Forum: Re-examine caning as a form of discipline in schools

I read the Ministry of Education’s (MOE) recent statement on the Sengkang Green Primary School incident with care (

3 Sengkang Green pupils suspended for bullying classmate; one caned

, Aug 21) and appreciate that steps have been taken to address harm and support the pupil’s return to school.

This is a complex and painful situation, and I hope the incident prompts deeper reflection on how we respond when harm happens in schools, especially among children still developing emotionally and socially.

Bullying, or any form of targeted harm, is violence.

It deserves structured, supportive responses that uphold children’s rights to protection, participation and redress – for both those harmed and those who caused harm, without victim-blaming.

From a trauma-informed perspective, children’s distress cannot be managed solely through punishment.

Those who experienced harm need more than reassurance, and those who cause harm need more than punishment.

Both require consistent support, emotional safety, and guidance to understand the impact of their actions and make better choices. Punitive approaches may compound fear or shame rather than support behavioural change.

This is where restorative practices matter.

Repairing harm is not just about consequences, but understanding impact, rebuilding trust and making things right – a process that takes support, reflection and time.

While I recognise that schools must maintain order, I hope we can re-examine methods like caning, especially with young children. Evidence-based alternatives exist that better align with long-term developmental and relational goals, and reduce the risk of reinforcing harm.

A more balanced approach could include co-developed safety planning with families, ongoing psychological support for all children involved and structured opportunities for dialogue, reflection and reintegration.

These issues are not simple. They involve fear, pain, protection and grief. Still, we owe it to our children to be thoughtful, responsive and just.

What we model in conflict teaches children what justice looks and feels like.

If we want schools to be safe, nurturing and inclusive, then accountability and healing must go hand in hand.

Hana Alhadad (Dr)