Punishment in Schools: Is it Bad? If so, Who is to Blame? And What Should Be Done Instead?

Typically, most people use punishment as a last resort when other strategies have failed to yield the desired results. Even given the mounting research that demonstrates the negative effects on students and their achievement, educators continue to use punishment as a result of the apparent immediate effect on behavior. Given the principles of human behavior, this tendency is not surprising.?Research in applied behavior analysis (the science of human behavior) has demonstrated that, with the exception of reflexes, all behavior occurs as a result of positive reinforcement or negative reinforcement. In other words, human behavior is operant in that it allows access (positive reinforcement) to meaningful things and situations (e.g. food, people, activities), or in that it allows for avoidance (negative reinforcement) of aversive things and situations (e.g. driving the speed limit to avoid a ticket). Reinforcement that is positive, immediate, and certain maintains the largest impact on behavior. This followed by reinforcement that is negative, immediate, and certain. As reinforcement becomes uncertain or becomes more distant from the behavior, it has a diminishing influence on the behavior.?

Punishment, in contrast, is a stimulus that decreases or stops the future occurrence of behavior. Given the definitions provided by ABA, it is easy to discern that educators punish because they are reinforced by the immediate observable impact in terms of an undesired behavior temporarily stopping. Unfortunately, this same science has clearly illustrated that punishment, when used incorrectly, will gain only compliance in the presence of the punisher, hurt relationships, potentially make behaviors worse, and have a number of other potential negative side effects. And believe me, punishment is used incorrectly and far too often.

Who is to blame?

?In Skinner’s (1983) blistering article on the state of education titled The Shame of American Education, he poses the following series of questions and answers that continue to be pertinent today:

• Are students at fault when they do not learn? No, they have not been taught well.
• Are teachers then at fault? No, they have not been properly taught to teach.
• Are schools of education and teachers’ colleges then at fault? No, they have not been given a theory of behavior that leads to effective teaching.
• Are behavioral scientists then at fault? No, a culture too strongly committed to the view that a technology of behavior is a threat to freedom and dignity is not supporting the right behavioral science.

He then poses questions of punishment that have deep ethical considerations in regard to punishment and education including:

• Should students who do not learn be punished by flunking them?
• Should teachers who do not teach well be punished by discharging them?
• Should schools of education that do not teach well be punished by disbanding them?
• Should behavioral science be punished for refusing to support it?
• Should the culture be punished for refusing to support behavioral science?

Skinner’s (1983) points can be directly applied to the use of punishment in schools. Is it ethical to blame or punish educators or school systems who inappropriately apply punishment? I don't think so. These educators are likely simply attempting to use punishment as a means of getting a student to do something more, do something less, or do something different using the same motivational techniques that have been instilled in them as a cultural norm.??

Is Punishment Bad?

From a behavior-analytic perspective, the concept of punishment is not inherently good or bad. It is a behavioral consequence that decreases the likelihood of a behavior occurring in the future. So, for example, if you tell a child to "please stop running in the hallway so you don't slip and fall, and as a result, the child no longer runs in the hallway, that served as an effective punishment. Or, if a student does a Math problem one way and gets it wrong and as a result, doesn't try it that way again in the future, that also served as an effective punisher. In this case, a naturally occurring punisher. Behavior analysts focus on understanding the functional relationships between behavior and its consequences, including both reinforcement and punishment. So, punishment in and of itself is not bad. It's the misuse and overuse of punishment that can be bad. Very bad.

What to do Instead

Behavior analysts generally advocate for the use of positive reinforcement strategies as a preferred method of behavior change at a 4:1 ratio to punishment. Positive reinforcement involves providing a reinforcing consequence following a behavior, increasing the likelihood of that behavior occurring again in the future. In the example above, it would likely be important to tell a student what they should do like "please walk" or "try the math problem this way next time." In both cases, the student would likely contact some sort of positive reinforcement like positive attention from adults, getting to class on time, or in the case of Math, getting the problem correct the next time.

