{"id":47237,"date":"2026-08-17T07:18:08","date_gmt":"2026-08-17T07:18:08","guid":{"rendered":"https:\/\/insider18.com\/?p=47237"},"modified":"2026-08-17T07:27:54","modified_gmt":"2026-08-17T07:27:54","slug":"uae-specialists-highlight-the-harmful-effects-of-physical-discipline-on-childrens-education-and-wellbeing","status":"publish","type":"post","link":"https:\/\/insider18.com\/index.php\/2026\/08\/17\/uae-specialists-highlight-the-harmful-effects-of-physical-discipline-on-childrens-education-and-wellbeing\/","title":{"rendered":"UAE Specialists Highlight the Harmful Effects of Physical Discipline on Children\u2019s Education and Wellbeing."},"content":{"rendered":"\t\t
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Experts say disciplinary methods rooted in fear may undermine children\u2019s emotional control, self-confidence and concentration, potentially making it harder for them to engage positively and perform effectively in learning environments.<\/h3>

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Physical Discipline May Affect Children\u2019s Learning and Emotional Development, Experts Say<\/h2>

A new study from University College London (UCL) has renewed discussion about the possible long-term effects of physical punishment on children. Researchers found that youngsters who experienced physical discipline during their early years were more likely to encounter academic difficulties and display certain forms of risky behaviour during adolescence.<\/p>

The findings have also prompted psychologists in the UAE to highlight the potential emotional consequences of disciplinary methods such as smacking or slapping. According to child psychologists, discipline based on fear may influence how children respond to mistakes, manage their emotions and interact with people around them.<\/p>

The UCL research analysed information relating to approximately 19,000 children born in the UK between 2000 and 2002<\/strong>. Researchers examined records showing whether children had experienced physical punishment when they were three, five and seven years old.<\/p>

The study also looked at educational information available for children in England whose records could be connected with the National Pupil Database.<\/p>

Among this group, researchers observed a difference in educational outcomes between children who had experienced physical punishment repeatedly during early childhood and those who had not.<\/p>

Children who had been physically punished at all three of the ages examined were 5.7 percentage points more likely to miss the benchmark of five GCSE grades from A to C, including English and mathematics<\/em>*, compared with children who had not experienced physical punishment.<\/p>

The research also considered behaviour during adolescence.<\/p>

According to the findings, 14-year-olds who had experienced physical punishment during their early childhood were 33 per cent more likely to display risky behaviours towards other people<\/strong>. These behaviours included physical actions such as hitting, pushing, shoving and bullying.<\/p>

However, the researchers were careful to point out that the findings should not be interpreted as proof that physical punishment directly caused poorer academic performance or problematic behaviour.<\/p>

The study was observational<\/strong>, meaning researchers identified an association between the experiences examined and later outcomes. Such research can highlight patterns and relationships but cannot, on its own, establish a direct cause-and-effect relationship.<\/p>

UAE psychologists raise concerns<\/h3>

Psychologists in the UAE said the findings are consistent with broader concerns about the possible effects of fear-based discipline on children’s emotional and educational development.<\/p>

Dr Sneha John, a licensed psychologist at Medcare Camali Clinic Jumeirah, said children tend to learn more effectively when they feel protected, comfortable and secure.<\/p>

According to her, a child who is worried about being physically punished for making a mistake may begin to focus less on understanding the lesson and more on avoiding a negative reaction from adults.<\/p>

Instead of thinking about what can be learned from an error, the child may become preoccupied with preventing another punishment.<\/p>

This shift in attention can influence the way a child approaches learning.<\/p>

Mistakes are an ordinary part of education and development. Children need opportunities to ask questions, try unfamiliar tasks and learn from incorrect answers. When they become afraid of making mistakes, however, they may become less willing to participate or take those opportunities.<\/p>

Dr John explained that repeated physical punishment can contribute to feelings such as fear and anxiety and may make it more difficult for some children to regulate their emotions.<\/p>

These difficulties can, in turn, affect areas such as concentration, confidence and motivation.<\/p>

Fear can change the way children approach mistakes<\/h3>

For a child, making an error is normally an opportunity to understand something better. However, if mistakes are consistently associated with punishment, the child may begin to view them as something dangerous rather than as part of the learning process.<\/p>

This can create a pattern in which children become more concerned about avoiding failure than improving their understanding.<\/p>

A student who is worried about receiving punishment may hesitate before answering a question, avoid asking for help or remain silent when they do not understand something.<\/p>

Over time, this could reduce their willingness to engage with challenging activities.<\/p>

Dr John noted that children who fear getting something wrong may be more likely to avoid difficult tasks, stop asking questions or abandon an activity when they encounter difficulties.<\/p>

That response can have implications beyond a single classroom exercise.<\/p>

Learning often requires persistence. Children are expected to try, make mistakes, receive feedback and attempt the task again. Confidence can therefore play an important role in helping them continue when something initially appears difficult.<\/p>

When discipline creates a strong fear of failure, that willingness to persist may be affected.<\/p>

