Classroom Discipline: Challenges for Chinese Policymakers

Editor’s note: This post is a work in progress. At time of publishing, we were unable to include feedback from a number of sources. We are also waiting to see how forthcoming policy directives may address some of the issues related to corporal punishment.

Despite being banned by Chinese law, incidents of corporal punishment continue to be reported. In 2004, China Daily reported that 60% of Chinese children had been subjected to some form of excessive classroom discipline. This country faces various challenges to reduce these incidents from occurring.

In many cases, particularly in less developed areas of China, parents do not equate disciplinary measures towards their children as abuse. Teachers are generally feared and revered, and enjoy a level of authority that is rarely challenged.

Teachers are under immense pressure, with large classes, a need to ensure good grade averages for the reputation of the school, and an education system that demands a certain style of teaching. This style of teaching, in turn, generally fails to engage students in a meaningful way, creating a ripe environment for distraction and misbehaviour – resulting in disciplinary action being required.

The Chengdu Business Daily reported in April that a senior class supervisor named Ms. Yuan in Luzhou’s Shaomin Vocational School ordered an entire class of students to kneel down for a prolonged period after a student refused a teacher’s request to stop playing with her hair.

Students told the reporter that aside from physical pain, they had also suffered psychologically, and found the teacher’s punishment disproportionate to the indiscretion. The supervisor defended her actions, saying she was simply trying to reinforce awareness of their parents’ hard work, and that they should, accordingly, be attentive and studious. We were unable to source parents’ views on the matter.

China is a ratified signatory to the UN Rights of the Child, article 28(2) of which binds nations to “…take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child’s human dignity and in conformity with the present Convention.” Further, China’s own Compulsory Education Law (last revised in 2006), orders that teachers “…must not impose any corporal punishment on students or other acts of insult to human dignity, and must not violate the legitimate rights and interests of students.”

As with many things in China’s vast and complex society, laws are ahead of enforcement mechanisms and logistical realities.

In February, a primary school boy named Taotao (not his real name) was attending basketball practice on a playing field being shared with a middle school running class. Mistaking Taotao for one of his students, the middle school sports teacher enquired as to why the boy was not running as instructed. When Taotao replied that he was not a middle school student, and did not know the teacher, he was pulled by the collar and kicked to the ground. After getting back up, the teacher slapped the boy’s face and again kicked him to the ground. More punitive action followed including a kick to the groin (Chinese press report here).

Taotao suffered facial injuries, minor concussion, hearing impairment and bruising, among others. The boy’s family received 8,000 RMB from the teacher to cover hospital expenses, and Taotao’s parents chose not to take the matter further. As a result, no further action was reported to have been taken to discipline the teacher involved.

In April, a grade one pupil had his left ear twisted by his teacher after chatting with peers in class. According to a hospital report, the boy’s left ear had suffered a 1.5 cm tear as a result of the discipliniary action. The boy’s mother had not intended to press charges, but changed her mind after failing to receive expressions of remorse from the teacher or school.

Meanwhile in Heilongjiang Province, a nine year old girl with the alias of Xiao He was beaten and scolded by her teacher, one Ms Zhao, after blowing her nose in class. After Xiao He’s father had requested his daughter be moved to another class, it was reported that Zhao had ordered other students to bully the girl. It emerged that there had been several complaints against Zhao, but due to her high level of experience and reputation among peers, no remedial action has been taken. The school was also reported to be supportive of strong acts of discipline to maintain order in classrooms.

However, there have been some successful cases of schools being taken to task by authorities.

In 2007, Dadongfang Training School in Chongqing was found to have imposed excessive corporal punishment of a designated “problem student”, causing a public outcry. The Chongqing government announced violations on the part of Dadongfang Training School, revoking its license and issuing penalties. The Ministry of Education has sought to use this an an example for other schools, sounding a directive to strengthen management processes and eradicate excessive acts of discipline, or face closure.

In June of this year, an eight year old pupil at Huipu Experimental Primary School in Taizhou Province had his finger broken by a teacher who was incensed about incomplete homework. Although the teacher later apologised and offered compensation of RMB 5,000, the boy’s parents took the matter further. The results of the investigation are yet to be announced. Meanwhile, the school’s headmaster has assured the boy’s parents that all steps would be taken to help the pupil recover, though no details were released on the fate of the teacher concerned.

In some cases, middle school teachers may be consulted to give references for students applying to certain high schools. Students, therefore, will often submit to a teacher’s demands and actions in fear of harming their prospects for advancing to a good high school. Such fear and submission should not have to be endured.

The incidents conveyed in this post are shocking, however, it should be noted that far fewer incidents occur in China’s larger, cosmopolitan cities. It should also be noted that in a society that strongly values face, where families can use seemingly harsh disciplinary measures themselves, and where student reputations are often made or broken by teachers, many incidents may be going unreported, too.

Traditionally trained teachers in an environment of high demand, large class sizes and increased pressure to perform, need to be trained to effectively deal with rogue students without resorting to physically abusive acts. Further, curriculum that does not engage students encourages distraction and disruptive behaviour, raising the ire of teachers. We have covered the Chinese government’s acknowledgement of this problem in a previous post discussing Premier Wen Jiabao’s calls for inspiring teaching.

China’s education system is undergoing significant systemic reform that may take a generation or more to become effective. This will include an evolution in the nature of relationships between teachers and students across the country, particularly in poorer regions that are growing wealthier.

Ultimately though, China’s vastness will continue to make enforcement challenging, and societal norms and pressures will play a crucial role in effecting widespread change to the attitudes of, and repercussions for, educators who feel it necessary to physically harm children to maintain order.