Punishment In Schools Will It Bring Back Discipline

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IN recent years, many educators and parents in Malaysia have voiced concern over the rise of indiscipline, bullying, and disrespect among students. This has revived an old question: can punishment restore discipline in schools and eliminate the root causes of indiscipline?
While punishment may appear to correct behaviour in the short term, evidence and experience show that it cannot, on its own, rebuild true discipline or address the deeper moral and social issues at play. The joy of practicing discipline and benefit derive from it is true learning.
The goal of discipline is to develop the inner character and spiritual strength of each individual. Discipline is not about suppressing wrongdoing through punishment but about awakening the conscience, guiding the mind, and nurturing the heart to love what is right.
True discipline, therefore, must inspire obedience from understanding, not fear. When children or youth understand why a behaviour is right or wrong, they are more likely to act rightly out of conviction and integrity.
Love is the foundation of education. Firmness is necessary, but it must always be accompanied by gentleness and patience.
Here, “punishment” refers to measured correction, never humiliation or physical harm. The aim is to help the child understand consequences, develop self-control, and restore harmony—not to instill fear or resentment.
The family is the first school of discipline. Parents must be loving yet firm, consistent, and united in their approach. Discipline also arises from consultation and collective responsibility. Children learn that freedom comes with duty, and that respect for rules maintains unity and peace.
Punishment is a reaction to wrongdoing. It seeks to control behaviour through fear or consequences. Discipline, on the other hand, is a process of teaching self-control, respect, and responsibility.
A disciplined student acts rightly not because of fear of punishment, but because of an inner understanding of right and wrong. Therefore, while punishment might temporarily suppress misbehaviour, it rarely transforms attitudes or builds moral character.
(Image: BFM)In many cases, excessive punishment leads to resentment, shame, or defiance, especially among adolescents who are already struggling with emotional and social pressures. It may also create a climate of fear rather than respect in schools.
Moreover, punishment does not deal with the real causes of indiscipline, which often lie beyond the classroom.
Among these are weak family foundations, poor parental supervision, negative peer influence, the misuse of social media, and an education system that overemphasizes academic performance while neglecting moral and spiritual development.
To bring back discipline, schools must go beyond punishment and address these root issues. Character education should be integrated into daily learning, emphasising values such as honesty, compassion, respect, and self-discipline.
Teachers must model these virtues, for students learn more from example than from instruction. Schools and parents must also work hand in hand to provide consistent moral guidance and emotional support.
Restorative approaches—where students reflect on their actions, make amends, and rebuild trust—can be far more effective than punitive measures in shaping responsible behaviour.
A lived experienced process of life gives true understanding. Students must feel the need to have virtues which contradicts with the world outside the classroom. Practicing virtues and experiencing the benefit and joy is the correct trajectory.
A balanced approach is essential. Fair and firm consequences are necessary to maintain order, but they should always be paired with empathy and opportunities for learning.
True discipline cannot be imposed through fear; it must be cultivated through understanding, encouragement, and moral education. Only by nurturing both the mind and the heart can schools hope to restore discipline and remove the root causes of indiscipline in the younger generation.
The world outside contradicts with what they learn theoritically in classrooms. A model must produces individuals who are self-disciplined, responsible, and motivated by conscience rather than fear.
Such discipline builds moral strength, contributes to social harmony, and reflects the oneness and order that  envisions for humanity. 
KT Maran is a FocusM viewer.
The views expressed are solely of the author and do not necessarily reflect those of  MMKtT.
- Focus Malaysia.

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