International Journal of Topical Educational Issues, Vol. 1 (No.

2); March, 2017: 246 - 259

Strategies in Managing Discipline among Secondary School Students in

Nigeria

UMARU ABDULLAHI
Department of Education
Yobe State University, Damaturu
E_Mail: abdullahiumar310@gmail.com

DEBORAH MAIMUNA SAMBO

Usmanu Danfodiyo University Teaching Hospital, Sokoto State
E_Mail: sambodeborah2@gmail.com

TABITHA MUSA
Department of Educational Foundation,
Usmanu Danfodiyo University, Sokoto.
E_Mail: tessykukhad@gmail.com

Abstract

This paper discusses the rethinking strategies of managing discipline among senior secondary
school students in Nigeria. The paper posits that the causes and kinds of disciplinary problems
experienced are determinant of disciplinary measures to be taken. To this end, truancy,
absenteeism, fighting, stealing and drug addiction among others are typical examples of
disciplinary problems experienced in Nigerian secondary schools. While parental/home, political,
social and economic, school environment, school curriculum and peer group influence among
others are the causes of disciplinary problems. The paper asserts that discipline is not necessarily
punishment but punishment is one of the disciplinary measures in school. Finally, the paper
recommends moral punishment and well spelt out code of conduct for all students to follow in
secondary schools in Nigeria as measures to ensure discipline among students .

Keywords: Strategies, Managing, Discipline, Secondary and School.

Introduction

School discipline is important because it sets a congenial atmosphere needed for

teaching and learning. Therefore examination of factors that contribute to
indiscipline can enable us achieve the best educational outcomes for students
within our schools. In fact, there are many and varied explanations for the lack of
disciplined behaviour in and among students. Student’s misbehaviour is a
 Strategies in Managing Discipline among Secondary School Students in Nigeria

prevailing problem affecting schools not only in Nigeria but also across the many
nations around the world (Rosen, 1997). Student’s misconduct in the classroom
interferes with teaching and learning and is thought to be precursor to later school
dropout and similar negative social outcomes.

Indiscipline in schools is ranked as a major problem among students of secondary

schools in Nigeria. Disruptive behaviour is a concern to schools and parents and to
fellow students, whose education may be adversely affected. So it cannot be
ignored, and schools must tailor a well-understood sound behaviour and discipline
policy. When schools effectively communicate rules, set high expectations and
provide frequent feedback, the need for discipline any measures will likely be
infrequent.

Discipline is probably the most difficult and unpleasant part of teaching

profession. The teacher is faced with the challenges of educating, socializing,
empowering and certifying students, but with the help of good teaching
atmosphere (Fafunwa, 2004; Farrant, 2004).Well before any disciplinary action is
required, there must be acceptance and understanding of the rules of conduct and
the disciplinary system by both teachers and students. Students should know
exactly what is expected of them and what the consequences will be if they do not
meet those expectations. The rules should be consistent and fair. The discipline
system will be more effective when the disciplinary action is meant to tackle the
root cause of indiscipline behaviour of the students. It is against this backdrop, the
paper digs into the issues surrounding disciplinary measures and its prospects in
Nigerian secondary schools.

Discipline in School System

Discipline globally viewed could be termed to mean training that enables an

individual to develop an orderly conduct and self-control as well as self-direction
(Egwunyenga, 2000). Therefore, discipline defines the limitations of an individual
or a group of people. It is the practice of restraint, which may be self-imposed.
With reference to the school, Adesina (1980) described it as a situation whereby
students are taught to respect the school authorities, to observe the school laws
and regulations and to maintain established standard of behaviour. This means that
respect for self and respect for others are involved (Peretomode, 1998).

School discipline is an essential element in school administration. This is because

discipline is a mode of life in accordance with laid down rules of the society to
which all members must conform, and the violation of which are questionable and
also disciplined. It is seen as a process of training and learning that fosters growth
and development (Imaguezor, 1997). Discipline refers to a systematic instruction

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given to a disciple or a student. To discipline means to instruct a person to follow

a particular code of conduct.

