Implement Guidelines for the Elimination of Corporal Punishment in Schools (GECP)

Governance Issues Education

The guidelines, issued jointly by the Director of School Education and the Director of Elementary Education, address various forms of harassment, in line with the Right to Education Act, 2009.
Measures include awareness camps, prompt complaint resolution, and the establishment of monitoring committees at each school.
Affirmative actions against corporal punishment and promoting a positive environment are also emphasized.
District-level officers are instructed to ensure schools implement these guidelines effectively.

Corporal punishment involves physical force intended to cause pain or discomfort, no matter how mild it may be.
Common methods include hitting with hands, sticks, belts, and shoes. Other forms are kicking, scratching, pinching, biting, and pulling hair.
Beyond physical acts, it includes mental abuse such as humiliating, degrading, scaring, or threatening a child.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009 in India strictly prohibits both physical and mental forms of punishment.
These actions are punishable under the law, as outlined in Section 17(1) and 17(2).

Constitutional Provisions
Article 21: Guarantees the right to life and dignity, which includes the right to education free from corporal punishment, as abuse infringes on these rights.
Article 39: Mandates state protection of children from abuse and exploitation, ensuring healthy development and safeguarding against material and moral abandonment.

Right of Children to Free and Compulsory Education (RTE) Act, 2009: Outlaws physical punishment and mental harassment, making such acts punishable.
Juvenile Justice (Care and Protection of Children) Act, 2000: Sections 23 and 75 set penalties for physical or mental harm inflicted on children by caretakers.
Indian Penal Code (IPC): Relevant sections apply to physical harm to children, enhancing accountability.
Scheduled Castes and the Scheduled Tribes (Prevention of Atrocities) Act, 1989: Protects against caste-based corporal punishment.
Section 89 of IPC vs. Section 23 of the Juvenile Justice Act: Clarifies that the Juvenile Justice Act, as a special law, overrides the IPC in cases of conflict regarding child protection.

Physical and psychological harm: Corporal punishment can cause physical injuries, anxiety, low self-esteem, and other mental health issues.
Perpetuation of violence: By using violence as a disciplinary measure, corporal punishment may normalize and perpetuate violence in society.
Discrimination and disproportionate impact: Corporal punishment may be applied disproportionately or discriminatorily based on factors such as gender, race, or socioeconomic status.
Ineffectiveness as a disciplinary measure: It may fail to promote positive behavioural changes or moral development, teaching children to fear punishment rather than learn from their mistakes.
Impact on education: Corporal punishment can lead to higher school dropout rates and poor learning outcomes due to the atmosphere of fear and intimidation it creates in classrooms.

Mahatma Gandhi: Opposed corporal punishment, advocated for nonviolent methods of discipline and education.
Rabindranath Tagore: Condemned corporal punishment, believed in nurturing individual creativity and moral development through positive reinforcement.
Maria Montessori: Advocated against corporal punishment, and promoted child-centered education focused on nurturing independence and self-discipline.
Jean-Jacques Rousseau: Opposed corporal punishment, believed in the natural goodness of children and the importance of freedom in education.
John Dewey: Criticized corporal punishment, and emphasized experiential learning and democratic principles in education.