The Journal of adolescent health : official publication of the Society for Adolescent Medicine · 2026
Adolescent Attitudes, Peer Norms, and Teacher Corporal Punishment in Five Sub-Saharan African Countries.
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Mchenga Martina, Makate Marshall, Barnard Sharmani, Nota Phiwe Babalo, Hertzog Lucas
Аннотация
PURPOSE: Corporal punishment by teachers remains one of the most pervasive forms of school-based violence in sub-Saharan Africa, undermining adolescent well-being and educational attainment despite statutory prohibitions. While most research has focused on prevalence, teacher behaviors, or household risk factors, little is known about how adolescents' own beliefs and peer normative environments shape their vulnerability to teacher violence.
METHODS: This study analyzed nationally representative violence against children surveys from five countries: Eswatini (2021), Mozambique (2019), Kenya (2019), Namibia (2019), and Lesotho (2018), focusing on 10,904 school-going adolescents aged 13-17 years. Logistic regression models estimated associations between individual endorsement of corporal punishment, peer-level attitudes (measured using leave-one-out peer endorsement), and reported experience of teacher violence. Results were pooled using random-effects meta-analysis.
RESULTS: Overall, 13.6% of adolescents reported experiencing teacher-perpetrated physical violence in the past year. More than half (52.8%) endorsed corporal punishment, with peer endorsement averaging 53%. Adolescents who endorsed corporal punishment had twice the odds of experiencing teacher physical violence (adjusted odds ratio = 2.1, 95% confidence interval: 1.6-2.7). Each 10-percentage-point increase in peer endorsement was associated with a 10% increase in odds (adjusted odds ratio = 1.1, 95% confidence interval: 1.0-1.2). Gender moderated these associations: while boys were generally more exposed, girls who endorsed corporal punishment in procorporal peer contexts faced sharply elevated risks. Associations varied across countries, with the strongest effects in Kenya.
DISCUSSION: Adolescents' own attitudes and peer normative environments are important and often overlooked determinants of their vulnerability to teacher-perpetrated violence. Prevention strategies should therefore extend beyond legal bans and teacher-focused approaches to include interventions that shift social norms within student populations and school environments. Addressing both individual beliefs and collective peer climates offers a promising pathway for reducing the acceptability and use of violent discipline in schools.
METHODS: This study analyzed nationally representative violence against children surveys from five countries: Eswatini (2021), Mozambique (2019), Kenya (2019), Namibia (2019), and Lesotho (2018), focusing on 10,904 school-going adolescents aged 13-17 years. Logistic regression models estimated associations between individual endorsement of corporal punishment, peer-level attitudes (measured using leave-one-out peer endorsement), and reported experience of teacher violence. Results were pooled using random-effects meta-analysis.
RESULTS: Overall, 13.6% of adolescents reported experiencing teacher-perpetrated physical violence in the past year. More than half (52.8%) endorsed corporal punishment, with peer endorsement averaging 53%. Adolescents who endorsed corporal punishment had twice the odds of experiencing teacher physical violence (adjusted odds ratio = 2.1, 95% confidence interval: 1.6-2.7). Each 10-percentage-point increase in peer endorsement was associated with a 10% increase in odds (adjusted odds ratio = 1.1, 95% confidence interval: 1.0-1.2). Gender moderated these associations: while boys were generally more exposed, girls who endorsed corporal punishment in procorporal peer contexts faced sharply elevated risks. Associations varied across countries, with the strongest effects in Kenya.
DISCUSSION: Adolescents' own attitudes and peer normative environments are important and often overlooked determinants of their vulnerability to teacher-perpetrated violence. Prevention strategies should therefore extend beyond legal bans and teacher-focused approaches to include interventions that shift social norms within student populations and school environments. Addressing both individual beliefs and collective peer climates offers a promising pathway for reducing the acceptability and use of violent discipline in schools.