UAE Experts Warn That Physical Punishment Can Negatively Affect Children's Learning and Emotional State

According to a new study by University College London (UCL), children subjected to physical punishment are more likely to face academic difficulties and a tendency toward risky behavior in adolescence. Psychologists from the UAE caution that methods such as slapping or hitting can also negatively affect a child's ability to regulate emotions, their self-confidence, and interpersonal relationships.

The study analyzed data from approximately 19,000 children born in the UK between 2000 and 2002, including information on the use of physical punishment at the ages of three, five, and seven. Among children in England whose records were linked to the National Student Database, those who experienced physical punishment across all three age periods had a 5.7 percentage point lower chance of achieving five GCSE grades from A* to C (including English and Maths) compared to those who did not experience such punishment.

Furthermore, it was found that 14-year-old adolescents who experienced physical punishment in early childhood were 33% more prone to risky behavior towards others, including aggression, shoving, pushing, and bullying.

However, researchers emphasized that this study is observational and only demonstrates a correlation, not a direct cause-and-effect relationship between physical punishment and poor academic performance or risky behavior.

Psychologists from the UAE noted that the findings align with concerns about how fear and physical punishment can influence the learning process, emotional management, and children's response to conflict. Dr. Sneha John, a licensed psychologist at Medcare Camali Clinic Jumeirah, stated that children learn best when they feel safe and protected.

She explained: 'When a child worries that they might be hit or punished for a mistake, their attention shifts from 'What can I learn from this?' to 'How do I avoid trouble?''. Dr. John added that repeated physical punishment can contribute to the development of anxiety, fear, and problems with emotional regulation, which potentially affects concentration, motivation, and self-esteem.

'A child who is afraid of making mistakes may stop asking questions, avoid challenging tasks, or give up quickly,' she noted. Dr. John also highlighted the importance of role models demonstrated by adults. 'Children learn much more from what we show them as an example than from what we tell them. If we tell a child, 'You shouldn't hit,' but ourselves use slaps when we are upset by their behavior, this can send a very confusing message.'

She stressed that this does not mean that children who have experienced physical punishment will automatically become aggressive or start bullying, but it can affect their understanding of authority and conflict resolution. 'They need to learn to say, 'I am angry,' 'I need personal space,' 'I don't like what you did,' or 'I need help,' instead of expressing complex emotions through aggression.'

Khiba Badavi, a psychologist, suggested that physical punishment can disrupt processes critical for learning. She reported: 'Physical punishment increases cortisol levels in children, which is unfortunately closely linked to learning. With repeated physical punishment, working memory can be affected. Working memory is responsible for learning, attention, problem-solving, decision-making, and information processing, which ultimately reduces a child's ability to learn.'

Dr. Amal Salem Basohaib, an internationally certified coach in family and social relations, stated that physical punishment can distort the psychological environment in which a child learns. She said: 'When a child feels fear or threat, their focus is directed towards protecting themselves and avoiding punishment, rather than learning, exploring, and asking questions.'

However, Basohaib insisted that the UCL study should not be interpreted as direct proof that physical punishment causes lower academic achievement. Badavi also pointed to the modeling factor, noting that children can learn conflict resolution methods by observing surrounding adults. 'A child who learns to solve problems through physical punishment may become accustomed to using this same approach in conflicts with peers and continue to apply it as they grow up.'

Repeated physical punishment can also negatively affect the parent-child relationship and the child's self-esteem, potentially contributing to social anxiety and general anxiety. Dr. Amal Salem Basohaib reiterated that physical punishment impacts the psychological learning environment.

Basohaib emphasized that academic performance depends on numerous factors, including family environment, socioeconomic status, mental health, quality of education, and parent-child relationships. Nevertheless, she believes the data obtained serves as an important guide for parents and educators.

Basohaib also noted that children learn to manage disagreements partly by observing how adults react to conflicts. 'If a child receives the message that physical force is a way to stop unwanted behavior, they may learn, directly or indirectly, that force is one way to resolve conflict.'

For parents in the UAE dealing with difficult behavior, experts stressed that abandoning physical punishment does not mean abandoning discipline. Dr. John recommended setting clear and consistent boundaries, using consequences that are proportional, predictable, and related to the behavior. For older children and adolescents, this may include temporary restriction of privileges while encouraging them to repair any harm caused and rebuild trust.

Khiba Badavi advised establishing clear rules, applying age-appropriate consequences, such as temporarily limiting access to a favorite device or game, demonstrating positive behavior, and reinforcing good behavior, instead of focusing solely on mistakes. Dr. Amal Salem Basohaib suggested giving children limited choices, using logical consequences, praising positive behavior, and helping children recognize and regulate complex emotions.

She concluded: 'Discipline does not mean cruelty, and compassion does not mean permissiveness. Children need boundaries, but these boundaries can be clear and firm without resorting to violence.' Her view was that the goal of upbringing is not to make the child fear their parents, but to teach them responsibility, self-regulation, and proper decision-making, even when parents are absent.

Dr. John also advised parents to consider what children learn from the example of punishment, not just whether it stops the behavior in the moment. 'Physical punishment can sometimes stop behavior immediately because the child fears the consequences. But stopping behavior is very different from teaching a child how to manage it.'