Corporal Punishment in Schools and its Effect on

Academic Success
Testimony by Donald E. Greydanus MD, Dr. HC (ATHENS)
Professor of Pediatrics & Human Development
Michigan State University College of Human Medicine
Pediatrics Program Director
Michigan State University/Kalamazoo Center for Medical Studies

Good morning Chairwoman McCarthy and Members of the Committee.

Thank you for inviting me to testify on corporal punishment in schools and its
effect on children. It is my distinct honor to speak with you today. I am Donald E.
Greydanus, a pediatrician, and Professor of Pediatrics & Human Development at
Michigan State University as well as Pediatrics Program Director at the
MSU/Kalamazoo Center for Medical Studies in Kalamazoo, Michigan. In my
testimony I draw on the research in this area as well as more than 35 years of my
clinical and research work in caring for children and adolescents. One focus of
my research and clinical work has been on violence and its effect on our children
and adolescents.

Definition of Corporal Punishment

Corporal punishment refers to intentional application of physical pain as
a method of behavior change.1 It includes a wide variety of methods such as
hitting, slapping, spanking, punching, kicking, pinching, shaking, shoving,
choking, use of various objects (i.e., wooden paddles, belts, sticks, pins, or
others), painful body postures (such as placing in closed spaces), use of electric
shock, use of excessive exercise drills, or prevention of urine or stool
elimination.2,3 The majority of children have experienced physical punishment by

the time they reach adolescence.2,3 Corporal punishment in schools does not
refer to the occasional need of a school official to restrain a dangerous student or
use physical force as a means of protecting members of the school community
subject to imminent danger.

Prevalence of Corporal Punishment

The prevalence of corporal punishment of children in schools remains high
in the United States. In spite of many education and other national groups calling
for corporal punishment in schools to be banned, the United States remains one
of the few industrialized countries allowing corporal punishment in 30 states.2,21
According to the Office of Civil Rights (2007), school officials, including teachers,
administered corporal punishment to 223,190 school children across the nation
during the 2006-2007 school year.8,12 Experts note that there are about 1.5
million reported cases of physical punishment in school each year, but calculate
the actual number to be at least 2-3 million; as a result of such punishment,
10,000-20,000 students request subsequent medical treatment each year.8,9,12
During this same period, the top ten states for students being hit were, in order of
highest to lowest frequency: Mississippi, Arkansas, Alabama, Oklahoma,
Louisiana, Tennessee, Oklahoma, Texas, Georgia, Missouri, and Florida.9,11,20,21
Current studies indicate that physical punishment is more common in
kindergarten through eighth grade (versus high school), in rural schools (versus
urban), in boys (versus girls), and in disadvantaged as well as non-Caucasian
children (versus middle-class and upper-class Caucasians).2,3,8,18-21 The lowest

incidence tends to be in those states and school districts that have outlawed
corporal punishment.2,3,4,9,18-21
Youth who attend rural southern schools and who are male or who are
African-American are more likely to be victims of corporal punishment.3,8 In fact,
according to data from the US Department of Educations Office of Civil Rights,
African American students comprise 17% of all public school students in the
U.S., but are 36% of those who are victims of corporal punishment; this is more
than twice the rate of white students. Looking at data from only the 13 states that
paddle more than 1,000 per year, African-American students make up 24.8
percent of the student population but 35.9 percent of those paddled. Additionally,
almost 40% of all the cases of corporal punishment occur in just two states:
Texas and Mississippi; also, if one adds Arkansas, Alabama, and Georgia, these
five states account for almost three quarters of all the children receiving corporal
punishment in schools.3,8

Disciplinary Ineffectiveness of Corporal Punishment

Advocates of corporal punishment in schools generally contend that it is
an effective form of correcting child misbehavior.2 However, a review of the
science in this area notes that the vast majority of the evidence leads to the
conclusion that corporal punishment is an ineffective method of discipline and
has major deleterious effects on the physical and mental health of those on
whom it is inflicted.1,2,4,19,20,21 As noted already, the Office of Civil Rights (2007)
reports that 223,190 school children in the United States received corporal
punishment during the 2006-2007 school year with estimates that include up to 3

million children and 10,000 to 20,000 requesting medical treatment.8,12 Indeed,

children and adolescents can be physically damaged by such punishment. In the
case of corporal punishment in schools, many students are hurt. Medical
complications may prevent students from returning to school for days, weeks, or
even longer. Reported medical findings include abrasions, severe muscle injury,
extensive hematomas, whiplash damage, life-threatening fat hemorrhage, and
others (including death!).8,9,12,21
There is no clear evidence that such punishment leads to better control in
the classroom.2,10,11,13,19,21,22 Physically punishing children has never been
shown to enhance moral character development, increase the students respect
for teachers or other authority figures in general, or offer greater security for the
teacher.2,6,8,19,21 Children who are subjected to corporal punishment in school, in
my view, are being physically, emotionally, and mentally abused; indeed, there
are no data demonstrating that students subjected to corporal punishment in
schools develop enhanced social or self-control skills. 2,4,7,21

