Abstract
The abolition of punishment in schools has been introduced in many education systems with the intention of promoting child-friendly and non-punitive learning environments. However, the actual impact of this reform depends largely on teachers’ experiences and perceptions in everyday school contexts. The present study examined teachers’ perceptions of the impact of abolishing punishment in elementary schools across four dimensions: school environment, student–teacher relationships, student motivation and study habits, and teacher behaviour. Using a descriptive survey design, data were collected from 160 elementary school teachers through a self-constructed questionnaire comprising statements related to the perceived effects of the no-punishment policy. The data were analysed using frequency and percentage analysis. The findings indicate that a substantial proportion of teachers perceived no visible change in school environment, student motivation, and teacher behaviour following the abolition of punishment. In contrast, perceptions regarding student–teacher relationships were predominantly negative, with many teachers reporting signs of degradation. Although some teachers perceived improvements across the studied dimensions, these views were not dominant. Overall, the results suggest that the abolition of punishment, as perceived by teachers, has produced mixed and largely neutral outcomes, with particular challenges evident in maintaining student–teacher relationships. The study highlights the complexity of discipline reform and underscores the importance of contextual and institutional factors in shaping the perceived impact of no-punishment policies in elementary education.