BY RITA OYIBOKA
It was revered political activist and former South African President, Nelson Mandela, who poignantly asserted, “There can be no keener revelation of a society’s soul than the way in which it treats its children.” This statement accentuates the indispensable role children play in shaping the fabric of any society.
Cultures, with or without codified laws, instinctively seek to protect their young. However, a deeply distressing incident that recently surfaced has thrown a harsh light on how some educators choose to interact with their pupils, raising questions about the efficacy and ethics of such practices.
A two-minute video, which went recently viral on social media, depicted a teacher at Christ-Mitots School, Isawo Road, Ikorodu, Lagos, striking a three-year-old pupil repeatedly. The sheer violence of each slap, which jolted the child’s small frame, ignited outrage across the nation. In this harrowing clip, the teacher can be seen hitting the child five times while instructing him to write the numbers 61 and 62.
The incident did not go unnoticed. The Executive Secretary of the Lagos State Domestic and Sexual Violence Agency, Titilola Vivour-Adeniyi, has confirmed the teacher’s arrest, with investigations now underway. Furthermore, the Lagos State Ministry of Education has escalated the matter to the relevant departments for a thorough inquiry.
Meanwhile, the Chief Operating Officer at Advocates for Children and Vulnerable Persons Network, Ebenezer Omejalile, reported that the child had been hospitalised due to the incident and highlighted the urgent need for psychological support to help rebuild the boy’s self-esteem.
The public’s response has been fierce. Many Nigerians are clamouring for accountability, with social commentator VeryDarkMan threatening protests if the teacher is not prosecuted. “What happened is simply unacceptable,” he asserted, encapsulating the sentiments of many outraged citizens.
The Rod: To Spare Or Not To Spare
It is unequivocal that repeatedly slapping a three-year-old child constitutes abuse. Yet, this incident reignites a debate that has long troubled Nigeria’s educational and legal systems: the place of corporal punishment in schools.
For as long as anyone can remember, corporal punishment has been a cornerstone of discipline in Nigerian classrooms, but the line separating discipline from abuse has often been blurred.
One might wonder: if those repeated slaps of that three-year-old were exchanged for knocks on the head or strokes of the cane, would they be deemed acceptable? How many strokes are too many? How long does kneeling or ‘picking pin’ or ‘squatting’ stop being corrective and start becoming outright torture? Who is to determine if a teacher is not taking out undue anger on a child? Can words and other non-physical methods truly instill discipline in students?
More importantly, is corporal punishment even relevant in today’s Nigerian schools? And if so, who gets to decide where the elusive line between correction and cruelty is drawn?
Historically, corporal punishment in Nigeria was widely accepted, with many viewing it as an integral part of discipline in both public and private schools. Yet, the narrative is evolving. Many private institutions have taken the initiative to ban all forms of physical punishment, driven not just by changing societal attitudes but also by the understanding that such practices can inflict lasting psychological harm.
The Minister of State for Education, Chukwuemeka Nwajiuba, has made it clear that the federal government is taking a firm stance against bullying in schools. Yet, paradoxically, the government’s position on corporal punishment remains ambiguous.
Rooted deeply in biblical teachings, corporal punishment has long been employed by parents, guardians, and teachers to instill impeccable character and high moral standards in children. However, the World Health Organisation (WHO) categorises corporal punishment as violence against minors. Critics argue that such practices have not only been abused but have proven largely ineffective over time. Nonetheless, a faction of society clings to ultra-religious sentiments, citing “spare the rod and spoil the child” as justification. Yet, another school of thought advocates for a more measured approach to child discipline, calling for caution and restraint.
Regrettably, many educators and parents have gone too far in their attempts at discipline, leading to severe injuries and even avoidable deaths among children. For instance, in a tragic case last year, a pupil at Obada Grammar School in Imeko Afon Local Government Area of Ogun State died after allegedly receiving 24 strokes of the cane from a teacher and being forced to perform 162 frog jumps for breaking a dustbin. Similarly, in Badagry, Lagos, a guardian fatally beat a 14-year-old for allegedly misplacing a N1000 note given to him to buy items at the market. In yet another incident, a pupil at the Air Force Comprehensive School in Kaduna State reportedly died after suffering corporal punishment from two senior colleagues.
Stakeholder Perspectives
The community is rich with diverse opinions on the contentious issue of corporal punishment in schools. Perspectives range widely, encompassing parents, school administrators, former students, teachers, and psychologists, each contributing unique insights. In interviews with our correspondents, The Pointer captured these views.
How Does Slapping Aid Learning?- Emegha
In an interview with Mrs Joy Emegha, she expressed, “Teaching is a very difficult job, and teachers are not compensated enough or provided with sufficient resources to perform their duties, which can understandably lead to frustration. However, they must remember that they are dealing with humans, not animals. How can one slap their child repeatedly, let alone someone else’s child?
“How does slapping aid learning? As a parent, I have had bad experiences with teachers; one flogged my son mere inches from his eyes. What if he had gone blind because someone could not control their anger? Not everyone should be a teacher, and this does not reflect well on the profession,” she said.
