Editorial note: This article reflects my observations and teaching experience at the time it was written. Although public discussion and government commitments concerning corporal punishment have increased, the practice remains common in many Nigerian schools, and the legal position is still not entirely straightforward.
Meaning of Corporal Punishment
According to a dictionary definition, corporal punishment is a form of punishment carried out by inflicting blows on an offender’s body.
The United Nations Committee on the Rights of the Child defines corporal punishment as any punishment in which physical force is used and intended to cause some degree of pain or discomfort, however light.
Corporal punishment in schools is therefore a form of punishment inflicted on students by teachers, administrators or even fellow students for various offences.
Corporal Punishment in Nigerian Education
Corporal punishment in Nigerian schools is as old as the country’s education system. From traditional education in the South to the Almajiri and Islamic education systems in the North, corporal punishment—particularly caning—was a common practice.
With the advent of Western education, corporal punishment continued to be used in schools as a means of correction and discipline. The practice has remained largely unchanged, despite findings in educational psychology suggesting that such methods may cause more harm than the behaviour they are intended to correct.
The punishment is common at different levels of basic education in Nigeria. Public schools are particularly known for the practice, while its use in some private schools is either limited or completely discouraged.
Some public schools, such as the rural school where I served as a youth corps member, employed staff mainly for disciplinary purposes, and whips were commonly used in carrying out their duties.
In addition, student leaders such as head prefects were sometimes given the authority to discipline fellow students and enforce school rules and regulations.
The situation could be worse in boarding schools, where almost anyone regarded as a senior student might use corporal punishment at will, sometimes even for the pleasure of it.
Former boarding-school students like myself may never forget the cruel use of certain punishments as tools for producing supposedly “positive” changes in students.
In many cases, bullying would be a more appropriate description of the actions of some teachers and senior students. However, these actions were often carried out in the name of discipline, with corporal punishment presented as the “best” means of correction.
Why the Practice Continues
Despite condemnation from concerned groups, several factors continue to encourage the use of corporal punishment in schools.
The Legal Position
There is first the legal aspect. Some Nigerian laws do not expressly prohibit corporal punishment and may even appear to permit a limited form of physical correction.
Section 295 of the Criminal Code provides:
“Nothing is an offence which does not amount to the infliction of grievous harm upon any person, and which is done by a parent or guardian, or by a person in the place of a parent or guardian, for the purpose of correcting a child or pupil under his care, provided that such correction is reasonable in the circumstances.”
Similarly, section 55 of the Penal Code applicable in northern Nigeria states:
“Nothing is an offence which does not amount to the infliction of grievous hurt upon any person, and which is done by a schoolmaster for the purpose of correcting a child under his charge, provided that such correction is reasonable in the circumstances.”
These provisions have often been interpreted as allowing a limited form of corporal punishment, so long as it does not result in grievous harm and is considered “reasonable.”
It was therefore not surprising that, in two private schools where I taught, the proprietors stated during staff meetings that teachers were not permitted to use corporal punishment. However, the proprietors themselves claimed the exclusive right to administer it. Any case of indiscipline thought to require corporal punishment had to be referred to them.
The Child Rights Act protects children from torture, inhuman or degrading treatment and other forms of abuse. However, the continued existence of older provisions permitting “correction” has contributed to uncertainty and inconsistent practice.
The Immediate Effect
The most important factor encouraging corporal punishment may not be the law, but the immediate effect it appears to produce.
Many teachers who use corporal punishment derive satisfaction from the changes it seems to bring about. Sometimes, the effect is immediate: a student stops a particular behaviour because of fear.
For this reason, corporal punishment may appear more effective than other methods of correcting disobedience, antisocial behaviour or bad habits.
Caning has the ability to create fear in children and may therefore force an immediate change. This makes it appealing to many teachers and school administrators, even when the change may not be genuine or lasting.
Support from Parents
Many parents and members of the public also do not see anything wrong with corporal punishment.
Some parents openly support its use, sometimes referring to the popular expression, “Spare the rod and spoil the child.” Others argue that they went through the same form of discipline and, to the best of their knowledge, it worked.
At one school where I taught, a parent asked the teachers to cane her son whenever he arrived late.
According to her, the student usually left home early but spent too much time playing on his way to school. She therefore believed that regular caning would correct his lateness.
This is only one example of a parent approving corporal punishment. There are many more cases in which parents give teachers permission to beat their children.
Effects of Corporal Punishment
Much has already been written about the short- and long-term effects of corporal punishment, so there is no intention to discuss all the details here.
Some of the claimed effects are well established, while others remain open to debate. Nonetheless, corporal punishment has been associated with several negative outcomes, some of which may become more visible in the wider society than in the school where the punishment occurred.
Frequently mentioned effects include:
fear and anxiety;
anger and humiliation;
depression;
aggressive or antisocial behaviour;
bullying of weaker students;
dishonesty and attempts to avoid punishment;
poor teacher–student relationships; and
difficulty concentrating on learning.
A student may obey immediately after being beaten, but that does not necessarily mean the student understands why the behaviour was wrong.
Corporal punishment may also damage the relationship between a teacher and a student. A child who is constantly afraid of a teacher may become unwilling to ask questions, seek assistance or participate freely in lessons.
Discipline Without Violence
Without doubt, corporal punishment will continue to be used in many Nigerian schools as long as there is little awareness among teachers, parents and school administrators of its effects and the available alternatives.
Making laws alone will not be enough without proper enforcement.
Teachers must also be trained to use alternative methods of discipline, including counselling, clear rules, withdrawal of privileges, reasonable school duties, behaviour agreements, communication with parents and restorative approaches.
Alternative discipline does not mean allowing students to behave as they please. Schools still need rules, consequences and authority.
The difference is that discipline should correct behaviour without humiliating, injuring or frightening the child.
Update: July 2026
The subject remains relevant. UNICEF’s 2024 assessment reported that physical punishment continued to affect a large proportion of Nigerian children, including those of school age.
In November 2024, Nigeria also made an international commitment to end corporal punishment in schools. However, a commitment must still be supported by clear legislation, enforcement, teacher training and practical alternatives for classroom management.
Until teachers and school administrators are trained and supported to use effective alternatives, corporal punishment may continue even where official policies discourage it.
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