Corporal Punishment and its Psychological Effects on Primary School Pupils in Kebbi State

This study examines the psychological effects of corporal punishment on primary school pupils in Kebbi State, North West Nigeria. Despite legal and professional debates about its use, corporal punishment remains widely practised in Nigerian primary schools and is associated with a range of adverse psychological outcomes including fear, aggression, and reduced academic engagement. The study adopts a descriptive survey design, involving 280 Primary 4 and 5 pupils and 80 teachers from seven public primary schools in Birnin Kebbi and Argungu Local Government Areas. The Corporal Punishment Attitudes Questionnaire (teacher version) and the Childhood Trauma Questionnaire Brief (pupil version) were used as instruments. Data were analysed using chi-square tests and multiple regression. Findings reveal that pupils who reported frequent physical punishment exhibited higher levels of anxiety, lower classroom participation, and more negative attitudes towards school. Teachers who used corporal punishment more frequently were less likely to report having received training in positive behaviour management. Female pupils showed greater fear responses to punishment-prone classroom environments than male pupils. These results build on international research associating corporal punishment with diminished psychological safety and learning motivation. The Kebbi State Universal Basic Education Board is advised to enforce the child rights framework prohibiting corporal punishment in schools, provide training in positive discipline strategies, and establish anonymous student reporting channels for abuse. Keywords: corporal punishment, psychological effects, primary school, Kebbi State, child rights.