The periodic incidents of teacher-inflicted violence on students where they are left with wounds and marks on the body expose a disturbing systemic failure. Have these schools failed to provide security and a safe schooling environment to their students, and, has the Education Department failed somewhere?
Thursday’s assault at St. Estevam where 11 students studying in Std 9 raises serious questions. Teachers often ‘lightly’ punish erring students for repeated bad behaviour, and that has been accepted in fair measure. However, punishing students through extreme measures that cause bodily injuries is just not acceptable.
We understand the fact that teachers are trained to deal with bad behaviour through training sessions and awareness campaigns, but it appears that the Department of Education’s efforts to curb such behavior is not helping because such episodes continue to surface, raising questions about the effectiveness of measures and the underlying issues within the educational system. Similar cases across the State—ranging from assaults in Ponda, Canacona, Sanquelim, and Mapusa—point towards a pattern of violence that persists despite repeated condemnations and interventions.
It appears that the tools available with the department are insufficient in addressing deep-rooted behavioural issues. The absence of stringent supervision and assessment enables some teachers to act violently without immediate repercussions. The fact that many of these incidents happen in the classroom exposes a gap in monitoring and oversight. Are school authorities and departmental officials adequately equipped and empowered to identify and prevent such misconduct? Or are they helpless against entrenched practices and a lack of accountability?
Another aspect is the attitude, skills and mindset of teachers. It suggests that the problem is not merely about individual misconduct but is indicative of a systemic failure. Teachers, entrusted with shaping young minds, sometimes resort to hostility perhaps due to stress, frustration, or a lack of effective disciplinary training that promotes positive behavioural management. We are looking at serious issues here. The physical and psychological trauma inflicted on children can have lasting impacts, influencing their self-esteem, trust in authority, and overall mental health. Children could end up traumatised and subsequently develop aggressive behaviours, fearfulness, or disengagement from learning, thereby hampering their academic and personal development.
The erring teachers and the department appear not to have learnt much from past instances. Despite numerous reports and incidents documented over the years, the measures taken seem reactive rather than proactive. For instance, the incident at Amone-Poinguinim, where a teacher assaulted a student during an event, or the brutal assaults involving steel rulers and blood clots indicate that nothing much is changing.
The impact of corporal punishment and physical violence on children’s mindsets is disturbing. It fosters an environment of fear rather than learning, undermining the core principles of a nurturing educational space. Children learn to associate authority with violence rather than guidance, which can distort their understanding of acceptable behaviour. Moreover, such actions by some teachers bring the entire fraternity into disrepute.
Assaults on students highlight a systemic failure rooted in inadequate supervision, lack of accountability, and ignorance of behavioural issues among some teachers. Simply conducting training sessions without sustained follow-up, monitoring, and strict disciplinary action is insufficient. The department must adopt a comprehensive approach to foster a culture of non-violence by providing teachers with better behavioural management tools. We need to have a supportive environment conducive to genuine learning and growth.
