Even though schools play a very essential role in introducing and implementing alternativemeans of discipling of a child, there is limited literature in schools on the methods theygenerally use to attain. In using qualitative methodology, the study explored the prevalence ofcorporal punishment as a disciplinary tool in Zimbabwean schools. In addition, it looked at theimplications of corporal punishment in the era of children’s rights and the reasons why corporalpunishment is still recording high cases regardless its ban by the Government of Zimbabwe(GoZ). The study unravelled that the practice violent and non-violent approaches to instildiscipline and, in many cases, violating the rights of children. Zimbabwean schools only lookat alternative to corporal punishment as a measure of last option to instil discipline. AccordingGudyanga et al (2014) this is quite crucial since it avoids overuse and reliance on physical harmwhich in turn becomes physical abuse. It is critical to underscore the existence of differenttypes of offences which calls for the consideration of administration on corporal punishmentin school environment and these are articulated to avoid it being used on very minor offenceswhich would promote its frequent use and culminate to abuse. Regardless of these protectiveprocedures, administration of physical punishment still remains an infringement stance on theUNCRC (1989) that criminalises corporal punishment in schools, and which Zimbabwe is asignatory in 1992 (U.N. General Assembly, 1989). The findings of the research unpackcontroversial discussions and arguments on disciplining of children in the socio-culturalcontext and the most popular one being the debate on corporal punishment versus children’srights violations. Through children’s rights approach and interdisciplinarity perspective, thestudy findings provide a framework to roll out data, and which justifies the administration ofcorporal punishment to achieve child discipline, undermining the need for child rights-orienteddisciplinary approach.

This study makes use of the phenomenological approach whichaccording to Husserl (1970) describes rather than explain and starts from a perspective whichis hypothesis and preconceptions free.This study invoked UNCRC Art. 12 on Child Participation by highlighting children agency asit sought to comprehend from the children how they felt about corporal punishment in schools.