A public charter school in eastern Georgia is reinstating paddling as a disciplinary measure, with approximately one-third of parents agreeing to this approach. Superintendent Mark Harrison emphasized the school’s commitment to discipline, recalling a time when corporal punishment was commonplace in education. “Discipline is a vital aspect of our school culture,” he stated.
Currently, around 100 consent forms have been submitted, with about 30 parents permitting paddling. Reactions to this policy vary widely, from enthusiastic support to disbelief. “I’ve heard everything from ‘It’s about time!’ to ‘I can’t believe this is happening,’” Harrison noted. The school has implemented a policy where students will only be paddled after a third offense, and no more than three strikes will be administered. Interestingly, students whose parents do not consent might face up to five days of suspension instead of corporal punishment.
Concerns About Corporal Punishment
Critics, including journalist Laura Fields, have pointed out the potential dangers of corporal punishment. Research has shown that such practices disproportionately affect marginalized groups and fail to improve educational outcomes. A study from Tennessee highlighted that students with disabilities are particularly impacted, with thousands experiencing physical punishment in schools during the 2012-2013 academic year.
Numerous studies have established that harsh physical discipline does not correlate with better academic performance, and states that have abolished these methods often report higher test scores. Additionally, students subjected to corporal punishment frequently experience increased rates of anxiety and depression. It’s essential to recognize that this isn’t just a disciplinary method but rather a form of abuse that can have lasting emotional effects on children.
Further Reading on Parenting Topics
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Conclusion
In summary, the return of paddling in a Georgia school raises significant concerns about its effectiveness and the potential harm it could cause to students, particularly those from marginalized backgrounds. Research consistently shows that such disciplinary measures do not enhance academic performance and may lead to negative emotional outcomes.
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