GRIEVANCE REDRESSAL MECHANISM - View Details
ANTI-CORPORAL PUNISHMENT POLICY
The Right of children to Free and Compulsory Education Act (RTE, 2009), clearly states that no child shall be subjected to “physical punishment or mental harassment” in schools. Those officials that contravene this provision shall be liable for disciplinary action under service rules applicable to them.
It is not easy to define corporal punishment as it involves humiliation and insult which a child feels as a subject. Considering the millions of ways in which punishment is perpetrated on children in contemporary times, it is impossible to exhaust all the forms of insinuations and violence. However, following behaviour has been categorically put under Anti corporal policy of the school.
PHYSICAL PUNISHMENT is understood as any action that causes pain, hurt/injury and discomfort to a child, however light. Examples of physical punishment include but are not restricted to the following:
- Causing physical harm to children by hitting, kicking, scratching, pinching, biting, pulling the hair, boxing ears, smacking, slapping, and spanking or with any implement (cane, stick, shoe, chalk, dusters, belt, whip, giving electric shock etc.)
- Making children assume an uncomfortable position (standing on the bench, standing against the wall in a chair-like position, standing with a schoolbag on the head, holding ears through legs, kneeling etc.)
- Forced ingestion of anything (for example: washing soap, mud, chalk, hot spices etc.)
- Detention in the classroom, library, toilet or any closed space in the school.
MENTAL HARASSMENT is understood as any non-physical treatment that is detrimental to the academic and psychological well-being of a child. It includes but is not restricted to the following:
- Sarcasm that hurts or lowers the child’s dignity; Calling names and scolding using humiliating adjectives, intimidation;
- Using derogatory remarks for the child, including pinning of slogans;
- Ridiculing the child with regard to his/her background or status or parental occupation or caste;
- Ridiculing the child with regard to his/her health status or that of the family – especially HIV/AID Sand tuberculosis;
- Belittling a child in the classroom due to his/her inability to meet the teacher’s expectations of academic achievement;
- Punishing or disciplining a child, not recognizing that most children who perform poorly in academics are actually children with special needs. Such children could have conditions like learning disability, attention deficit hyperactivity disorder, mild developmental delay etc.
- Using punitive measures to correct a child and even labeling him/her as difficult; such as a child with attention deficit hyperactivity disorder who may not only fare poorly in academics, but also pose a problem in management of classroom behaviors;
- ‘Shaming’ the child to motivate the child to improve his performance and
- Ridiculing a child with developmental problems such as learning difficulty or a speech disorder, such as, stammering or speech articulation disorder.
DISCRIMINATION is understood as prejudiced views and behaviour towards any child because of her/his caste/gender, occupation or region and non-payment of fees or for being a student admitted under the25% reservation to disadvantaged groups or weaker sections of society under the RTE, 2009. It can be latent; manifest; open or subtle. It includes but is not restricted to the following:
- Bringing social attitudes and prejudices of the community into the school by using belittling remarks against a specific social group or gender or ability/disability;
- Assigning different duties and separate seating in schools based on caste, community or gender prejudices for example, cleaning of toilets assigned by caste; task of making tea;
- Commenting on academic ability based on caste or community prejudices and
- Denying a facility like library books or uniforms or sports facilities to a child or group of children based on caste, community, religion or gender.
SCHOOL PHILOSOPHY (INTRODUCTION)
The concept of punishment has always nursed a sense of fear and learning does not occur in a fear prone environment. It is therefore imperative that schools should adopt such methods by which the learner develops a sense of self-confidence and self-dependence On certain occasions, when the behaviour and attitude of the students is acceptable, it is important to find out the reasons for such errant behaviour and counsel them appropriately rather than to punish them straight away.
Corporal punishment signals to the child that a way to settle interpersonal conflicts is to use physical force and inflict pain. Such children may in turn resort to such behavior themselves. They may also fail to develop trusting, secure relationships with adults and fail to evolve the necessary skills to settle disputes or wield authority in less violent ways. Supervising adults who will-fully humiliate children and punish by force and pain are often causing more harm than they prevent.
Research on corporal punishment has shown that it is indeed harmful. Many other methods of discipline are effective in promoting self-control, eliminating undesirable behaviors and promoting desired behaviors in children. The school recommends non-violent methods of addressing inappropriate behavior, such as behavior management and school-wide positive behavior supports.
The School believes that there is no scope for such punishments in the learning environment and the teachers should adopt strategies by which the learner realizes one’s mistake, if any, rather than face a corporal punishment by the institution. Love reinforces confidence and once the learner believes that the school atmosphere is permeating with love from the teachers, they will desist from indulging any acts that would negate the environment that has been built.
