From rap on knuckles to Pranayam

Back in the day, incomplete homework, bad behaviour or mischief invariably resulted in being sent outside the class, facing the corridor wall and in worse cases, detention or suspension. Even though these punishments were designed to make students reflect on their actions, often, all they did was make them feel stupid. According to research by Dr Ruth Payne of Leeds University, detention detracts from the bond built on the foundation of respect and trust students invest in teachers. The relationship is further damaged when teachers call students out in front of their classmates, which is what makes punishment embarrassing and demeaning.

As times change, so have techniques on behaviour correction. Schools in the West are asking that instead of sending a child to the principal's office for misbehaviour, why not send them to a meditation session that teaches them quick and simple mindfulness. Rohit Kumar, CEO of Kurla-headquartered Apni Shala Foundation, thinks it is first important to understand the larger plan that schools in the US may have while implementing this change. "Was it part of a more holistic shift in the way we look at and respond to student behaviour? Is there a promotive and preventive social-emotional development programme in place? Is meditation offered as a healing space for a moment of distress or conflict, and coming out of care and compassion for them, or is it a replacement punishment? We have to ask, what purpose was detention serving? If it was a response to a child's behaviour, do we think that giving a different or ‘better' punishment will solve the problem? Meditation is a great practice to build deeper self-awareness, present moment focus, and compassion. And for some, the journey towards mindfulness can start when things are not going well, but I wonder if as an institutional practice to offer it as a punishment for disruptive behaviour is the best way to introduce it to young people?" he argues.

In this file photo from 2008, activists from a political party are seen arriving at a South Mumbai school to protest against an incident where a teacher used scotch tape on children to punish them for talking. Pic/Getty Images

Meditation and restorative practices have been followed at the Akanksha Foundation schools for years. Set up in 1991, the non-profit strives to influence the lives of children from low-income groups in order to help maximise their potential. The foundation's Senior Director for Schools, Sheetal Murudkar, thinks this is a positive move because it gives control back to the students. "Detention is a temporary curb to aggressive behaviour. It does not calm the child nor does it teach them what to do instead of doing the disruptive behavioural act. I do see meditation as positively impacting children and their actions. However, when a child is angry or misbehaving, and you ask him or her to meditate, it's not going to work. Meditation itself is a form of restorative practice which empowers you to calm yourself down, feel in control, get reflective about the situation, think of other ways to handle the situation or how to respond to the same stimuli in the future. However, it must be practised by all stakeholders - parents, teachers, school leaders, principals, administrators and children. Meditation can't be meted out as a punishment. That's not the tone of meditation at all."

Educationist and President of Early Childhood Association Dr Swati Popat Vats explains that the idea of detention was to use the "time out" to introspect about what you had done. "Then came group detention which was a gathering of sorts for all detained students. One teacher was assigned to look after them. And often, that wasn't very inviting for the teachers too. You can't call meditation a punishment." She suggests that the idea of detention be done away with entirely. Meditation cannot be replacement punishment simply because it doesn't punish your body and soul. It nurtures it, she explains.

Swati Popat Vats, Rohit Kumar and Sheetal Murudkar

It's the unmet needs of a child that can sometimes warrant behaviour like disturbing a class. Murudkar thinks, "Disruptive behaviours in children happen because of an underlying need. The child could be vying for attention or feeling neglected, scared or anxious about something. The child is probably not physically up engage in the task at hand. It's this that must be addressed. A teacher cannot take an impromptu decision. A holistic approach requires that parents are also roped in so that the teacher is aware of what's going on in the child's mind. For very young children, keeping visual reminders for the kind of behaviour they should exhibit or the language they should use is very powerful. The teachers and parents must model this behaviour for the kids to follow."

Murudkar challenges the very idea and success of punishment, saying that multiple studies have shown that punishment does not affect a child's behaviour positively. This is because it gives control to the person who is punishing. Their anger, aggression and inability to deal with the situation is then thrust on to the child. This way, the punished doesn't understand the consequences and tries to hide bad behaviour. "This leaves out the learning. Meditation on the other hand, allows the child to keep control over his or her behaviour and hence is a powerful tool."

Experts also highlight that punishment damages a child's self-esteem. Vats explains why. "Up to adolescence, ego plays a huge role in the personality development of an individual. So, when you publicly punish someone, you are harming their self image and social perception of themselves. Reward and punishment are two ends of the spectrum, both of which should be avoided. We need a middle path that teaches children about right and wrong ethics."

The Akanksha Foundation tackles errant behaviour by creating happy places for the kids to cool off. "We encourage children to close their eyes and think of a place they want to go and enjoy themselves. Or they can think a good memory. We get them to meditate and do countdowns. Picture charts act as visual reminders, especially for younger kids." Talking about expected behaviour during circle time where children talk to teachers about their challenges, helps them find a solution collectively. A child must know that there is always a way back into the teacher's arms. So, after sending them to reflect on their behaviour, it's important to welcome them back into class with a hug or hi-five and give them a chance to start on a new page.

Vats says Alfie Kohn's Punished by Rewards explains effectively how we misuse rewards and punishment to modify behaviour. "Behavior is the realisation of consequences and you need to know the difference between right and wrong and if you knew that what you did was wrong and you still did it, then you should be knowing that there will be consequences that you have to face [forfeit something]. Having said that, remember that children learn with imitation and they need good role models to imitate. Be a good one."

At Apni Shala's Khoj Community Learning Center, students have access to 30 minutes of time-tabled free-play first thing in the morning. That supports their morning regulation, builds love for the learning space, creates time for the teacher to go around the room and check-in with each child how are they doing so that they are in sync with their emotions. Followed by this, all students receive 30 minutes of social-emotional learning where they reflect on their social-emotional competencies, identify their systems of support and care. We must remember that no child is a bad child, their behaviour at that moment is questionable. Murudkar says, "Schools must employ training to teachers to understand restorative practices, to empathise with a student's situation and understand what can be done immediately and then subsequently. The language they speak must be that of supporting children."

Kumar thinks our school system is not designed to be inclusive in many ways. "Let's say, there are children in class who are neurodivergent and don't respond to learning in neurotypical ways, that most schools operate by. If a child is not able to engage and looks away from class, is that disruptive behaviour? Is that resistance to neurotypical structures, systems and practices? Can schools learn from students' disruptions to transform teaching and learning practices to be more responsive towards the diverse needs of young people? We need to move towards a society that believes in restorative justice rather than retributive justice. We need to recognise that learning/school protocols and systems are reflections of the larger society."

How art and game play help

Art, music and play are effective tools to let children vent their emotions. Swati Popat Vats recommends games like Passing the Parcel and Simon Says to help young kids develop impulse control and self-regulation. Also, game play and stories are a great way to teach children to identify what is right and wrong and to accept the consequences of their behaviour.