Discipline in schools today is rarely straightforward. Teachers face learners who test limits, parents with conflicting expectations, and legal frameworks that must never be violated. Consider a classroom where learners constantly talk over the teacher, throw books, and refuse to submit homework. Counselling and discussion are repeated, yet some learners continue to misbehave, ignoring warnings. In the past, the mere sight of a cane might have restored order. Still, today, Kenyan law prohibits corporal punishment in schools under the Constitution, the Children Act (2022), and the Teachers Service Commission Act.
Parental involvement adds layers of complexity. In one case, a teacher struggled with a learner who repeatedly disrupted lessons. The parents were summoned multiple times but failed to appear, leaving the school to handle the behavior alone. Meanwhile, other parents demanded that the teacher use corporal punishment, believing it would “teach the child a lesson.” The Deputy Principal had to intervene, explaining the law, mediating between staff and parents, and implementing alternative strategies like counseling, structured consequences, and restorative activities.
In another scenario, a learner assaulted a classmate, prompting immediate school action. The parents of the offender arrived at school angry, blaming the teacher for failing to control the child. Calm communication, documentation of the incident, and involvement of the Deputy Principal prevented escalation and ensured that both the learner and the victim were supported appropriately.
There are also extreme cases: learners have attacked teachers with hammers or thrown stones. In one incident, a female teacher was hit by a stone during a classroom argument. Parents, initially uncooperative, were summoned, and the Deputy Principal coordinated legal reporting and counseling for all parties. Such situations highlight the risks teachers face and the need for clear protocols, documentation, and adherence to the law.
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Parental discipline at home influences school behavior. Some parents use verbal guidance, rules, and positive reinforcement. Others still practice corporal punishment, sending mixed messages that complicate classroom management. Teachers and the Deputy Principal must navigate these dynamics carefully, offering guidance to parents on lawful, ethical approaches while maintaining consistency in school discipline.
Religious and cultural traditions can support ethical guidance. Christianity, Islam, Hinduism, Buddhism, Judaism, Sikhism, and African Traditional Religion all emphasize teaching through moral instruction, guidance, and modeling behavior rather than humiliation or harm. African Traditional Religion, in particular, uses storytelling, proverbs, and restorative practices to instill responsibility and accountability—techniques that can be adapted effectively in schools.
Ultimately, effective school discipline combines counseling, positive reinforcement, structured consequences, and ethical modeling, all within the framework of Kenyan law. Teachers and the Deputy Principal must act consistently and fairly, even under pressure from demanding parents, uncooperative families, or community expectations. Documentation, transparent communication, and collaboration with school leadership ensure that learners develop self-discipline, respect for authority, and moral responsibility.
When these strategies are applied, schools become safe and orderly environments where extreme behaviors are addressed firmly, fairly, and lawfully. Teachers are protected, learners are guided constructively, and the Deputy Principal can steer the school through the complex challenges of discipline while fostering an ethically guided, supportive, and learning-focused environment.
By Hillary Muhalya
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