In a nutshell, school discipline refers to regulation of children and the

maintenance of order (“rules”) in schools. These rules may, for example, define
the expected standards of clothing, timekeeping, social behaviour and work ethics.
The term may be applied to the punishment which is the consequence of
transgression of the code of behaviour. In other words, the usage of school
discipline sometimes means upholding disciplinary action against nonconformity
with the school rules. School is an institution with a specific purpose, to nurture
the youngster in such a way that he will be useful to himself and society. Most of
the misbehaviours of students in Nigerian secondary schools result from a
complexity of factors that reside both within the child and forces outside him. This
could be examined under common disciplinary problems and severe disciplinary
problems.

Common Disciplinary Problems

Different forms of indiscipline have been observed among students in secondary

schools, these has been investigated and classified according to their peculiarities
and disciplinary measures taken by school authorities. For instance, Rosen (1997)
grouped ten types of disciplinary problems which often lead to suspension of
students, namely; defiance of school authority; not reporting to after-school
detention or Saturday school; class disruption; truancy; fighting; the use of
profanity; damaging school property; dress code violations; theft; and leaving
campus without permission. The other common types of disciplinary problems
experienced in secondary schools as mentioned by Donnelly (2000) include fights,
insubordination, little support for educators, a general climate of disrespect, and
distrust of the administration. Emphasizing that the types of disciplinary problems
mentioned above are the ones being experienced in Nigerian secondary schools.
The researchers observed that several types of misbehaviour make the work of
educators difficult. These include; repeatedly asking to go to the toilet; missing
lessons, absconding; smoking in the toilets; pushing past the educator; playing
with matches in class; making rude remarks to the educator; talking when the
learner is supposed to be writing; being abusive to the educator; fighting in class;
chasing one another around the classroom; packing up early, as if to leave; taking
the educator’s property; wearing bizarre clothing and make-up; threatening the
educator; leaving class early; and commenting on the work.

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Causes of Disciplinary Problems

There is every reason to know the causes of these ugly actions and reactions in our
institute of learning. In Nigeria for instance, the ills and vices that go on in the
society have their effects in schools. Students, teachers and even school managers
are involved in one form of indiscipline or the other. Generally speaking, some of
the causes are;

Parental/Home Factor

Most researchers (Alidzulwi, 2000; Bowman, 2004 and Varma, 1993) regard
parents as of the greatest importance in creating a conducive teaching and learning
atmosphere. It seems that the lack of parental involvement is the major cause of
disciplinary problems in secondary schools. Alidzulwi (2000), points out that
many parents are not involved in the education of their children, causing poor
results, high dropout rates, and the absence of discipline in schools. Bowman
(2004) is of the opinion that parent’s failure to teach their children discipline is
identified as the greatest contributing factor to disciplinary problem in schools.
Varma (1993) also points out that those learners who behave badly at school do
not receive proper discipline at home. According to Lewis (1991), this situation
arises within most families where children feel rejected. This finding (the
significant relationship between isolation and poor behavior) is supported by
Butchart in 1998 when he indicates that emotional disconnection from family,
friends, and peers results in feelings of isolation and alienation for the child.

When analyzing the inability of parents to take care of their children on all socio-
economic levels and in all racial groups, Rossouw (2003) regards the decline in
discipline in most schools as originating from the communities rather than from
schools. Stressing that parents show a lack of tolerance and respect towards
government authorities as well as towards educators, and some have a laissez-
faire approach towards their children. Some other factors related to the lack of
parental involvement in schools that influence discipline are, single parent homes;
a lack of parental control at home; the negative influence of television;
neighbourhood and community problems that influence the home; and values
differences between the home and the school. These factors will seriously affect
positive behaviours as well as academic performance of students if not control in
secondary school in Nigeria.

Political, Social and Economic Factors

Politics, the society and economic situations has proved to underlie indiscipline.
The political situation in Nigeria is also blamed for children’s misbehavior.

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Rossouw (2003) states that the involvement of the youth in the political stability
and national elections in 1999 caused them to develop arrogance towards adults,
that is, both educators and parents”. He also blames the political situation of the
nineties in Nigeria where the causes of violence in schools were politically
motivated. Children who experience social alienation from others are often
misbehaved. According to Butchart, (1998), “These feelings experienced by the
child may ultimately develop into what is referred to as psychological pains,
which may cause problems such as physical assault, gang violence, substance
abuse, and many others”.

