This study examined the use of alternative discipline methods in secondary schools participating in the PITA Project in Meru District, focusing on the types and frequency of these methods and the perceptions of teachers, school leaders, and students regarding their effectiveness. This is because Corporal punishment has historically been a dominant method for managing student behaviour, despite its well-documented negative effects on learners’ psychological well-being and academic performance. In Tanzania, increasing advocacy for child rights and holistic education has prompted schools to adopt alternative, non-punitive discipline strategies. A mixed-methods design was employed, involving 180 participants20 teachers and 160 students from four systematically selected schools. Quantitative data were collected through structured questionnaires and analyzed descriptively using SPSS, while qualitative data from interviews and focus group discussions were analyzed thematically. Findings revealed that non-punitive strategies such as explaining the importance of good behaviour (Mean = 4.22), reminding students of school rules (Mean = 4.02), issuing warnings (Mean = 3.84), providing counselling (Mean = 3.84), and explaining consequences of indiscipline (Mean = 3.81) were frequently applied. Teachers also acted as behavioural role models (Mean = 3.54), whereas peer counselling (Mean = 3.21) and rewards for good behaviour (Mean = 3.03) were less common. Suspension and expulsion were rarely used (Mean = 2.75 and 2.22, respectively), indicating a shift toward restorative and supportive approaches. The study concludes that PITA Project schools are progressively embracing non-violent disciplinary practices that emphasize communication, guidance, and positive reinforcement, in line with Social Learning Theory (Bandura, 1977) and Resource-Based Theory (RBT). These approaches promote moral development, self-discipline, and emotional well-being among students. The study recommends strengthening teacher training, institutionalizing counselling services, promoting ethical role modeling and peer support systems, and integrating reward programs. Policymakers should develop national frameworks, embed positive discipline into teacher education curricula, enhance monitoring, and encourage parental and community engagement. Future research should investigate long-term impacts, urban–rural variations, and gender-specific outcomes to support equitable and sustainable implementation.
Goldman et al. (Wed,) studied this question.