Emotional regulation is another concern<\/h3>

The UAE psychologists’ concerns extend beyond academic performance.<\/p>

Emotional regulation refers to the ability to understand, manage and respond appropriately to emotions. Children gradually develop this ability as they grow, with support from parents, teachers and other adults.<\/p>

According to psychologists, repeated experiences of fear or physical punishment may make emotional regulation more difficult for some children.<\/p>

Instead of learning how to understand why they are angry, frustrated or upset, children may become focused on avoiding the punishment associated with displaying certain behaviours.<\/p>

This distinction is important because discipline is intended to help children understand boundaries and develop appropriate behaviour.<\/p>

A disciplinary approach that relies heavily on fear may instead teach a child to avoid being caught rather than understand why a particular action is inappropriate.<\/p>

Confidence can also be affected<\/h3>

Another concern raised by psychologists is the possible impact on self-confidence.<\/p>

Children develop confidence when they are given opportunities to attempt new things, receive guidance and understand that mistakes do not define their abilities.<\/p>

If a child repeatedly expects a physical response after making an error, they may begin to doubt their own ability to succeed.<\/p>

This could make them less willing to participate in situations where they might fail.<\/p>

For example, a child who is uncertain about an answer may decide not to raise their hand in class. Another child may avoid attempting a difficult assignment because they are worried about getting it wrong.<\/p>

Such reactions can limit opportunities for learning.<\/p>

The issue is therefore not necessarily restricted to the immediate emotional response following punishment. According to the concerns raised by psychologists, repeated experiences may influence how children approach challenges more generally.<\/p>

Impact on relationships<\/h3>

Physical punishment may also affect how children understand relationships and conflict.<\/p>

Children learn about communication and behaviour partly by observing the adults around them.<\/p>

When physical responses are used to address unwanted behaviour, children may have difficulty distinguishing between healthy conflict resolution and the use of force.<\/p>

The UCL research found an association between early exposure to physical punishment and a greater likelihood of risky behaviours towards others at age 14, including hitting, pushing, shoving and bullying.<\/p>

Again, the researchers did not establish that physical punishment directly caused these behaviours.<\/p>

Nevertheless, the finding has contributed to concerns about how children may learn to respond when they are frustrated or involved in conflict.<\/p>

Psychologists say children benefit from learning that disagreements can be managed through communication, boundaries and problem-solving rather than physical force.<\/p>

The importance of feeling safe<\/h3>

A recurring theme in the advice from psychologists is the importance of creating a secure environment for children.<\/p>

Feeling safe can allow children to concentrate on what they are doing rather than constantly monitoring the possibility of punishment.<\/p>

In educational settings, this can mean feeling comfortable enough to ask a teacher for clarification, admit that something is difficult or try again after getting an answer wrong.<\/p>

At home, a secure environment can similarly give children space to discuss their emotions and understand the consequences of their actions.<\/p>

This does not mean that children should have no boundaries.<\/p>

Rather, the concern raised by psychologists is about how those boundaries are communicated and enforced.<\/p>

Children still need consistent expectations and guidance, but the method used to establish those limits can influence how they respond to adults and understand their own behaviour.<\/p>

Academic performance is only one part of the picture<\/h3>

The UCL study’s findings regarding GCSE performance have attracted attention because educational achievement is an important measure of children’s development.<\/p>

However, academic grades represent only one aspect of a child’s wellbeing.<\/p>

Confidence, emotional regulation, relationships and the ability to cope with setbacks are also important parts of growing up.<\/p>

A child may perform well academically while still experiencing emotional difficulties, just as another child may struggle academically for reasons unrelated to discipline.<\/p>

This is one reason the researchers’ warning about the observational nature of the study is important.<\/p>

The findings identify a relationship between experiences of physical punishment and later outcomes, but they do not establish that punishment alone explains those outcomes.<\/p>

There can be many factors affecting a child’s educational progress and behaviour.<\/p>

Why the study’s limitations matter<\/h3>

The distinction between correlation and causation is particularly important when discussing research involving children.<\/p>

An observational study can show that two factors occur together more frequently than expected, but it cannot necessarily explain why that relationship exists.<\/p>

In this case, the research identified associations between physical punishment in early childhood and later academic and behavioural outcomes.<\/p>

That does not mean every child who experiences physical punishment will develop learning difficulties or engage in risky behaviour.<\/p>

Likewise, it does not mean that children who experience no physical punishment will automatically achieve strong grades or avoid behavioural problems.<\/p>

The researchers’ findings should therefore be understood as evidence of an association rather than as proof of a direct chain of cause and effect.<\/p>

A child’s response may vary<\/h3>

Children do not all respond to experiences in exactly the same way.<\/p>

Individual temperament, family circumstances, educational environment and other factors can influence how a child responds to discipline.<\/p>

For some children, the emotional consequences of a particular experience may be more noticeable than for others.<\/p>

This makes it important to avoid assuming that one outcome applies equally to every child.<\/p>