According to Rossouw (2003) educators reported uncertainty, confused and fear

of infringing upon learners rights, and of being accused of misconduct. Saying
that the, over-emphasis placed on learners’ rights may cause a “do not-care
attitude” and a lack of regard for the educators role in the classroom. This may
cause some learners not to strive to excel. Instead, they try to influence their
classmates negatively to exhibit the same lack of discipline.

Peer Group Influence

The peer group influences what the child values, knows, wears, eats and learns.
The extent of this influence however depends on other situational constraints, such
as the age and personality of children and the nature of the group (Harris, 1998;
Hartup, 1983). There is no doubt that considerable evidence supports the
statement that peer relationships influence the growth of problem behaviour in
youth. The peer group can demand blind obedience to a group norm, which can
result in socially alienated gangs with pathological outlooks (Perry, 1987). Douge,
(1993) indicated that poor peer relationships were closely associated with social
cognitive skill deficits. Seita, Mitchell and Tobin (1996) reported that when the
family has been unable to fully meet a child’s needs, other adults who play a
significant role in the child’s life have extraordinary potential for influencing the
child in taking charge of his or her life. It is worth noting that peer influence can
lead to discipline problems and delinquent behaviours both inside and outside
school. It is also clear that one of the major ways that deviant youths become even
more deviant is through unrestricted interaction with deviant peers. Hartung
(1965) posited that criminality is socio-culturally learned in the process of
interacting with family members and peers in small intimate groups. This process
includes learning the techniques to commit delinquent acts and developing the
rationalizations to protect one’s self-concept.

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Disciplinary Strategies in Secondary Schools

Disciplinary strategies in secondary schools being the central focus of this paper,
it is important to note that disciplinary action must commensurate with offence
committed. Geiger, (2000) regarded a lack of discipline as a chronic problem in
the classroom, and the manner in which it is being handled as determining the
amount of learning that is taking place in schools. While Fuentes, (2003) indicated
that every year more than three million students are suspended and nearly 100 000
more are expelled from primary up to university in the United States of America.
Many learners face police action for disciplinary strategies that merit offence
committed.

However, students’ indiscipline seems to be ubiquitous in the 21st century in

secondary schools in Nigeria. With recent increase problem in school enrolment,
discipline problems are bound to accentuate and cause more burdens on teachers
and school administration. According to Rigby, (2000) students’ indiscipline has
plagued schools leading to series of unrest particularly in secondary school.
Consequently disciplinary measures taken must go along with the gravity of their
offences. Disciplinary strategies in the 21st century could be discussed under
historical and contemporary methods as follows:

1. Historical Methods: Throughout the history of education, corporal

punishment was regarded as a means of maintaining discipline in the
school. Vornberg (2002) contends that in practice corporal punishment
means that students are punished with the birch, cane, paddle or strap if
they did something wrong. Egwuonu (2008) expressed that the proponents
of corporal punishment justify its administration on various grounds,
indicating how it is capable of building character, contributing to the rapid
reduction or elimination of unwanted behavioural patterns, and facilitating
learning, whilst at the same time teaching respect for rules and authority.

However, stakeholders in education such as education administrators,

psychologists, and guidance counsellors have condemned corporal
punishment on the basis that is out of all proportion. McManus (1995)
opined that when punishment is out of all proportion to the mistake, it
breeds antagonisms to the school. Stressing the fact that the child becomes
more hostile, this leads to a large number of psychological and
physiological troubles. Grunwald (1998) argued that if education means
the act of leading out, the act of unfolding, the act of developing then
corporal punishment could never be educative. Concluding that it will not
enable the child to adjust himself to the environment, the child may
become indiscipline and quarrelsome and may become antisocial.

