Dear Editor,

For years, public schools have been placed under the microscope, often receiving media attention for every misstep, while private schools are consistently praised for their high academic performance and polished public image. But behind those glowing reputations, there may be troubling issues that parents are completely unaware of.

I fully support discipline in schools, but we must ask: At what point does discipline turn into abuse of power?

My six-year-old son is usually eager to share stories about his day. However, recently his conversations have become alarming. He talks about teachers becoming angry when students struggle to understand a lesson. He even mentions that the headmistress behaves the same way—so much so that students dread when she enters the classroom, because she is known to beat them on their knuckles if they fail to grasp a concept immediately.

He describes teachers throwing rulers and dusters, shouting at children, and calling them “stupid.” This is not discipline. This is intimidation. And unfortunately, this might be only the surface of what is happening. If this is what my child witnesses, I shudder to think about what may be happening to students who learn more slowly, have behavioural challenges, or simply cannot meet unrealistic expectations.

Even more concerning is what many parents refer to as “double discipline”—a student receives punishment from a teacher, and then the principal punishes them again for the same issue. In some cases, children are beaten by both teacher and head teacher. Or they face detention followed by suspension. This is not corrective discipline; this is excessive, harmful, and demoralizing.

Private schools rarely call parents to address their own inappropriate conduct, yet they have no hesitation in contacting parents whenever a child’s behaviour may reflect poorly on the institution.

I am urging parents: Talk to your children. Ask them what is happening in their classrooms. Ask whether they feel safe, respected, and supported. We entrust these schools with our children’s wellbeing, and we cannot afford to turn a blind eye.

We must also teach our children to be respectful and compassionate—this can help reduce a teacher’s stress—but that does not justify abuse. Learning should never be driven by fear.

It is time we stamp out excessive beating and harmful disciplinary practices. If a child is not grasping a concept, the solution is not violence. It is better teaching methods, patience, and understanding.

Our children deserve to learn in a safe environment—not one where fear is part of the curriculum.