At the same time, psychologists say the potential risks associated with fear-based discipline deserve attention because children’s emotional development can influence many aspects of their lives.<\/p>

Building confidence through guidance<\/h3>

From an educational perspective, children need to understand that struggling with a task does not mean they have failed.<\/p>

When a child encounters difficulty, supportive guidance can help them break the problem into smaller steps, ask for assistance and try again.<\/p>

This can encourage persistence and gradually build confidence.<\/p>

By contrast, if mistakes are consistently associated with fear, the child may become more interested in avoiding failure than learning from it.<\/p>

Dr John’s observations focus on precisely this concern.<\/p>

A child who is afraid of getting an answer wrong may stop asking questions, avoid challenging activities or give up more quickly.<\/p>

These behaviours can potentially interfere with the natural process through which children develop academic skills.<\/p>

Discipline and learning<\/h3>

The discussion surrounding physical punishment ultimately raises a broader question about what discipline is intended to achieve.<\/p>

Effective discipline is not simply about stopping unwanted behaviour in the moment. It can also involve helping children understand boundaries, recognise consequences and develop the ability to make appropriate decisions independently.<\/p>

When children understand why a behaviour is unacceptable, they have an opportunity to develop their own judgement.<\/p>

Fear may produce immediate compliance in some situations, but psychologists are concerned that it does not necessarily help children develop the emotional skills needed to manage future situations.<\/p>

This is particularly relevant as children grow older and begin making more independent decisions.<\/p>

Supporting children beyond punishment<\/h3>

The findings have prompted renewed attention to approaches that focus on communication, consistency and emotional support.<\/p>

Children can be guided by clearly explained expectations and appropriate consequences while also being given opportunities to understand what went wrong and how they can respond differently next time.<\/p>

Such an approach can allow discipline to become part of the learning process rather than simply a response to unwanted behaviour.<\/p>

For parents and educators, the challenge is to establish clear boundaries while maintaining an environment in which children feel secure enough to communicate openly.<\/p>

A wider conversation about wellbeing<\/h3>

The UCL findings have added to an ongoing conversation about children’s education, behaviour and emotional wellbeing.<\/p>

For UAE psychologists, the issue is not simply whether physical punishment affects grades. The wider concern involves how fear may influence children’s confidence, concentration, emotional regulation and relationships.<\/p>

Children spend a significant part of their early lives learning how to respond to challenges and manage difficult emotions.<\/p>

The experiences they encounter during this period can shape the ways in which they approach mistakes, conflict and unfamiliar situations.<\/p>

The study does not establish a direct causal relationship between physical punishment and poorer academic or behavioural outcomes. Nevertheless, its findings provide another reason for parents, educators and professionals to consider carefully how disciplinary methods may affect children.<\/p>

Ultimately, the goal of discipline is to help children develop into confident and emotionally capable individuals who understand boundaries and can make responsible choices.<\/p>

Creating an environment where children feel secure, supported and able to learn from their mistakes may help them approach education with greater confidence rather than focusing primarily on avoiding punishment.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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What Children Learn From Adult Behaviour<\/h2>

The discussion around physical discipline goes beyond the immediate reaction to a child’s behaviour. UAE-based psychologists say adults also need to consider the lessons children may absorb by observing how parents, teachers and other authority figures respond when they are angry, frustrated or under pressure.<\/p>

Dr Sneha John, a licensed psychologist, said children often learn through observation rather than simply following verbal instructions. The behaviour demonstrated by adults can therefore become an important source of information for children as they develop their own ways of communicating and handling difficult situations.<\/p>

According to her, there can be a contradiction when adults tell children that hitting is unacceptable but then use physical force themselves when dealing with challenging behaviour.<\/p>

For a young child, this can create confusion about when aggression is considered acceptable.<\/p>

A parent may explain that hitting another person is wrong, but if that same parent responds to a child’s mistake by hitting them, the child may struggle to understand the difference between the rule being taught and the behaviour being demonstrated.<\/p>

Children Watch How Adults Handle Anger<\/h3>

Children inevitably encounter moments when adults become frustrated.<\/p>

How those situations are handled can provide an example of how to respond to difficult emotions.<\/p>

Dr John said children need to learn that anger and frustration can be communicated without resorting to aggression.<\/p>

Rather than responding physically, children can gradually develop the language and skills needed to explain what they are experiencing.<\/p>

They can learn to say that they are angry, ask for time alone, explain that someone’s behaviour has upset them or seek assistance from an adult.<\/p>

These responses provide alternatives to acting aggressively when emotions become overwhelming.<\/p>

Learning these skills takes time, particularly for younger children who may not yet have the vocabulary or emotional maturity required to explain complicated feelings.<\/p>

Adults therefore play an important role in demonstrating appropriate responses.<\/p>

Physical Punishment Does Not Automatically Predict Aggression<\/h3>

Dr John also emphasised that the research should not be interpreted as meaning that every child exposed to physical punishment will subsequently become aggressive, bully others or engage in risky behaviour.<\/p>