The preference for positive reinforcement stems from several reasons:

• Positive reinforcement focuses on promoting desired behaviors by providing rewards or reinforcing consequences. It emphasizes creating supportive and nurturing environments that encourage learning and motivation without relying on aversive or punitive measures.
• Positive reinforcement has been found to be more effective in producing lasting behavior change and maintaining positive relationships. Punishment, while it may suppress behavior temporarily, often fails to teach alternative appropriate behaviors and can lead to negative emotional consequences or unintended side effects.
• Positive reinforcement strategies can be used to reinforce prosocial behaviors, such as cooperation, empathy, and kindness. By emphasizing and reinforcing desired behaviors, individuals are more likely to engage in positive social interactions and contribute to the well-being of others.
• The use of positive reinforcement creates a positive and supportive learning environment. It fosters intrinsic motivation, self-confidence, and a sense of accomplishment, which are crucial for effective teaching and learning.

In the end, the simplest and most effective alternative to punishment is positive reinforcement of desired behaviors. Positive reinforcement is the only means of obtaining discretionary effort (Daniels & Daniels, 2004) where students will go above and beyond expectations; this, in contrast with negative reinforcement (fear of punishment) that results in compliant behavior characterized by students “doing just enough” to avoid getting into trouble. And only when the teacher is looking.?Overall, behavior analysts emphasize the importance of positive reinforcement strategies in promoting behavior change, building positive relationships, and creating conducive learning environments.

Regrettably, many people misunderstand what positive reinforcement is or how to leverage it to bring out the best in their students. This is why the Professional Crisis Management Association developed The EveryDay Behavior Tools Course as it teaches people practical scientific approaches for developing relationships, teaching skills, strengthening desired behaviors, and correcting challenging behavior in a way that teaches and maintains relationships. If you'd like to learn more about EveryDay BehaviorTools, check out the video below. And if you'd like to learn more about becoming an EveryDay BehaviorTools Instructor, email Drew Carter at [email protected].

About the Author

Specializing in human performance, coaching, and organizational leadership, Dr. Paul "Paulie" Gavoni is a behavior scientist and educator who has worked across education and human services for almost three decades. In this capacity, he has served the needs of children and adults through various positions, including COO, Vice President, Director of School Improvement, Leadership Director, Professor, Assistant Principal, School Turnaround Manager, Clinical Coordinator, Therapist, District Behavior Analyst, and Director of Progam Development and Public Relations at?PCMA. Dr. Gavoni is passionate about applying Organizational Behavior Management (OBM), or the science of human behavior, to make a positive difference in establishing safe, productive, and engaging environments that bring out the best in faculty and staff so they can bring out the best in the learners they serve. He is an active board member of the?Opioid Awareness Foundation?and?World Behavior Analysis Day Alliance.

Known for his authenticity and practical approaches, Dr. Gavoni is the host of the Top 1.5% globally ranked?Crisis in Education Podcast?and a sought-out speaker at various Educational and Behavior Analytic Conferences Internationally. He a the Wall Street Journal and USA Today best-selling co-author of The Scientific Laws of Life & Leadership: Behavioral Karma; Quick Wins! Accelerating School Transformation through Science, Engagement, and Leadership; Deliberate Coaching: A Toolbox for Accelerating Teacher Performance; and MMA Science: A Training, Coaching, and Belt Ranking Guide. Dr. Gavoni is proud to introduce OBM and Applied Behavior Analysis to worldwide audiences through his numerous publications and his work with PCMA to create productive, safe, and positive cultures.

Beyond his work in education and human services, Dr. Gavoni is also a former Golden Gloves Heavyweight Champion and a highly respected striking coach in combat sports. Coach “Paulie Gloves,” as he is known in the Mixed Martial Arts (MMA) community, has trained world champions and UFC vets using technologies rooted in the behavioral sciences. Coach Paulie has been featured in the books?Beast: Blood, Struggle, and Dreams a the Heart of Mixed Martial Arts, A Fighter’s Way, and the featured article Ring to Cage:?How four former boxers help mold MMA’s finest. He is also an author who has written extensively for various online magazines such as Scifighting, Last Word on Sports, and Bloody Elbow, where his?Fight Science series?continues to bring behavioral science to MMA. Finally, Paulie was also a featured fighter in FX’s highest-rated show at the time, The Toughman, and as an MMA coach in the Lifetime reality series?Leave it to Geege.