Rooting discipline in rehabilitation, not punishment
Prime Minister Dr. Tjitunga Elijah Ngurare has called on educational leaders nationwide to rethink how schools handle misbehavior. In a broad address, he urged administrators, teachers, and policymakers to move away from suspensions as the default response and instead embrace rehabilitation, guidance, and restorative practices. The aim is to help students learn from mistakes, stay connected to their education, and develop practices that reduce repeat incidents.
The case for rehabilitation in schools
Historical discipline models that rely on removal from the classroom can disrupt learning, erode trust, and widen gaps in achievement and equity. Ngurare argues that suspensions often push students out of school just when they need support most, increasing the risk of disengagement and long-term negative outcomes. By contrast, rehabilitation-centered approaches focus on understanding the root causes of misbehavior—be it social, emotional, or environmental—and addressing them with targeted support.
Rehabilitation does not mean excusing harm or ignoring consequences; it emphasizes accountability, restorative conversations, and structured guidance. When students see a path to repair harm and continue their education, schools foster a safer environment and a culture of respect.
Practical steps for implementing rehab-focused discipline
Ngurare outlined several concrete measures for schools to adopt without creating unnecessary burden on staff or students:
- Restorative practices: Facilitate age-appropriate dialogues between involved parties to acknowledge impact, apologize where appropriate, and agree on steps to restore relationships.
- Early intervention: Train teachers to recognize warning signs and deploy supportive interventions before behavior escalates.
- Student support teams: Create multidisciplinary teams including counselors, social workers, and mentors to devise individualized plans.
- Clear, fair consequences: Establish transparent procedures that emphasize repair rather than removal, with time-bound restorative activities.
- Parental and community involvement: Engage families and community partners in the rehabilitation process to reinforce positive behavior outside school.
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