Child’s Death and the Urgent Reckoning with Corporal Punishment in Schools

A Child’s Death and the Urgent Reckoning with Corporal Punishment in Schools

-EDITORIAL-

The tragic death of a Grade 10 pupil at Huhudi Secondary School in South Africa, reportedly after being forced to run as punishment for arriving late, has shaken the conscience of a nation. It is a moment that demands not only grief, but introspection. This was not merely a disciplinary misstep; it was a systemic failure that cost a young life. And it must be a turning point.

According to the North West Department of Education, the pupil collapsed and died shortly after the punishment was administered. A teacher transported her to a clinic due to ambulance delays, but it was too late. The department has dispatched psychologists to support the family and school community, and disciplinary action is pending the postmortem results. Yet, the damage is done, and the questions are many.

Education activist Hendrick Makaneta called the incident a “serious failure in the duty of care owed to children,” demanding accountability from the teacher, school leadership, and provincial authorities. His words echo a broader truth: schools are meant to be sanctuaries of growth, not sites of trauma. The use of physical exertion as punishment, especially without medical oversight, crosses a line from discipline into danger.

This tragedy is not isolated. It is emblematic of a deeper issue: the persistence of corporal punishment in educational systems, despite overwhelming evidence of its harm. Globally, more than half of children experience violent punishment annually. In some countries, nearly all children report being subjected to it at home or school. The consequences are profound.

Academically, corporal punishment impairs cognitive function, reduces performance, and increases dropout rates. Children subjected to physical discipline often experience elevated stress levels, which disrupt memory, attention, and executive function. Fear-based compliance replaces curiosity and engagement. The classroom becomes a place of survival, not learning.

Psychologically, the damage is even more insidious. Anxiety, depression, and low self-esteem are common among children who endure corporal punishment. It erodes trust between students and educators, undermines emotional development, and fosters aggression rather than accountability.

Legally and ethically, the practice stands in stark contradiction to international standards. The UN Convention on the Rights of the Child prohibits all forms of physical or mental violence. Yet, only 66 countries have banned corporal punishment in all settings. At the current pace of reform, roughly two countries per year, it could take six decades to meet global targets for child protection.

Changing this reality requires more than policy. It demands a cultural shift. In many communities, corporal punishment is deeply embedded in tradition. Reform efforts must be culturally sensitive, involving local leaders, religious figures, and educators. Parenting workshops, public awareness campaigns, and school-based training can help reframe discipline as guidance, not punishment.

Positive Behavioral Interventions and Supports (PBIS) offer a proven alternative. These strategies focus on teaching expected behaviors, reinforcing positive actions, and building respectful relationships. They create environments where children feel safe, valued, and motivated to learn.

The Department of Education in South Africa has rightly emphasized that physical exercise should not be used as punishment, warning that it may constitute corporal punishment. But words must be matched by action. Schools need clear guidelines, robust enforcement, and ongoing support to implement non-violent discipline effectively.

This editorial is not just a call for justice, it is a plea for transformation. The death of this young learner must not be in vain. It should galvanize educators, policymakers, and communities to confront the legacy of corporal punishment and embrace a future where every child is treated with dignity, compassion, and care.

Let this be the moment we choose empathy over fear, guidance over punishment, and life over tradition. Because no child should ever die at school for being late. And no society should accept that as discipline.