Negative effects of childhood spanking may be overstated, study claims

A recent study looked into the long-standing debate surrounding the impact of spanking on child development.

The study, published in the Marriage & Family Review , revealed that the punishment may not be as detrimental to a child’s future.

The researchers found that spanking accounted for less than 1% of variations in child outcomes, showing that its negative effects might be exaggerated.

The topic of whether or not spanking is an effective or harmful form of punishment has sparked considerable discussion for generations. Previous research has established a strong correlation between physical punishment and negative outcomes for children, but much of this work did not account for pre-existing behavioral issues in children.

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This made it challenging to determine whether spanking directly causes problems or if it is more commonly employed with children who already exhibit behavioral difficulties.

Robert E. Larzelere, an endowed professor for parenting research at Oklahoma State University and author of “ Authoritative Parenting ,” has dedicated 40 years to studying this topic.

He claims that spanking does not lead to negative consequences unless it is administered excessively or from a place of malice rather than genuine concern for the child.

“Although it is clear that spanking is correlated with adverse outcomes such as delinquency, does it cause those outcomes (like smoking) or not (like hospitalization, which is also associated with worse outcomes compared to those never hospitalized)?” Larzelere questioned.

“Answer so far: Spanking does not cause harmful outcomes unless it is used too often or too severely or out of meanness rather than out of concern for the child’s welfare.”

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Larzelere and his team conducted meta-analyses using data from previous studies that tracked the same children over time. By accounting for children’s behavior before spanking the researchers could hone in on the effects of spanking alone.

The researchers examined four key outcomes: externalizing problems (like aggression), internalizing problems (such as anxiety), cognitive performance and social competence.

The study also examined a specific form of spanking — “back-up spanking” — which consists of two open-handed swats to a child’s bottom. Randomized controlled trials indicated that this method was significantly more effective than allowing children to exit time-out without consequences.

After accounting for baseline behaviors, the analysis revealed that spanking explained less than 1% of the variance in child outcomes.

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Overall, this study suggests that the impact of spanking on behavioral and developmental outcomes is minimal and that previous research may have overestimated its harmful effects.

Spanking could be effective in encouraging cooperation, especially among younger children. The researchers found that spanking was slightly more beneficial for children aged 2 to 6, linking it to slight reductions in bad behavior.

Conversely, as children got older, the effectiveness of spanking diminished and was associated with worse outcomes for those aged 8 to 11.

“Although different things work for different children (or for the same child at different times), spanking can be an effective disciplinary tool under some circumstances,” Larzelere told PsyPost .

“The most effective way to use spanking is two open-handed swats to the bottom of 2- to 6-year-olds when they refuse to cooperate with milder disciplinary responses, such as time-out.”

“When used that way, defiant children learn to cooperate with the milder disciplinary responses, so that spanking can be phased out. Similarly, timeout and privilege removal can be used to back up verbal explanations and negotiations, which should be preferred by all parents when appropriate.”

While the study indicates that controlled and limited spanking may not cause significant harm, especially in younger children, the experts stress that misuse or excessive application of physical punishment can lead to negative outcomes.

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