By Kazeem Olalekan Israel
SIR: Growing up, I spent much of my early life with an elderly woman I called “Iya Olobi,” who became a maternal figure to me. She took me in to ease my mom’s stress as a working mother, caring for me even after my mom moved to a nearby house. She nurtured me deeply, enrolled me in school, and showered me with affection, as one might expect for the youngest child in the care of an elder.
One routine was her undressing me after school. However, one day, this routine was interrupted. I had been punished at school, though I no longer recall the offence. My female teacher mercilessly beat me with a cane, leaving marks on my back. Aware of her brutality, she warned me not to tell anyone and to claim I had fallen if asked.
When I returned home, I resisted when Iya Olobi tried to undress me, which aroused her suspicion. She eventually discovered the marks and demanded an explanation. Initially, I followed my teacher’s instructions, but under her questioning, I confessed. Furious, she took me back to the school, ensuring everyone saw the marks as we walked. She confronted the teacher and the proprietor, ignoring their pleas, and vowed to withdraw me from the school immediately.
Despite not being my biological mother, her fierce defence of me left a lasting impression. Years later, watching a video of three-year-old Abayomi Michael of Christ-Mitots School, Ikorodu, being slapped repeatedly by his teacher, Stella Nwadigo, reopened the mental scars of my childhood experience. The teacher’s inhumane punishment for his inability to write the number six underscores the pervasive issue of corporal punishment in Nigerian schools.
Corporal punishment is a harmful practice that has caused untold suffering and even death among children. It negatively impacts learning, mental health, and overall well-being. The federal government must take decisive action to prohibit it, as its continued use perpetuates a culture of violence in education.
Even for adults, slapping constitutes a gross violation of human dignity; for a child, it is devastating. The abuse young Abayomi endured could result in behavioural disorders and long-term trauma. The Lagos State Ministry of Education must not only punish the teacher but also ensure the child receives proper rehabilitation to heal the physical and psychological scars.
Legal accountability is essential. The teacher’s actions violate Article 11 of the Child Rights Act, and she must face justice to deter others from similar acts. At the same time, education ministries across the country must establish policies defining acceptable disciplinary measures. These policies must align with the principles of human dignity and child rights.
Teachers and guardians need to understand that physical punishment does not lead to behavioural improvement or better academic performance. On the contrary, it fosters fear, resentment, and a toxic learning environment. Constructive discipline and positive reinforcement are far more effective in nurturing growth and understanding.
Creating a productive learning environment starts with eliminating corporal punishment. By prioritising children’s dignity and well-being, we can build schools that inspire, nurture, and empower the next generation. • Kazeem Olalekan Israel wrote from Ibadan.
In this article