THE SCHOOL HAS A ZERO TOLERANCE TO CORPORAL PUNISHMENT. THE SCHOOL UNDERTAKES THE FOLLOWING STEPS TO ENSURE COMPLIANCE TO THE ABOVE STATED.
ROLE OF SCHOOL MANAGEMENT / ADMINISTRATION
- All staff associated with the school is made familiar with such guidelines.
- All staff ensures that all children enjoy their rights as per the RTE Act.
- All forms of interaction with children and amongst children is geared towards ensuring this objective. All staff ensures that the child is treated in a manner that encourages him or her to stay in school and learn to his or her potential.
- No physical punishment or mental harassment of any kind or any form of discrimination based on gender, caste, class, disability etc is permitted.
- Any instance of corporal punishment, mental harassment or discrimination is dealt with in a time-bound manner in such a way that implications for the child are minimised.
- It is the responsibility of all staff to create an environment free of all forms of fear, trauma, prejudice and discrimination.
- The treatment of the child in the school is such that the child feels included and secure.
- All children are informed through campaigns and publicity drives that they have a right to speak against physical punishments, mental harassment and discrimination and bring it to the notice of the authorities. They are given confidence to make complaints and not accept punishment as a ‘normal’ activity of the school.
- The conduct of the teacher and administration is such that it fosters a spirit of inclusion, care and nurturing.
- All School Management and Educational Administration Authorities regular training programmes to enable teaches and educational administrators to make a shift to a rights based approach to education and abolish physical punishment, mental harassment and discrimination. The teachers are trained in the skills required to positively engage with children who are different in order to understand their predicaments.
- The School Management / Administration instructs every school Headmaster/Head teacher to hold a meeting with all parents of the school as well as the school Management Committees or Parent Teacher Association on the guidelines and the procedures to be adopted for protecting children and their rights in schools.
- A mechanism for children to express their grievances both in person and anonymously is provided. Drop Boxes for complaints are placed in the school to address the same anonymity of the children/parents is maintained while sharing the details of the complaints/grievances with other agencies such as the media in order to protect their privacy / confidentiality.
Substance abuse / illegal drugs means any unlawful, intoxicating or stupefying substances, these include tobacco, alcohol, prescription drugs, and other psychoactive compound.
Substance abuse is prohibited by law and severe action will be taken against perpetrators.
PURPOSE AND SCOPE
The aim of this policy is to encourage all students to abstain from using any drugs (other than those which are medically prescribed), including alcohol and tobacco.
The school does not tolerate:
- the use or possession of any illegal or prohibited substance;
- the possession of drug-related equipment such as cigarette papers, pipes,
- matches, lighters, bottle ends, foils or other;
- performance enhancing drugs;
- the inappropriate use of solvents, inhalants, aerosols and similar agents;
- the consumption of alcohol and the smoking of tobacco.
If any student is involved in dealing or selling any of the above mentioned substances, disciplinary action will be taken.
The school will respond to substance abuse with serious punishments, with a humanitarian view. Our approach will be one of prevention education. The school undertakes to educate (through guidance lessons, life skills) to inform (using outside speakers, exhibitions) and to guide and support (counselling, peer-counselling).
Anybody found in possession of or using any of these substances either on school property, or when in school uniform, or when under the supervision of the school, or attending school-related functions including sports outings, tours and social events, will be subject to the following procedure:
- The student will be required to have a drug test administered.
- If a student tests positive for a substance use, the student will first be interviewed by school management or the school counsellor to determine the nature and extent of the student’s involvement with drugs (casual experimentation / habitual use / dependence / dealing, etc.) and determine the appropriate response.
- The student’s parents will be informed of the alleged involvement and will be required to attend a meeting at the school with the Principal, and the School Counsellor.
On the basis of the meeting, the school will take the necessary action:
- Inform the parents of a pending disciplinary hearing.
- Disciplinary action against the student may follow if, in the opinion of the hearing, this is warranted by the nature of the student’s involvement with drugs. The results of such disciplinary action may include the provision of support, including counselling, to a range of punishments which may include recommendation for expulsion.
- Drug testing and searches will be done when substance abuse or the possession of illegal substances is suspected.
- Dealing in drugs or involving others in their use will normally result in a recommendation that the pupil be expelled from the school.
The school needs to be informed if any leaner needs to bring prescription drugs to school. Students are not allowed to bring more than one day’s dose to school.
ADDICTION, TREATMENT AND HELP
The school understands that addiction is a medical problem.
Students who experience problems with substance abuse or related matters, and need help, will be treated in confidence and will not be discriminated against in any way.
The drug policy is for the benefit of all parties concerned. The aim of the policy is to assist, educate and guide students, and to help those who want to be helped or who need help. The school through its CFSI Centre with the help of School Counselor shall assist in the rehabilitation efforts of the students.
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