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2. Contemporary Methods; The National Policy on Education (2013) urges

educators to use discipline rather than punishment proactively and
constructively. It is expected that the learners experience an educative,
corrective approach where they will learn to exercise self-control, to
respect others, and to accept the consequences of their actions. However,
there is a feeling that school discipline practices are generally informed by
theory from psychologists and educators. Bell (1995) identified the
following theories to form a comprehensive discipline strategy for an
entire school or particular class:

Positive Approach: This approach is grounded in teachers respect for

learners. It instills in learners a sense of responsibility by using youth/adult
partnerships to develop and share clear rules, provide daily opportunities
for success and administer in-school suspension for noncompliant pupils.

Teacher Effectiveness Training: This method differentiates between

teacher-owned and pupil-owned problems, and proposes different
strategies for dealing with each. Emmer (2005) opined that effective
teacher training reflects in pupils knowledge through problem-solving and
negotiation techniques.

Appropriate School Leaving Theory and Educational Philosophy: It is a

strategy for preventing violence and promoting order and discipline in
schools, put forward by educational philosopher Greenberg, (1987) and
practiced by some schools. Positive school culture and climate will to a
large extent aid reduction of indiscipline in school.

Detention: This requires the pupils to remain in school at a given time of

the school day (such as lunch, recess or after school) or even to attend
school on a non-school day, e.g. “Saturday detention” held at some US and
UK schools. In the UK, the Education Act 1997 obliges a school to give
parents at least 24 hours’ notice of a detention outside school hours. This is
not common in Nigerian schools but in specialized schools like
“Command Secondary Schools or Navy Secondary Schools” such practice
is common perhaps because of the military nature of the schools.

Suspension or Temporary Exclusion: This is mandatory leave assigned to a

student as a form of punishment that can last anywhere from one day to
several weeks, during which time the pupils cannot attend regular lessons.
The students’ parents/guardians are notified of the reason for and duration
of the out-of-school suspension. Pettit, (1997) contends that sometimes
pupils have to complete work during their suspensions for which they

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receive no credit. Stressing that students only report in school but serve
punishment like cutting grass or digging holes or uprooting a plant or work
in school farm.

Exclusion or Expulsion: Withdrawing or permanent exclusion is the

removal of a pupil permanently from the school. This is the ultimate last
resort, when all other methods of discipline have failed. However, in
extreme situations, it may also be used for a single offense. For in Nigerian
schools, school head can only suspend a pupil while exclusion or
expulsion of pupil from school is the right of the Ministry of Education
based on the school had report. However, expulsion from a private school
is a more straightforward matter, since the school can merely terminate its
contract with the parents.

Deprivation of Privilege: It is useful and efficient form of punishment.

Dodge, (1993) affirmed that loss of position, prohibition from playing any
game in the school compound for a certain period could go a long way in
improving the wrong doer.

Moral Punishment: Moral punishment such as apologies, public or private

degrading from positions etc is sometimes resorted to. Widman, (1987)
contended that great care and discernment are needed before such form of
punishment is resorted to because it could never halt self-respect of the
wrong doer.

Praise and Blame: The teacher must be very careful in his allocation of
praise and blame. Tongue is said to be most powerful weapon in the
teacher’s armory and its use may vary from a mild reproof to the bitterest
sarcasm and vulgar abuse. Wasmund (1965) described sarcasm as a
weapon which is sometimes resorted to by the teacher, which creates a
conflict between the teacher and the student easily. Stressing that sarcasm
lower the self-respect of the pupil, tampers with his or her ego and
permanently estrange him from the teacher and the school order.

Rewards: There is a belief that reward is not only right and desirable but
also indispensable. Rewards can be given for attendance, conduct,
progress, games, badges and certificates may be given as rewards. Group
rewards might be given, for pupils will become socio-centric not
egocentric. Teamwork can be fostered and wholesome all school spirit can
be secured.

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Punishment: It has a necessary place in the school economy but it must be

based on certain principles if it is not to be a “hit or miss” affair. Seita,
(1996) identified the following guidelines for the use of punishment:

Punishment should fit the “crime” as well as the “criminal”. This is

because individuals differ from one another in the basic temperamental
patterns which they inherit, and in those which they subsequently develop.
For example, some children are extremely self-assertive, others unduly
submissive. Some are very easily provoked to anger, others relatively
placid and others patient while some are by nature very sociable and others
solitary in their outlook. Therefore, one needs to exercise care in making
any general statement regarding the effectiveness or otherwise upon
children of any form of correctives. There should be no uncertainty about
the punishment. The element of uncertainty in punishment renders it
almost inoperative and postponement is almost fatal.

