The Royal College of Paediatrics and Child Health Calls for an End to "Victorian" Punishment in Schools
The Royal College of Paediatrics and Child Health (RCPCH) has issued a powerful call to end what it describes as "Victorian" punishment tactics in schools, arguing that such practices are outdated, harmful, and detrimental to children’s mental health. In a bold stance, the organization has demanded a shift away from punitive measures that prioritize discipline over well-being, urging educators and policymakers to adopt more compassionate and evidence-based approaches to managing behavior in schools. This call to action comes amid growing concerns about the long-term effects of strict disciplinary practices on children’s emotional and psychological development. The RCPCH emphasizes that children’s mental health must be prioritized, and punitive methods that put them at risk of harm must be abolished.
The RCPCH’s Position: Punitive Measures Harm Mental Health
At the heart of the RCPCH’s argument is the assertion that “Victorian” punishment methods—such as public shaming, isolation, or harsh penalties—are not only ineffective but also actively harmful to children. These practices, the organization argues, create a toxic environment that fosters fear, anxiety, and resentment rather than encouraging positive behavior. The RCPCH points to mounting evidence that punitive approaches can lead to long-term negative outcomes, including lower self-esteem, increased stress levels, and a higher likelihood of mental health issues such as depression and anxiety. The organization is particularly concerned about the impact on vulnerable children, including those with pre-existing mental health conditions or those who have experienced trauma. By failing to address the root causes of challenging behavior, punitive measures often exacerbate problems rather than solving them.
The Evidence Supporting the RCPCH’s Stance
The RCPCH’s call to action is backed by a wealth of research and data that highlight the negative consequences of punitive discipline. Studies have shown that children who experience harsh punishment are more likely to develop behavioral problems and struggle academically compared to those who are taught in supportive and nurturing environments. Furthermore, punitive measures often disproportionately affect marginalized groups, including children from disadvantaged backgrounds and those with special educational needs. The RCPCH argues that these inequities are unacceptable and demand a more equitable approach to education. By focusing on punishment rather than understanding and addressing the underlying causes of behavior, schools risk failing their most vulnerable students. The organization is urging educators to adopt a more holistic approach that prioritizes children’s well-being and provides them with the tools they need to thrive.
Alternatives to Punishment: Prioritizing Well-Being and Positive Behavior
The RCPCH is not just calling for an end to punitive practices but also advocating for the adoption of alternative approaches that prioritize children’s well-being and promote positive behavior. The organization recommends a range of evidence-based strategies, including restorative justice, positive behavioral interventions, and trauma-informed practices. These approaches focus on understanding and addressing the root causes of challenging behavior rather than simply punishing it. For example, restorative justice encourages children to take responsibility for their actions, reflect on the impact of their behavior, and make amends in a constructive way. Similarly, trauma-informed practices recognize that many children who exhibit challenging behavior may be struggling with unresolved trauma or stress and aim to create a safe and supportive environment that fosters healing and growth. By shifting the focus from punishment to understanding and support, schools can create a more positive and inclusive learning environment that benefits all students.
A Global Perspective: Moving Away from Punitive Discipline
The RCPCH’s call to end “Victorian” punishment is part of a broader global movement to rethink the way schools approach discipline. In recent years, there has been a growing recognition of the need to move away from punitive practices and toward more compassionate and evidence-based approaches. Countries such as Finland, New Zealand, and Canada have already made significant strides in this direction, implementing policies that prioritize children’s well-being and focus on building positive relationships between students, teachers, and families. These countries have seen positive outcomes, including improved academic performance, better mental health, and reduced rates of exclusion and dropout. The RCPCH is urging the UK to follow suit and join the growing list of countries that are leading the way in creating more supportive and inclusive education systems.
Conclusion: Prioritizing Children’s Mental Health in Education
The RCPCH’s demand to end “Victorian” punishment in schools is a timely and important call to action that highlights the urgent need to prioritize children’s mental health in education. Punitive measures that prioritize discipline over well-being are not only ineffective but also harmful, with long-term consequences for children’s emotional and psychological well-being. By adopting alternative approaches that focus on understanding, support, and positive reinforcement, schools can create a more inclusive and nurturing environment that allows all children to thrive. The RCPCH’s stance is a powerful reminder that education must be about more than just academic achievement—it must also prioritize the well-being and development of the whole child. As the debate over school discipline continues, the RCPCH’s call to action serves as a beacon of hope for a brighter, more compassionate future for children everywhere.