Children’s experiences are complex, and many factors can influence how they develop.<\/p>

The UCL study identified an association between physical punishment during early childhood and a greater likelihood of certain risky behaviours during adolescence. However, an association does not establish that one factor directly caused the other.<\/p>

The psychologist’s point is that physical discipline can nevertheless influence how children understand relationships, authority and conflict.<\/p>

If force is repeatedly used as a method of resolving behavioural problems, children may receive mixed messages about how disagreements should be handled.<\/p>

Teaching Children to Express Difficult Emotions<\/h3>

One of the alternatives highlighted by Dr John is helping children develop language for their emotions.<\/p>

Instead of expecting children to suppress anger, adults can help them identify what they are feeling and explain why.<\/p>

A child might learn to communicate that they are upset, that they need some personal space or that another person’s actions have made them uncomfortable.<\/p>

They can also be encouraged to ask for help when they feel unable to manage a situation independently.<\/p>

These skills are particularly important because emotional regulation does not develop overnight.<\/p>

Children gradually learn how to recognise emotions, control impulses and choose appropriate responses.<\/p>

Adults can support that development by showing children that strong feelings can be expressed without hurting themselves or other people.<\/p>

Physical Discipline and the Learning Process<\/h3>

Psychologist Hiba Badawi raised another concern, focusing on the possible effects of physical punishment on processes involved in learning.<\/p>

She said physical punishment can trigger a stress response in children and referred to the role of cortisol in that response.<\/p>

According to Badawi, repeated exposure to physical punishment may interfere with working memory, which plays an important role in several cognitive activities.<\/p>

Working memory helps people temporarily hold and use information while completing tasks.<\/p>

For children, this can be relevant to everyday learning.<\/p>

A student may need to remember instructions while completing an exercise, keep several pieces of information in mind while solving a problem or process new material while connecting it with something learned previously.<\/p>

Attention, problem-solving, decision-making and information processing also depend on a range of cognitive processes that work together.<\/p>

Badawi said repeated physical punishment may therefore create difficulties for some children by interfering with processes that support learning.<\/p>

Stress and Concentration<\/h3>

When children experience fear or heightened stress, concentrating on an educational task can become more difficult.<\/p>

A child who is worried about what might happen after making a mistake may devote attention to monitoring the adult’s reaction rather than concentrating on the task itself.<\/p>

This is particularly relevant in situations where children are expected to learn through trial and error.<\/p>

Education requires students to encounter unfamiliar concepts, make mistakes, receive feedback and try again.<\/p>

If making an error becomes strongly associated with punishment, a child may become reluctant to experiment or ask questions.<\/p>

Instead of viewing mistakes as part of learning, they may see them as something they must avoid at all costs.<\/p>

The Role of Working Memory<\/h3>

Working memory is especially important during activities that require children to process several pieces of information simultaneously.<\/p>

For example, a child solving a mathematical problem may need to remember the instructions, hold numbers in mind and apply a particular method.<\/p>

Similarly, when reading, a student may need to retain information from an earlier part of a passage while interpreting what comes next.<\/p>

In classroom discussions, children may need to listen to a question, remember relevant information and formulate an answer.<\/p>

These processes require mental attention.<\/p>

Badawi’s comments highlight the concern that repeated stress may make it more difficult for some children to use these cognitive resources effectively.<\/p>

However, the relationship between stress, physical punishment and learning is complex and should not be reduced to a single explanation for academic performance.<\/p>

Creating a Positive Learning Environment<\/h3>

Dr Amal Salem Basohaib, an internationally certified coach specialising in family and social relations, focused on the psychological environment in which children learn.<\/p>

She said that when a child feels threatened or frightened, their immediate priority can shift away from learning and towards protecting themselves or avoiding punishment.<\/p>

A child who feels secure is more likely to explore, ask questions and attempt unfamiliar tasks.<\/p>

These behaviours are important because learning requires curiosity.<\/p>

Children often need to ask questions they think might sound simple, admit that they do not understand something and try an answer even when they are unsure whether it is correct.<\/p>

If they fear a negative reaction to mistakes, they may become less willing to take those steps.<\/p>

Fear Can Change a Child’s Focus<\/h3>

Basohaib explained that fear can alter the child’s immediate priorities.<\/p>

Instead of focusing on the lesson, the child may concentrate on avoiding a negative consequence.<\/p>

This can happen even when the adult believes the punishment is intended to correct behaviour.<\/p>

From the child’s perspective, however, the immediate concern may simply be preventing another unpleasant experience.<\/p>

That distinction can be important in education.<\/p>

A teacher or parent may want a child to understand why a particular action was inappropriate. If the child’s attention is dominated by fear, they may remember the punishment more strongly than the lesson the adult intended to communicate.<\/p>

Discipline as a Learning Opportunity<\/h3>

Experts say discipline can be used as an opportunity to help children understand consequences and develop better decision-making skills.<\/p>