Police, Legal Action Last Resort In School Abuse – Omaliko
In an interview, the Principal of HolyWood International School, Asaba, Mrs Ifeoma Omaliko, said, “Not everyone is meant to be a teacher. Teaching requires patience. Sometimes, incidents occur out of anger. If someone has temperament issues, they should not be teaching, especially young children.
“Children can exhibit behaviours that test your patience. If you lack patience, you may react in anger and later regret your actions. A teacher may not intend to act in such a manner, but if they allow their anger to get the better of them, it can lead to unintended consequences. I do not support such behaviour.”
Speaking on the case in question, Omaliko shared, “If I were the parent of such a child, I would take action too, even though I am in the educational system. For instance, if a teacher behaves aggressively toward a three-year-old child, that is unacceptable. Even for older children, a teacher should not resort to slapping.
“The best course of action would be to refer the matter to the disciplinary authority, which is equipped to determine the appropriate punishment for the child. In my opinion, slapping is a form of abuse.”
However, she noted that arresting of educators should be a last resort. According to her, “I believe the parents should have first reported the incident to the school management, which is best placed to handle disciplinary matters and decide on the appropriate punishment for the teacher.
“As a parent, if you are not satisfied with the school’s response, you can then consider legal action. For example, you could involve a lawyer who can write to the school authority and raise concerns about the assault. If the school does not satisfactorily address the issue, you can escalate the matter,” she said.
Corporal Punishment Responsible For Failed Democracy – Enoch
Meanwhile, Public Commentator, Matthew Enoch reflected on his schooling experience, saying, “I thank God for my school. Beating was strictly forbidden. Our principal would often declare, ‘My students are not animals.’ Instead, we faced only mild punishments.
“I wasn’t raised with a cane at home either, and I certainly didn’t turn wayward. The culture of corporal punishment is precisely why democracy struggles to take root in Nigeria. Many Nigerians are conditioned to respond only to the cane, which means they can only be expected to do the right thing when subjected to such harsh measures.
“You cannot convince a typical Nigerian not to do something merely by presenting strong arguments; they simply won’t comply. It often takes hefty fines, impounding cars, or demolishing houses before they truly pay attention. When parents begin to educate their children correctly in Nigeria, we might finally be able to establish effective democratic laws.”
Teachers Should Not Be Friends with Students, But…-Udjo-Igboh
For Educator, Mrs. Voke Udjo-Igboh, “I think there is a fine line between discipline and abuse. The current generation of students is different from when I was in school. I do not believe in being overly friendly with my students, but I also want them to feel comfortable approaching me. It is important to find a balance where students respect their teacher while also feeling they can engage openly.
“Corporal punishment should be minimal and not excessive. There needs to be some form of discipline in place to help children understand the consequences of their actions. However, the methods employed should be reasonable and not abusive,” she said.
Fear-Based Teaching Has Lasting Effects- Nwosu
A child psychologist, Dr Adaobi Nwosu, noted, “The incident of a teacher slapping a toddler reflects a deeply ingrained mentality regarding discipline in Nigeria. Many educators believe that instilling fear is essential for maintaining authority and respect in the classroom. This belief is often rooted in their own experiences as children, where physical punishment was commonplace.
“Fear-based teaching can have lasting psychological effects on children, leading to anxiety, low self-esteem, and difficulties in forming trusting relationships. A child who fears their teacher is less likely to engage actively in the classroom, and they may even develop a fear of learning itself.
“We need to advocate for a significant cultural shift in how we perceive discipline. Teachers should be trained to use positive reinforcement and effective communication strategies that promote a sense of safety and belonging. We must prioritise empathy and understanding in our educational practices, creating an environment where children can flourish without fear.”
Being Caned Made Me Intelligent – Bas
Meanwhile, Businesswoman, Roseline Bas opined that corporal punishment remains relevant in the educational system. Recounting her experience in primary school, she shared, “When I was in Primary 3 at a public school, I could hardly read or write in either English or Igbo. My parents decided to enrol me in a private school, where I was informed that I would have to repeat Primary 3, which I did after some discussion.
“My new Primary 3 teacher was a woman who truly understood how to use the cane effectively. Remarkably, by the end of my first term at the private school, I had become quite proficient in both English and Igbo, as well as Mathematics. It felt like a miracle; she transformed me, and I owe her so much. Without that koboko, I can only imagine where I would be today.”
The violent incident at Christ-Mitots School serves as a stark reminder that the line between discipline and abuse can easily be blurred. While some argue that corporal punishment is a relic of a bygone era, others cling to it as a path to enlightenment. Yet, as we grapple with these differing perspectives, one thing remains unequivocally true: our children deserve environments that nurture their minds and spirits, not instill fear and trauma.
The true essence of discipline should not be rooted in pain but in guidance. If we are to build a brighter future, we must first ensure that our schools are sanctuaries of growth, not battlegrounds of fear and cruelty.
