Child Protection vs. Academic Discipline: An Analysis of The Adverse Impacts of Maar Nahi Pyar Policy on children in District Dir lower, Khyber Pakhtunkhwa

Abstract

The Government of Pakistan has introduced a child protection policy called Maar Nahi Pyar with the objective to achieve a more facilitating teaching environment by eliminating corporal punishment. This policy was codified in Khyber Pakhtunkhwa (KP) in the form of the Child Protection and Welfare Act of 2010 which became a radical breakthrough in disciplinary measures in schools. This qualitative study explores the unanticipated effects of the policy on the academic performance, behavior of students and the maintenance of discipline in the classroom in government and private high schools. Semi-structured interviews were conducted with 15 teachers, 15 parents. Thematic analysis demonstrated both academic participation and the moral behavior of students were perceived to have deteriorated with the introduction of the policy. According to teachers, there was more disruption in the classroom, less homework, and students lacked a serious attitude towards academics. Where teachers shared frustration due to limited disciplinary tools. The parents had mixed views; some thought the policy was a good move toward protecting the emotional wellbeing of children, but others noted that disciplinary actions, which should be structured, were necessary to hold children accountable in terms of academics. The findings demonstrate the necessity of culturally competent positive discipline systems, teachers’ capacity building, and community involvement to make the policy both effective and affordable without undermining the quality of education.