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The use of physical punishment, or spanking, as a form of discipline for children has been a widely debated topic among parents, researchers, and policymakers. Proponents of spanking argue that it is an effective way to discipline children and teach them right from wrong. However, opponents argue that physical punishment can have serious negative effects on children's emotional and psychological well-being. The purpose of this paper is to review the existing literature on the topic and examine the potential consequences of spanking on children's development.

The debate on whether spanking should be considered an acceptable form of punishment for children has been ongoing for years. Proponents argue that it can be an effective method of discipline when used appropriately, helping children understand boundaries. Critics, however, highlight that it can lead to negative outcomes, including increased aggression, mental health issues, and a damaged parent-child relationship. The use of physical punishment, or spanking, as

The platform could integrate with popular parenting apps and wearables (like Fitbits for kids) to track behavioral progress, providing insights and suggestions based on real-time data. The purpose of this paper is to review

Opponents of corporal punishment present the following arguments: Critics, however, highlight that it can lead to

Corporal punishment—most commonly referred to as “spanking”—remains a contentious method of child discipline worldwide. While many parents view it as an effective, quick way to correct misbehavior, a substantial body of empirical research indicates that spanking is associated with a range of adverse outcomes for children, including increased aggression, reduced cognitive performance, and heightened risk of mental‑health problems. This paper synthesizes the current state of knowledge on spanking, examines the legal landscape across jurisdictions, explores cultural and historical contexts, and offers evidence‑based recommendations for parents, educators, and policymakers.