Disciplining in Sri Lankan Schools: A Cross-Sectional Study

Area of Science:

• Educational Psychology
• Child Development
• Behavioral Science

Background:

• Teacher's role includes student misbehavior correction.
• Limited data exists on disciplinary methods in Sri Lankan schools.
• This study addresses the gap in understanding teacher disciplinary practices.

Purpose of the Study:

• To investigate disciplinary methods employed by teachers in Sri Lanka.
• To quantify the prevalence of various disciplinary strategies used on students.

Main Methods:

• A culturally validated questionnaire was administered.
• Data collected from 459 teachers and 948 students across six districts.
• Inclusion of national, provincial, special education, and private schools.

Main Results:

• High prevalence of aversive disciplinary methods: 80.4% experienced corporal punishment, 72.5% psychological aggression.
• Alarming rates of physical abuse reported by 53% of students.
• Positive discipline reported by 79.3% of students, but less frequent than aversive methods.

Conclusions:

• Aversive disciplinary methods, including corporal punishment and psychological aggression, are widespread in Sri Lankan schools.
• The use of force as a disciplinary tool is prevalent, overshadowing positive discipline strategies.
• Findings necessitate urgent intervention and policy recommendations for educational authorities.