PSYCHOLOGICAL AND ETHICAL PERSPECTIVES ON VIOLENCEBASED DISCIPLINARY ACTION IN SCHOOLS

Wajid Nail Jayyid Almahdi (Fakultas Psikologi, Universitas Muhammadiyah Surabaya)
Muhammad Maulana (Fakultas Psikologi, Universitas Muhammadiyah Surabaya)
Musdalifah Adilah (Fakultas Psikologi, Universitas Muhammadiyah Surabaya)
Sri Rahayu Ningsih (Fakultas Psikologi, Universitas Muhammadiyah Surabaya)

Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural

Psychological and Ethical Perspectives on Violence-Based Disciplinary Practices in Schools. Violence in student discipline remains an ethical and psychological concern in Indonesian schools. Teachers often enforce discipline through physical or verbal punishment, which harms students’ emotional well-being and violates professional ethics. This study applied a systematic literature review by analyzing 10 articles published between 2015-2024 from national and international databases. The review identified four key themes: ethical dilemmas in school discipline, psychological impacts of violence on students, teachers’ emotional regulation gaps, and the need for empathy-based non-violent discipline. It concludes that violence-based discipline contradicts character education and humanistic values. A paradigm shift toward humanistic discipline through ethical literacy and emotional intelligence training for teachers is urgently needed.