Effect of Corporal Punishment in School on Academic Success

Hyman et. al.4,6,21 persistently assert that approximately one-half of
students who are subjected to severe punishment develop an illness called
Educationally Induced Post-Traumatic Stress Disorder (EIPSD). In this disorder,
there is symptomatology analogous to the Post-Traumatic Stress Disorder
(PTSD). As with PTSD, EIPSD can be identified by a varying combination of
symptoms characteristic of depression and anxiety. This mental health imbalance
is induced by significant stress; with EIPSD the stress is the inflicted punishment.

Such victimized students can have difficulty sleeping, fatigue, feelings of sadness
and worthlessness, suicidal thoughts, anxiety episodes, increased anger with
feelings of resentment and outbursts of aggression, deteriorating peer
relationships, difficulty with concentration, lowered school achievement,
antisocial behavior, intense dislike of authority, somatic complaints, tendency for
school avoidance, school drop-out, and other evidence of negative high-risk
adolescent behavior.22,23 This does not predict nor encourage academic success
in our school milieu.
This work is consistent with other research concluding that punished
children become more rebellious and are more likely to demonstrate vindictive
behavior, seeking retribution against school officials and others in society.9
Punishment is based on aversive techniques and produces very limited
results.21,22 A student may cease acting out in one class only to continue in
others. Such a child or adolescent learns the wrong message, one of avoidance
or escape from getting caught or negative ways of eluding detection for wrong
doing.24 This student very likely will learn techniques that actually lead to
reduced self-control, with negative behavior characterized by more acting out,
school absence, malingering, recidivism, and overt academic
revocation.4,9,12,21 Some research notes that the more corporal punishment is
used in schools, the higher is the rate of student violence and homicide. 25
Research notes that corporal punishment constructs an environment of
education that can be described as unproductive, nullifying, and punitive.
Children become victims, and trepidation is introduced to all in such a

classroom. There is a limited (if any) sense of confidence and security; even
those children who witness this type of abuse are robbed of their full learning
potential.19,21-24,26 Students who are witnesses or victims of such abuse can
develop low self-esteem, magnified guilt feelings, and various anxiety symptoms;
such results can have baneful results in the psychosocial and educational
development of these students.19,21-26 When studies look at the milieu of these
classrooms, one finds that all are subjected to less, not more, learning. Because
of fear, the nurturing of open communication, so vital to effective education, is
severely spoiled in such aversive settings.
However, the use of corporal punishment is associated with increased
mental health problems in children including increased psychological distress,
which may lead to anxiety, depression, alcohol and drug use, and general
psychological maladjustment in those to whom it is applied.2 Also, in addition to
personal distress, it may lead to vicarious learning of maladaptive methods of
problem resolution by those students who witness it.
The use of corporal punishment sanctions the notion that it is meritorious
to be violent toward children, thereby devaluing them in societys eyes.2,11,19,21 It
encourages children to resort to violence because they see their authority figures
using it. Such practices harm children in teaching them that violence is
acceptable, especially against the weak, the defenseless, and the subordinate;
this is a message that can be reasonably assumed will negatively affect
generations yet unborn. Violence is not acceptable and we must not support it by
sanctioning its use by educational authority figures.2,19

Alternatives to Corporal Punishment

An important technique in maintaining classroom control is to develop a
milieu of effective communication and positive reciprocal relationships between
parents, students, and teachers.21 School officials should possess a) expertise in
child and adolescent development, b) generally enjoy working with children in the
academic setting, c) have a strong desire to help youth learn, and d) promote an
environment that clearly demonstrates that students are valued, respected, and
understood. The emphasis should be on positive educational exchanges
between teachers and students, not futile, contentious, win-lose contests.2,6,8,21
Students, as well as their parents, should be carefully involved in
decision-making about school issues affecting them, including the development
and implementation of educational goals and disciplinary rules, along with
positive behavioral support where required. Schools should have peer support
programs that utilize techniques to encourage acceptable behavior.2
It is critical that teachers receive adequate training and resources to help
them effectively maintain classroom control without resorting to violent or
aggressive techniques.2 One way to accomplish this is to provide teachers, both
during pre-service and in-service training, with the ability to employ behavior
management techniques that promote pro-social classroom interactions among
the students; this would also promote a positive learning environment for those
students. Teachers who comprehend the deleterious short- and long-term
consequences of corporal punishment may be motivated to make appropriate
changes to their classroom management skills. Schools should have an ample

supply of counselors in the school to help teachers provide their problem

students with access to another caring adult who can promote self-management
as well as anger and impulse control especially for younger children.2,21,26

