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Reconsidering punitive and harsh discipline
Wanda K Mohr1, Jeffrey A Anderson
1College of Nursing at Rutgers University, Newark, NJ, USA.
Summary
Harsh discipline harms children, especially those with learning difficulties. Understanding child neurodevelopment and sensory experiences is crucial for effective, trauma-informed behavioral management in schools.
Area of Science:
- Child Psychology
- Neurodevelopmental Science
- Educational Psychology
Background:
- Corporal punishment and harsh interventions are prevalent in schools.
- Leading behavioral management theories do not support the effectiveness of harsh interventions.
- Evidence indicates harsh interventions cause emotional and physical harm to children.
Purpose of the Study:
- To review principles of childhood neurodevelopment.
- To present a contextual model for understanding children's behavior.
- To discuss the impact of sensory experiences on threat responses and implications for school nurses.
Main Methods:
- Literature review of childhood neurodevelopment.
- Development of a contextual model for child behavior.
- Analysis of sensory experiences and threat perception.
Main Results:
- Harsh interventions are ineffective and damaging, particularly for children with learning difficulties.
- Trauma from harsh methods can be exacerbated by pre-existing conditions.
- Understanding neurodevelopment and sensory input is key to managing challenging behaviors.
Conclusions:
- Schools should move away from harsh disciplinary methods.
- A trauma-informed, context-aware approach is essential for effective behavioral support.
- School nurses play a vital role in identifying and supporting at-risk students.