In yet another incident of students being physically assaulted in school, a headmistress at a high school in Sanguem has been booked on charges of repeatedly slapping a student in the class. Schools serve as places for learning, development, and support. However, in Goa, it is increasingly becoming a scene of hostility and intolerance by those responsible for educating the young. The recent incident in Sanguem has highlighted a persistent issue—the ongoing presence of corporal punishment despite its legal ban and ethical unacceptability.
Reports indicate that the headmistress allegedly hit a boy several times during school hours following a disagreement with a group of students. When the parent confronted her, she reportedly responded with aggression rather than seeking reconciliation. CCTV footage later validated the assault, resulting in police involvement. This is not an isolated incident. It follows several other recent occurrences: in St Estevam, a teacher reportedly assaulted 11 students, injuring four; in Ponda, a student required hospitalization after being attacked; in Canacona, a boy was beaten with a mop on Gandhi Jayanti, a day ironically dedicated to non-violence; and in Bardez, a Class IV student suffered bruises, cuts, and clots after being struck with a steel ruler.
The frequency of these incidents reveals two alarming truths. First, the Department of Education, school managements, and the State government appear to be complacent, if not negligent, regarding this issue. Although each incident sparks a temporary wave of outrage, the broader system continues to ignore the problem. Teachers accused of violence are let off with mild words of caution, and departmental inquiries seldom result in significant action.
Second, the mental and emotional impact on children is often underestimated. Research indicates that physical punishment can inflict psychological trauma. A student who is humiliated in front of peers, punished for minor errors, or silenced through intimidation is more likely to suffer from low confidence, empathy, or curiosity. Instead, such treatment breeds resentment, anxiety, and in some cases, aggressive behaviour. By tolerating these actions, the education system risks raising generations of young individuals who view aggression as an acceptable method of asserting authority.
Compounding the issue is the lack of a stringent code of conduct for teachers, despite the Goa Children’s Act expressly banning corporal punishment. In practice, school managements often protect staff members out of misplaced allegiance or fear of institutional shame. Counseling resources for teachers are rarely available, nor are there mandated training sessions on child rights and alternative disciplinary approaches. This stands in stark contrast to the detailed codes of conduct found in other professions, like medicine or law, where ethical violations can jeopardise careers.
A common justification presented is that today’s students are unruly and require strict discipline. Another argument is that leniency may not bring about resolution in all cases. The point is, discipline must never equate to violence. Respect and authority cannot be forced upon children; they must be cultivated through trust and guidance. In fact, many such incidents highlight not a failure of students but a failure of the system to adequately prepare and assist teachers in managing classrooms in stressful situations.
It is crucial for the State to confront this crisis with seriousness. As Goa marches ahead with the new education process, the government must prescribe a zero-tolerance policy with immediate suspension of teachers involved in extreme cases of violence against students. Regular training focused on child psychology and non-violent disciplinary methods must be made mandatory. The State cannot be a silent onlooker towards such punitive action on students.