Constitutional Challenges
Though more than half the states prohibit the use of corporal punishment in
schools, federal law does not ban the practice. In the landmark case of Ingraham
v. Wright,11,14 (1977) the US Supreme Court refused to impose constitutional
restrictions on the practice of reasonable corporal punishment. The court held
that corporal punishment in schools does not violate Eight Amendment rights
against cruel and unusual punishment or Fourteenth Amendment rights to due
process. In a subsequent case, Hall v. Tawney (1980) the Fourth Circuit Court of
Appeals held that students have a right to be free from state intrusions into the
realm of personal privacy and bodily security thorough means so brutal,
demeaning and harmful as literally to shock the conscience of the court. Some
state laws criminalize the imposition of excessive corporal punishment, but the
standard of excessiveness is hard for students to prove. Generally speaking, it
would be easier to prove a criminal case of assault and battery than to prove that
a teacher has violated a students substantive due process rights in a particular
school disciplinary action. Thus, attempts to expand students common law rights
by invoking the U.S. Constitution have been met with limited, and generally,
unsatisfactory results.9,18
Aside from the limited success to end corporal punishment through the
courts and under the U.S. Constitution, 30 states have banned corporal

punishment in public and private schools through their own legislative process.
By comparison, 47 states have laws banning corporal punishment in family day
care settings, 44 states in group homes, 48 states in day care centers, and 49
states in home foster care (www.stophitting.com).

CONCLUSIONS
The use of corporal punishment in the school environment falsely and
perfidiously reinforces physical aggression as an acceptable and effective means
of eliminating unwanted behavior in our society. Corporal punishment in schools
is an ineffective, dangerous, and unacceptable method of discipline. Nonviolent
methods of classroom control should be utilized in all our school
systems.2,8,9,19,20,21 As a father of 4 daughters, a grandfather of 5 grandchildren, a
Professor of Pediatrics, a medical scientist, and as a US Navy Vietnam veteran
who served in the Vietnam war, I urge the committee to examine the science of
this issue and understand that:
There is no clear evidence that such punishment leads to improved control
in the classroom.
Corporal punishment has major deleterious effects on the physical and
mental health of students punished in this manner.
It severely reduces and does not enhance the academic success of
students who are subjected to corporal punishment in schools.
The use of corporal punishment in schools reinforces physical aggression
and promotes violence in society.
Corporal punishment in schools should be banned.

 Teachers should be educated in the use of alternative methods of

discipline, with an emphasis on employing evidence-based behavior
modification and other techniques to maintain control of the classroom
without resorting to violence.

Our precious children should not be subjected in the school milieu to

hitting, slapping, spanking, punching, kicking, pinching, shaking, shoving,
choking, use of various objects (wooden paddles, belts, sticks, pins, or others),
painful body postures (as placing in closed spaces), use of electric shock, use of
excessive exercise drills, or prevention of urine or stool elimination. In closing, I
wish to avail myself to you should you have specific questions for me in this
regard. I thank you very much for the opportunity and honor to speak before you
today.

ACKNOWLEDGEMENT
Over the past 20 years I have used a number of consultants in my research and
writing on the topic of Corporal Punishment in Schools. I acknowledge and thank
these experts for their work with me:
Anne E. Blake-Dreher JD
Miller, Canfield, Paddock and Stone, P.L.C.
Detroit, Michigan
Samuel Greydanus Jr. JD
Braintree, Massachusetts
Joseph R. Hawver, Esq.
Hawver & Associates, PLC
Portage, Michigan

Marissa A. Holt MA
Teacher, Paramount Charter Academy
Kalamazoo, Michigan

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Dilip R. Patel MD
Professor, Pediatrics & Human Development
Michigan State University College of Human Development
MSU/Kalamazoo Center for Medical Studies
Kalamazoo, Michigan
Helen D. Pratt, Ph.D
Professor, Pediatrics and Human Development
Michigan State University College of Human Medicine
Developmental-Behavioral Pediatrics Program Director
MSU/Kalamazoo Center for Medical Studies
Kalamazoo, Michigan
C. Richard Spates, Ph.D
Professor and Director of Clinical Training
Department of Psychology
Western Michigan University
Kalamazoo, Michigan

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