Positive Discipline as an Alternative to Traditional Punishment in Sri Lankan Schools: A Systematic Review of Literature

Positive discipline is increasingly recognized worldwide as a rights-based, learner-centered alternative to punitive school discipline. Sri Lanka has built a substantial legal architecture against corporal punishment, most recently through the 2025 amendment introducing Section 308A of the Penal Code; yet national surveys continue to report that a majority of students still experience physical or psychological punishment in the classroom. This paper reviews international and Sri Lankan literature to (i) synthesise the theoretical foundations of positive discipline drawn from Skinner, Bandura, Dreikurs, Glasser and Zehr, (ii) compare international, South Asian and Sri Lankan empirical evidence on punitive versus positive disciplinary outcomes, (iii) identify the factors shaping implementation in Sri Lankan classrooms, and (iv) derive policy implications. A qualitative documentary analysis was undertaken of peer-reviewed journal articles, systematic reviews and meta-analyses, national surveys, legislation, and international policy reports, published predominantly between 2018 and 2025 alongside seminal theoretical works, which were thematically analysed and triangulated. The review confirms that punitive methods secure short-term compliance at the cost of long-term aggression, anxiety and disengagement, whereas positive and restorative approaches are consistently associated with stronger self-regulation, safer school climates and more trusting teacher-student relationships. In Sri Lanka, however, a persistent law-practice gap is sustained by limited teacher preparation, inconsistent school leadership, culturally embedded beliefs equating punishment with effective discipline, and weak monitoring mechanisms at zonal level. The review concludes that legal prohibition alone cannot transform classroom practice, and that sustainable reform requires embedding positive discipline within pre-service and in-service teacher education, whole-school behaviour frameworks, school counselling infrastructure, and stronger zonal monitoring and accountability systems.

positive discipline, corporal punishment, school discipline, teacher attitudes, child rights, Sri Lanka

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