The fight against corporal punishment in Fiji’s educational system has gained significant momentum, with experts and advocates calling for effective alternatives that emphasize restorative practices. Permanent Secretary for Justice, Selina Kuruleca, has taken a stand advocating for a model of positive discipline that prioritizes accountability and empathy over fear. According to Kuruleca, positive discipline is not about permissiveness, but rather about structured guidance coupled with compassion.
Kuruleca highlighted the historical context of discipline in older schooling systems, noting that even during the colonial era, methods such as chores and responsibilities served as corrective actions that nurtured self-control without resorting to physical punishment. She drew on her experience from the World Health Organization’s Health Promoting School Initiative, advocating for the “TAP” (Take A Pause) strategy, which encourages educators to reflect before responding to poor behavior.
In the ongoing national dialogue about the reinstitution of corporal punishment, many voices have echoed Kuruleca’s sentiments, urging a shift towards community involvement in discipline that helps rebuild trust among students and teachers. The use of restorative circles, where dialogue occurs around the harm done and paths to repair it are discussed, has been suggested as a way to shift the focus from punishment to understanding and growth.
In addition to discussions about positive discipline, recent debates surrounding the reintroduction of corporal punishment highlight the immense pressure faced by teachers due to chronic underfunding and overcrowded classrooms. Advocates including established organizations such as Dialogue Fiji have cited research linking corporal punishment to long-term adverse effects, such as increased antisocial behavior and mental health issues among children.
The urgent call for re-evaluating disciplinary methods is further underscored by alarmingly high statistics indicating that five out of six children in Fiji may endure some form of abuse or neglect. Experts stress that alternatives to punitive measures must be developed to ensure that children’s rights to a safe and supportive learning environment are upheld.
Positive developments in this discussion suggest that community engagement and a focus on fostering compassionate and constructive disciplinary practices are gaining traction. There is an increasing hope that Fiji’s educational landscape can transition towards non-violent methods that prioritize the emotional well-being of both students and educators. This shift represents a vital opportunity for creating nurturing environments conducive to learning, ultimately paving the way for a brighter future for the nation’s youth.
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