When a child behaves inappropriately, adults can explain what happened, identify why the behaviour was problematic and discuss what could be done differently next time.<\/p>

This process may take more time than an immediate physical response, particularly when a child is already upset.<\/p>

However, it can help children develop the ability to reflect on their behaviour rather than simply reacting to the possibility of punishment.<\/p>

Over time, this can support greater independence.<\/p>

The objective is for children eventually to make appropriate choices because they understand the consequences and values involved, rather than because they are afraid of an adult’s reaction.<\/p>

Understanding the Difference Between Correlation and Causation<\/h3>

Basohaib also stressed the importance of interpreting the UCL research carefully.<\/p>

The study found associations between physical punishment and certain later outcomes, including academic performance and risky behaviour.<\/p>

However, because it was observational, it cannot demonstrate that physical punishment itself was directly responsible for those outcomes.<\/p>

There are numerous factors that can influence a child’s development.<\/p>

Family circumstances, socioeconomic conditions, educational opportunities, relationships, individual temperament and other experiences may all contribute to academic performance and behaviour.<\/p>

Therefore, the findings should not be presented as evidence that physical punishment inevitably produces a particular outcome.<\/p>

Instead, they contribute to a broader body of discussion about the possible risks associated with physical discipline.<\/p>

Every Child Is Different<\/h3>

Experts also recognise that children respond differently to stress and disciplinary experiences.<\/p>

One child may become withdrawn, while another may respond with frustration or anger.<\/p>

Some children may become particularly reluctant to take risks in academic settings, while others may continue to participate normally.<\/p>

Individual differences can influence how children process their experiences.<\/p>

This is another reason why parents and educators need to pay attention to changes in behaviour rather than assuming that every child will react in exactly the same way.<\/p>

Changes in confidence, concentration, willingness to participate or interactions with other children may provide useful indications that a child is struggling.<\/p>

Helping Children Develop Emotional Vocabulary<\/h3>

A major part of healthy emotional development involves giving children words to describe what they are experiencing.<\/p>

Young children may know that they feel uncomfortable or upset without understanding whether the emotion is anger, disappointment, embarrassment, frustration or fear.<\/p>

Adults can help by identifying emotions and encouraging children to explain what triggered them.<\/p>

For example, rather than simply telling a child to stop being angry, an adult might help them identify what caused the frustration and discuss possible ways of responding.<\/p>

Over time, children can become better equipped to recognise their emotional states before they reach a point where they feel unable to control their reactions.<\/p>

Modelling Calm Responses<\/h3>

Adults do not need to be perfectly calm at all times.<\/p>

Parents and teachers can also experience frustration, anger and stress.<\/p>

What matters is how those emotions are managed.<\/p>

When adults demonstrate that it is possible to pause, take a moment, communicate clearly and seek help when necessary, children receive practical examples of emotional regulation.<\/p>

These examples can be more meaningful than instructions alone.<\/p>

A child who repeatedly sees adults solve disagreements through communication may gradually begin to recognise those strategies as normal ways of handling conflict.<\/p>

Learning Requires a Sense of Security<\/h3>

All three experts’ observations point towards the importance of a child’s sense of security.<\/p>

Children learn through exploration.<\/p>

They need to experiment, ask questions, make mistakes and receive feedback.<\/p>

A supportive environment does not mean that children should be allowed to behave without boundaries.<\/p>

Rather, it means boundaries can be established without making children feel that mistakes automatically threaten their safety or relationship with the adults around them.<\/p>

Clear expectations can coexist with emotional support.<\/p>

The Wider Implications<\/h3>

The discussion around physical punishment therefore involves more than the question of whether a child immediately changes their behaviour after being disciplined.<\/p>

It also involves what the child may learn about emotions, relationships, authority and problem-solving.<\/p>

If children are taught that anger can be communicated, that mistakes can be corrected and that conflicts can be resolved without violence, they may develop useful skills for handling difficult situations as they grow older.<\/p>

Conversely, psychologists are concerned that repeated exposure to fear-based responses may make some children more anxious about mistakes or less confident when dealing with challenges.<\/p>

A Balanced Interpretation of the Evidence<\/h3>

The UCL research provides an important starting point for discussion, but its limitations should remain clear.<\/p>

The study does not establish that physical punishment directly causes lower educational achievement, impaired working memory or aggressive behaviour.<\/p>

Nor does it mean that every child who experiences physical discipline will experience negative outcomes.<\/p>

What the findings do show is an association that warrants further attention and research.<\/p>

UAE psychologists say the findings are consistent with concerns they have observed regarding children’s emotional regulation, confidence, learning and conflict management.<\/p>

For families, the broader message is to consider not only whether a disciplinary method stops unwanted behaviour in the moment, but also what children may learn from that response.<\/p>

Supporting Children Through Guidance<\/h3>

Children need boundaries, but they also need opportunities to understand those boundaries.<\/p>

When a child behaves inappropriately, adults can explain what happened, acknowledge the child’s feelings while maintaining expectations, and help them identify a more appropriate response.<\/p>

This approach can encourage children to take responsibility while also developing their emotional and problem-solving abilities.<\/p>

For younger children especially, adults may need to repeat these lessons many times.<\/p>

Learning to regulate emotions and respond appropriately to conflict is a developmental process rather than a single conversation.<\/p>

A Lesson Beyond the Classroom<\/h3>

The concerns raised by the psychologists also highlight how closely children’s emotional wellbeing and education are connected.<\/p>

Academic learning does not take place separately from a child’s emotional experience.<\/p>

Confidence, attention, curiosity and the ability to cope with mistakes can all influence how a student participates in education.<\/p>

For that reason, creating a safe and supportive environment can be an important part of helping children reach their potential.<\/p>

The debate over physical punishment is therefore not simply about discipline.<\/p>

It is also about the kind of behaviours adults want children to learn, the way they want them to handle anger and disagreement, and whether children feel secure enough to make mistakes while developing new skills.<\/p>

The UCL research does not provide a simple cause-and-effect answer, and experts caution against drawing conclusions beyond what the evidence supports.<\/p>

Nevertheless, the findings have prompted UAE psychologists to encourage adults to look closely at the messages their behaviour sends.<\/p>

Children listen to what adults say, but they also watch what adults do.<\/p>

How parents, teachers and other caregivers respond to frustration, mistakes and conflict can become part of the lessons children carry with them as they grow.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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How Children Learn to Handle Conflict<\/h2>

Psychologist Hiba Badawi also highlighted the role that adults play in shaping children’s understanding of conflict. According to her, youngsters do not learn solely from instructions given by parents or teachers; they also observe how the adults around them react when disagreements or difficult situations arise.<\/p>

The way adults respond to frustration can therefore become an example that children may imitate.<\/p>

If a child repeatedly sees physical force being used as a way to resolve behavioural problems, they may begin to view that response as an acceptable method of dealing with their own disagreements.<\/p>

Badawi explained that a child who grows up associating physical punishment with problem-solving may eventually reproduce similar behaviour when interacting with brothers, sisters, classmates or friends.<\/p>

This does not mean that every child exposed to physical punishment will become aggressive. Children’s behaviour is influenced by many different experiences and circumstances. However, psychologists say the behaviour children observe can contribute to the way they understand authority, boundaries and conflict.<\/p>

Physical Discipline and Emotional Wellbeing<\/h3>

The concerns surrounding physical punishment also extend beyond behaviour and school performance.<\/p>

Repeated physical discipline may influence the relationship between a child and their parent or caregiver, particularly if the child begins to associate that relationship with fear or anxiety.<\/p>

According to Badawi, frequent physical punishment may also affect a child’s sense of self-worth. When a child regularly experiences physical responses to mistakes or unwanted behaviour, they may begin to develop negative feelings about themselves.<\/p>

In some cases, this could contribute to increased anxiety or discomfort in social situations.<\/p>

The parent-child relationship can be especially important because children generally rely on caregivers for protection, guidance and emotional support.<\/p>

When discipline becomes strongly associated with fear, it may become harder for children to view the adult as someone they can approach when they are worried, confused or struggling.<\/p>

This does not mean that parents should avoid correcting inappropriate behaviour.<\/p>

Rather, psychologists emphasise that correction can take place while maintaining a relationship based on trust, communication and appropriate boundaries.<\/p>

Fear Can Interfere With Learning<\/h2>

Dr Amal Salem Basohaib, an internationally certified coach specialising in family and social relations, focused on the environment children need in order to learn effectively.<\/p>

She said a child’s emotional state can influence where their attention is directed.<\/p>

When a youngster feels threatened, frightened or worried about punishment, their immediate concern may become avoiding the perceived danger rather than understanding the lesson or exploring a new idea.<\/p>

Learning often requires curiosity and a willingness to make mistakes.<\/p>

A child may need to ask questions, attempt something unfamiliar or admit that they do not understand a concept.<\/p>

If they are preoccupied with the possibility of punishment, they may become less comfortable taking those steps.<\/p>

Basohaib therefore stressed the importance of creating a psychological environment in which children can learn while still understanding that clear expectations and boundaries exist.<\/p>

A supportive environment does not mean that every behaviour should be accepted.<\/p>

Instead, children can be guided firmly while being given an opportunity to understand why a particular action is inappropriate.<\/p>

Academic Performance Has Many Influences<\/h2>

Basohaib also urged parents and educators to interpret the UCL research carefully.<\/p>

Although the study identified an association between physical punishment and certain later outcomes, it does not prove that physical punishment directly causes lower academic achievement.<\/p>

A child’s educational performance can be influenced by a wide range of circumstances.<\/p>

These can include the home environment, financial and social conditions, access to educational resources, mental health, the quality of teaching and the nature of the relationship between children and their parents.<\/p>

Individual differences can also play a role.<\/p>

For that reason, a lower grade cannot automatically be attributed to one particular experience.<\/p>

The same applies to behaviour.<\/p>

A teenager’s actions are likely to be shaped by numerous influences accumulated over many years.<\/p>

The study’s findings should therefore be considered as part of a broader discussion rather than as evidence of a single explanation for academic or behavioural difficulties.<\/p>

Why the Findings Still Matter<\/h3>

Despite those limitations, Basohaib said the research provides an important point for parents and educators to consider.<\/p>

The findings encourage adults to look beyond whether a disciplinary method produces an immediate change in behaviour.<\/p>

They also raise questions about what children may learn from the way discipline is delivered.<\/p>

A punishment might stop an unwanted action temporarily, but that does not necessarily mean the child has learned how to handle the underlying emotion or situation.<\/p>

For example, a child who hits another child may need help understanding anger, frustration, disappointment or jealousy.<\/p>

Simply stopping the behaviour does not automatically teach the child what to do the next time a similar emotion arises.<\/p>

Helping children identify emotions and practise alternative responses can provide a more lasting lesson.<\/p>

Children Observe How Adults Resolve Disagreements<\/h2>

Basohaib also returned to the importance of adult behaviour as a model for children.<\/p>

Children frequently observe how parents and other adults respond when they disagree with someone.<\/p>

They may notice whether adults communicate calmly, raise their voices, withdraw from the conversation or use force.<\/p>

These observations can contribute to a child’s understanding of how conflict is normally handled.<\/p>

If a child repeatedly receives the message that physical force is an effective way to stop another person’s behaviour, they may conclude that force is an acceptable option when they encounter their own conflicts.<\/p>

That does not mean the child will inevitably behave aggressively.<\/p>

However, it can influence the range of responses they consider available when they become angry or frustrated.<\/p>

Teaching Alternatives to Aggression<\/h3>

Parents can help children develop alternatives by giving them practical ways to communicate difficult emotions.<\/p>

A child can be encouraged to explain when they are angry, ask for space, seek assistance or tell another person that their behaviour is unacceptable.<\/p>

Younger children may need adults to provide the words for them.<\/p>

For example, a parent might help a child understand that feeling angry is acceptable but hurting another person is not.<\/p>

The child can then be shown what they can do instead.<\/p>

As children become older, they can gradually take greater responsibility for identifying their emotions and choosing appropriate responses.<\/p>

The long-term objective is not simply to prevent a child from behaving badly when an adult is watching.<\/p>

It is to help them develop internal skills that allow them to make responsible decisions even when there is no adult present.<\/p>

Discipline Should Not Be Abandoned<\/h1>

For parents dealing with difficult behaviour, the experts stressed that rejecting physical punishment does not mean removing discipline altogether.<\/p>

Children still need boundaries.<\/p>

They need to understand what behaviour is acceptable, what is not allowed and what consequences may follow when they deliberately break important rules.<\/p>

The difference lies in how those boundaries are communicated and enforced.<\/p>

Dr John recommended that parents establish expectations that are clear and consistent.<\/p>

Consequences should be appropriate to the child’s age and related to the behaviour whenever possible.<\/p>

They should also be predictable so children understand the connection between their actions and what follows.<\/p>

For older children and teenagers, one possible approach can involve temporarily restricting a privilege when they break an established rule.<\/p>

However, discipline can also include helping the child take responsibility for what happened.<\/p>

If their behaviour has harmed another person, parents can encourage them to apologise, repair the damage where possible and work towards rebuilding trust.<\/p>

This can turn an incident into an opportunity for learning rather than focusing solely on punishment.<\/p>

Positive Reinforcement Can Strengthen Good Behaviour<\/h2>

Badawi similarly recommended establishing straightforward household rules and using consequences that children can understand.<\/p>

For younger people, consequences should be appropriate to their developmental stage.<\/p>

One example could involve temporarily reducing access to a favourite game or electronic device after a clearly explained rule has been broken.<\/p>

However, discipline should not focus entirely on mistakes.<\/p>

Badawi also encouraged parents to recognise and reinforce positive behaviour.<\/p>

When children behave appropriately, cooperate, show patience or handle frustration constructively, acknowledging those actions can help reinforce the behaviour.<\/p>

This gives children information not only about what they should avoid but also about what they should do.<\/p>

Positive examples can therefore become part of the learning process.<\/p>

Adults Must Model the Behaviour They Expect<\/h3>

Parents can also teach through their own actions.<\/p>

If adults expect children to communicate respectfully, they can demonstrate respectful communication themselves.<\/p>

If children are expected to manage anger without aggression, adults can show them practical ways of dealing with frustration.<\/p>

This does not require parents to hide their emotions.<\/p>

Instead, adults can demonstrate that strong emotions can be acknowledged without allowing them to result in harmful behaviour.<\/p>

For example, taking a short break from a heated conversation, speaking calmly after becoming frustrated or explaining one’s feelings can demonstrate constructive emotional regulation.<\/p>

Children can gradually learn that anger is a normal emotion but does not justify hurting someone else.<\/p>

Giving Children Choices<\/h2>

Basohaib recommended another approach involving limited choices.<\/p>

Providing children with a small number of acceptable options can give them a sense of responsibility while maintaining the adult’s boundaries.<\/p>

For example, a parent may allow a child to choose between completing a task immediately or taking a short, agreed break before doing it.<\/p>

The important point is that the options remain within clearly established limits.<\/p>

This approach can help children practise decision-making while still understanding that certain expectations are not negotiable.<\/p>

Logical consequences can also help children connect their actions with outcomes.<\/p>

Rather than imposing an unrelated punishment, parents can choose a consequence that has a clear relationship with the behaviour whenever appropriate.<\/p>

Helping Children Understand Their Emotions<\/h3>

Another important element is emotional awareness.<\/p>

Children may act out because they do not yet know how to express what they are feeling.<\/p>

Anger can sometimes mask disappointment, embarrassment, tiredness, fear or frustration.<\/p>

Helping children identify these emotions can make it easier for them to understand why they reacted in a particular way.<\/p>

Parents can then discuss alternative responses.<\/p>

Over time, children can become better at recognising their emotional triggers before their reactions become overwhelming.<\/p>

This can help them develop greater self-control without relying on fear.<\/p>

Firm Boundaries and Compassion Can Coexist<\/h2>

Basohaib emphasised that avoiding physical punishment should not be confused with allowing children to behave without consequences.<\/p>

Discipline can remain firm while also being respectful.<\/p>

Children can be told clearly when a behaviour is unacceptable.<\/p>

They can face appropriate consequences for breaking rules.<\/p>

At the same time, adults can avoid using violence or humiliation.<\/p>

The aim is to establish authority without making fear the foundation of the parent-child relationship.<\/p>

As Basohaib explained, effective parenting is not about making children afraid of their parents.<\/p>

Instead, parents can aim to help children develop responsibility, self-control and sound judgement so they can make appropriate choices even when adults are not present.<\/p>

Immediate Compliance Is Not the Same as Learning<\/h2>

Dr John also drew an important distinction between stopping a behaviour and teaching a child how to manage it.<\/p>

Physical punishment may sometimes result in immediate compliance because the child wants to avoid another unpleasant experience.<\/p>

However, that response does not necessarily mean the child understands why the behaviour was inappropriate or knows what to do differently in the future.<\/p>

Consider a child who becomes physically aggressive because they are frustrated.<\/p>

A punishment might make them stop in that particular moment.<\/p>

But unless the child learns how to recognise frustration, communicate it and choose another response, the same problem may occur again under different circumstances.<\/p>

The deeper goal of discipline is therefore to help children develop skills they can use independently.<\/p>

Building Responsibility Over Time<\/h2>

As children mature, parents can gradually shift from controlling behaviour externally to helping children regulate themselves internally.<\/p>

A young child may need frequent reminders and close supervision.<\/p>

An older child can increasingly be expected to understand rules and consequences.<\/p>

Teenagers, meanwhile, can be encouraged to reflect on decisions, consider how their actions affect others and take responsibility for repairing mistakes.<\/p>

This gradual development of responsibility is one reason why discipline is better viewed as a learning process rather than simply a punishment system.<\/p>

The adult’s role changes as the child grows.<\/p>

The ultimate aim is for the child to develop the judgement needed to make responsible decisions independently.<\/p>

A Balanced Approach to Parenting<\/h2>

The experts’ comments suggest that parents do not have to choose between having firm boundaries and maintaining a warm relationship with their children.<\/p>

Both can exist together.<\/p>

Children can know that certain behaviours are unacceptable while also understanding that they can approach their parents for help.<\/p>

They can face consequences while still feeling respected.<\/p>

They can be corrected without being physically harmed.<\/p>

They can be taught that actions have consequences while also being given the opportunity to understand why those consequences exist.<\/p>

The Bigger Lesson<\/h3>

The discussion surrounding physical discipline ultimately extends beyond the question of whether punishment works in the short term.<\/p>

The more important question is what children learn from it.<\/p>

Do they learn to understand their emotions?<\/p>

Do they learn how to resolve disagreements?<\/p>

Do they learn to accept responsibility for mistakes?<\/p>

Do they learn how to repair relationships after hurting someone?<\/p>

Or do they simply learn to avoid an adult’s reaction?<\/p>

Psychologists say the distinction matters because children eventually become independent adults.<\/p>

Parents cannot supervise every decision their children make.<\/p>

The long-term objective is therefore to help young people develop the emotional regulation, communication skills and judgement needed to behave responsibly even when no one is watching.<\/p>

A disciplinary approach based on clear expectations, appropriate consequences, positive reinforcement, communication and emotional support can help move the focus from fear to understanding.<\/p>

As experts emphasise, children need boundaries, but those boundaries do not have to depend on violence.<\/p>

The goal is not simply to make a child obey in the moment. It is to help them understand their behaviour, manage difficult emotions, respect others and gradually develop the confidence to make responsible choices on their own.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

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