Punishment should help the offender to improve and this condition is

satisfied only when he realized his mistake, feels regret or shame for his
conduct and makes up his mind not to commit the offence again. When the
offender realized that he deserves punishment, punishment becomes
necessary.

Punishment should be inflicted to the barest possible minimum.

Familiarity breeds not so much contempt, as indifferences in such matters.
In a nutshell, all the above-mentioned measures except blame and sarcasm
are positive disciplinary measures to secure but the instinctive and
impulsive reactions of children themselves may lead to evil, if not properly
directed. So, proper guidance of youthful zeal has both negative and
positive aspects.

Criteria for Effective Disciplinary Strategies

For the school system to achieve its desired goals, disciplinary strategies must be
properly enforced. Again, if discipline is to be effective, it should;

- Emphasize correcting the problem rather than distributing punishment.

- Maintain the students’ self-esteem and dignity.
- Provide for increasingly serious consequences if the problem is not
resolved.
- Be easy for teacher to administer and evaluate.
- Result in the desired behavioural change in the student.

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Components of an Effective Disciplinary System

Mutual respect between the teacher and the students should be maintained.
Maintain or enhance motivation if possible.
Hold a coaching/counselling meeting as soon as possible when the problem is first
identified.
Always hold the meeting in private. If disciplinary action is taken in front of
others, the students are likely to become defensive and less open.
During the disciplinary meeting;

- Review the facts and state the problem in terms of desired performance
and actual performance.
- Give the student a chance to explain or ask why the problem is occurring.
- Listen to what the student has to say.
- Explain the relational for the policy or rule that was violated.
- Ask the student for possible solutions to the problem.
- Clearly communicate the changes that needed to be made and the time
frame to making them.
- Express confidence in the student’s ability to change/improve. End on a
positive note.

Keep the discussion confidential.

Follow-up as required and provide regular feedback.
Take additional disciplinary action if necessary.

Recommendations

Parents have been cited as influential in the development of disciplinary problems

in learners, it is also of vital importance to look into how parent involvement in
the education of their children may be improved. Parents have a major role to play
in ensuring that proper teaching and learning are attainable in our schools.
Therefore, the parents, school management, and other staffers of the school should
join hands in ensuring that a climate conducive to teaching and learning is
prevalent in the schools.

School management should approach the problem of discipline with empathy for
the possible problems the learners may be experiencing at home or at school that
cause their poor behavior. This necessitates the services of guidance and
counsellors to efficient and effective in all schools.

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Moral punishment, rewards, praise and blame create room for reinforcement of
positive performance which is the guideline for the impulsiveness of the students
to bring about positive behaviours.

Parents should make education a priority for their children, this will make the
children achieve better and behave in an acceptable manner by enrolling and
encouraging school attendance.

Moderate right syndrome and formulation of behavioural expectations for teachers

and learners will improve school discipline. In view of the above, a Code of
Conduct for learners and staff is very important in all schools to be exhibited. It
serves as an important stepping-stone towards fostering a culture of learning
mutual respect, accountability, tolerance, co-operation, personal development
within the school and its surroundings.

Conclusion

Having discussed the key components of effective disciplinary strategies, it is

equally important to emphasize the need for school rules and regulations to
effectively implement in secondary schools in Nigeria. According to Duke and
Canady, (1991) successful schools have high expectations of discipline, and
promote good relationships between students and staff. They identified the
following as rationale for rules and regulations; to maintain law and order within
the school; to keep decorum in the school and its environs; to reduce crime within
and outside the school; to enable individual to be well-cultured and well-
controlled; individual attitudes are channeled towards well perspective; and guide
to development of school rules and regulations. Therefore strategies in managing
discipline among secondary school students in Nigeria is needed for conducive
learning to exist in schools.

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