Punitive Practices: Accentuating Violent Behavior Towards Classmates In High Schools In Cameroon

Aim: This study aims to examine the relationship between punitive disciplinary practices and the recurrence of violent behavior among high school students in Cameroon. Methods: This research is based on the observation that the media and social networks regularly relay information about violence perpetrated by learners in schools. And yet, from an early age, adults have used punishment to discipline them and make them docile. So, how can we understand that a secondary school learner is capable of violence? Bandura’s theory of social learning allows us to understand that learners are capable of imitating adults’ reactions and reproducing them in situations they deem appropriate. Using a qualitative design, the study employed purposive sampling to select 10 high school students. Data were collected through semi-structured interviews and analyzed using thematic content analysis. Results: The results show that the most visible form of physical violence is punishment-expiation, which aims to inflict pain on the body of the person being punished. It is therefore favored by learners who want to defend themselves from the attacks of classmates or certain rogue school officials. Punishment-banning and punishment-signing are those that induce psychological violence. Conclusion: The study concludes that punitive disciplinary practices in schools may reinforce violent behavior through modeling, as explained by Bandura’s social learning theory. Recommendation: The study recommends that educational supervisors and teachers adopt non-punitive, restorative approaches to discipline and receive training in conflict resolution and psychosocial support.