Prevalence of and factors contributing to violent discipline in families and its association with violent discipline by teachers and peer violence

Abstract

Using a multi-informant approach, we assessed 914 children (mean age = 12.58 years, standard deviation [SD] = 1.43) and 893 caregivers (98.3 per cent female, mean age = 40.07 years, SD = 11.46) in Tanzania. Results showed that 93.3 per cent (n = 828/893) of caregivers reported using violent discipline, while 91.0 per cent (n = 832/914) of the children experienced it in their families. Further, 95.0 per cent (n = 868/914) and 93.7 per cent (n = 853/914) of students experienced violent discipline by teachers and peer violence at school, respectively. In a multilevel path model, children's mental health problems (standardised regression coefficient [β] = 0.192 [CI: 0.130, 0.255], p < 0.001) were associated with their experience of violent discipline in families. Caregivers' own childhood experience of violent discipline (β = 0.169 [CI: 0.105, 0.232], p < 0.001), their positive attitudes towards violent discipline (β = 0.228 [CI: 0.166, 0.290], p < 0.001) and mental health problems (β = 0.175 [CI: 0.113, 0.237], p < 0.001) were associated with their use of violent discipline. Violent discipline in families significantly correlated with violent discipline by teachers (correlation coefficient [r] = 0.413 [CI: 0.354, 0.472], p < 0.001) and peer violence (r = 0.354 [CI: 0.294, 0.415], p < 0.001) implying children's polyvictimisation. K E Y W O R D S family violence; mental health, attitudes towards violence; peer violence; polyvictimisation; school violence; violent discipline Key Practitioner Messages• Violent discipline is highly prevalent in families in Tanzania and is associated with higher risk for violence exposure in school by teachers and peers. • Preventive strategies prioritising legal protection are insufficient on their own in societies where violence against children may be normalised or even supported. • Successful and effective intervention approaches that challenge societal norms and beliefs towards violent discipline should be adopted, implemented and evaluated in both family and school contexts.