themselves. Thematic analysis of forty-five research sources on the impact of physical punishment on children's behaviour identified several primary types of challenging behaviours physically punished children displayed in primary schools. The review established a clear link between physically punished children and the manifestation of challenging behaviour in school settings. These results imply that physical punishment of children can be painful, and the types of challenging behaviour displayed in primary school typically result from physical punishment. These results further imply that physical punishment on children can lead to the onset of challenging behaviour in primary schools. Education stakeholders should consider the behaviours presented in this review to improve and change how they view, support and manage misbehaving children. This should encompass school curriculum and policy reform and practice, including the implementation of relevant intervention strategies such as the '15 key steps to support misbehaving learners: A teacher's guide to effective intervention' as recommended by the findings of this research. | |
| 651 | 4 | |a South Africa | |
| 653 | |a Teaching | ||
| 653 | |a Intervention | ||
| 653 | |a Assaults | ||
| 653 | |a Behavior disorders | ||
| 653 | |a Teachers | ||
| 653 | |a Elementary schools | ||
| 653 | |a Gangs | ||
| 653 | |a Systematic review | ||
| 653 | |a Punishment | ||
| 653 | |a Children & youth | ||
| 653 | |a Curricula | ||
| 653 | |a Learning | ||
| 653 | |a Children | ||
| 653 | |a Corporal punishment | ||
| 653 | |a Behavior problems | ||
| 653 | |a School safety | ||
| 653 | |a Cognitive-behavioral factors | ||
| 653 | |a Social cognitive theory | ||
| 653 | |a Bullying | ||
| 653 | |a Violent crime | ||
| 653 | |a Literature reviews | ||
| 653 | |a Literary criticism | ||
| 653 | |a Behavior | ||
| 653 | |a Reforms | ||
| 653 | |a Schools | ||
| 653 | |a Observational Learning | ||
| 653 | |a Child Behavior | ||
| 653 | |a World Problems | ||
| 653 | |a Emotional Development | ||
| 653 | |a Social Behavior | ||
| 653 | |a Violence | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Modeling (Psychology) | ||
| 653 | |a Elementary Education | ||
| 653 | |a Parents | ||
| 653 | |a Educational Objectives | ||
| 653 | |a Emotional Problems | ||
| 653 | |a Positive Reinforcement | ||
| 653 | |a Counseling Techniques | ||
| 653 | |a Aggression | ||
| 653 | |a Mental Disorders | ||
| 653 | |a Child Advocacy | ||
| 653 | |a Educational Change | ||
| 700 | 1 | |a Nunan, Rubbi | |
| 773 | 0 | |t Perspectives in Education |g vol. 43, no. 1 (2025), p. 141 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3207242299/abstract/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3207242299/fulltext/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3207242299/fulltextPDF/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |