Why caning children won’t solve school violence in Malaysia

By Haezreena Begum Abdul Hamid

The recent surge of violent incidents in Malaysian schools – from the shocking murder of a 16-year-old student in Selangor by a 14-year-old classmate, to the gang rape of a female student in Malacca and Kedah whose assault was recorded and circulated online, and the bullying-related death of a 13-year-old in Sabah – has reignited public outrage and, predictably, calls to bring back caning as a form of discipline.

For many, the knee-jerk reaction is to equate violence with control to believe that harsher punishment will restore ‘respect’ and order in schools.

But such calls, couched in the language of ‘tradition’, ‘discipline’ and ‘restoring respect’, mask a deeper, more troubling fixation: an obsession with pain as pedagogy.

Why, we must ask, are we so intent on hurting children in the name of making them ‘better’? Why do we equate disobedience with deserving pain, and mistakes with the need for physical punishment?

Caning is not discipline. It is an act of violence disguised as education. It teaches children that authority comes with the right to hurt, that power justifies cruelty, and that shame and pain are tools of moral instruction. These are not lessons that nurture integrity or empathy – they breed silence, resentment and fear.

Worse, caning is a colonial relic. It stems from a punitive system introduced during British rule, where corporal punishment was seen as the hallmark of control and obedience.

Decades after independence, why are we still clinging to such outdated and dehumanising methods? True independence should mean the rejection of practices rooted in subjugation, not their revival.

Research across psychology, criminology and education consistently shows that caning does not deter misconduct. It may stop a behaviour momentarily, but only because the child fears the pain and not because they understand what they did was wrong. Instead of developing moral reasoning, caning conditions children to associate wrongdoing with physical suffering rather than accountability or reflection.

The scars it leaves are not only physical. Many adults who were caned as children continue to carry emotional and psychological trauma such as anxiety, low self-esteem and a diminished trust in authority. Some perpetuate the same violence, believing that hurting others is an acceptable form of control.

If our aim is to raise a generation that is empathetic, self-aware and responsible, we must shift from punishment to restorative discipline. Instead of the cane, why not employ methods that encourage reflection and restitution?

Look to countries such as Finland, Sweden and New Zealand, which have long banned corporal punishment in schools and homes. Their systems focus on restorative practices that teach children to understand the consequences of their actions, make amends and rebuild relationships.

These societies report lower rates of youth violence, bullying and delinquency – not because they are lenient, but because they teach accountability through compassion, not coercion.

Even within Southeast Asian countries, progress is evident.

Thailand passed a landmark reform in 2025 prohibiting all forms of corporal punishment in every setting, including schools, homes and childcare institutions.

The Philippines prohibits corporal punishment in schools under Article 233 of the Family Code (1987), which states that “In no case shall school administrator, teacher or individuals engaged in childcare…inflict corporal punishment upon the child”. The Department of Education has also reinforced this prohibition through administrative orders. While the Anti-Corporal Punishment Act of 2013 (Senate Bill No 3073) sought to extend protection to all settings, it was never enacted into law.

Cambodia’s Education Law 2007 forbids both physical and mental punishment in schools, while Vietnam and Laos are steadily moving towards positive-discipline reforms that emphasise guidance, counselling, and behavioural support.

If our neighbours with similar cultural values and social challenges can modernise their approaches, why must Malaysia remain stuck in a punitive mindset from another century?

Globally, child-rights advocates and educators emphasise positive discipline, a framework that prioritises education over punishment. Instead of instilling fear, it focuses on developing empathy, accountability and emotional intelligence.

Through guidance and counselling, children are encouraged to reflect on their behaviour and understand its consequences. Restorative practices allow them to repair harm by apologising, making amends or performing community service. Constructive tasks such as maintaining school gardens or writing reflective essays can teach responsibility and self-awareness, while positive reinforcement rewards good behaviour, showing that respect earns appreciation rather than pain.

Many education systems also embed social-emotional learning, which cultivates empathy, communication and emotional regulation, preventing behavioural issues before they arise.

These alternatives not only promote accountability but also teach empathy, conflict resolution and moral reasoning – qualities that corporal punishment can never cultivate.

Closer to home, Malaysian educators can pilot community-based disciplinary models that blend counselling, mentorship and restorative work. Schools should be spaces of guidance, not fear, correction or cruelty.

The measure of a just and humane society is not how it punishes its weakest, but how it nurtures them. Bringing back the cane will not make our children more disciplined – it will make us less humane.

Dr Haezreena Begum Abdul Hamid is a criminologist and senior lecturer at the Faculty of Law, University of Malaya.

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