Is expulsion a solution to indiscipline?

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OPINION

By Quillino Bamwine

The recent expulsion of students from Kyambogo University over allegations of indiscipline has reignited a contentious debate: Is expulsion an effective solution to misconduct in educational institutions?

While expulsion may appear as a swift and decisive measure to restore order, its long-term efficacy must be scrutinised through the lenses of justice, rehabilitation, and societal impact. Rather than addressing the root causes of indiscipline, expulsion often serves as a knee-jerk reaction — one that risks perpetuating cycles of marginalisation and unrest.

Education is meant to be transformative, a tool for raising responsible citizens. However, when institutions resort to expulsion as a primary disciplinary measure, they risk undermining this very purpose. Lasting discipline requires systemic reforms, restorative justice, and a commitment to rehabilitation rather than exclusion.

Expulsion is frequently employed as a deterrent — a warning to other students that misconduct will not be tolerated. However, it often fails to address the underlying issues fuelling indiscipline.

In 2019, Makerere University expelled 15 students for participating in protests against tuition policies. While the expulsions temporarily quelled unrest, the underlying grievances remained unresolved.

The protests resurfaced later, demonstrating that expulsion merely suppresses dissent rather than fostering dialogue or institutional reform. A 2023 study in Kenyan schools revealed that 60% of expelled students reoffended after transferring to new institutions. This suggests that expulsion does not reform behaviour — it merely displaces the problem. Education should be a redemptive process. Expelling students — especially leaders like guild presidents — deprives them of the chance to learn from their mistakes and grow. Instead of exclusion, institutions should explore corrective measures that encourage accountability.

Uganda Martyrs University has implemented restorative justice programmes, including community service, counselling and peer mediation. These initiatives have reduced repeat offences by 40%, proving that rehabilitation is more effective than punitive exclusion.

Finland’s education system prioritises counselling and support over expulsion. As a result, Finnish schools boast lower dropout rates and higher rates of societal reintegration. This model demonstrates that discipline should aim to correct, not merely punish. Expulsion carries long-term consequences that extend beyond the classroom. Many struggle to gain employment or re-enter education due to the stigma attached to expulsion. Without proper support, expelled students may drift towards delinquency, reinforcing cycles of poverty and crime.

When institutions expel student leaders — such as guild presidents — they risk alienating the student body. Rather than fostering respect for authority, expulsion can breed resentment and further dissent.

The expulsion of the Kyambogo University guild president may restore short-term order, but it could also deepen mistrust between students and administration. If students perceive disciplinary actions as arbitrary or authoritarian, they may become more defiant.

Institutions should consider probationary periods where students remain enrolled, but under strict supervision, with clear behavioural expectations. Pairing offenders with faculty or senior students can guide them towards positive behavioural change.

Indiscipline often stems from systemic issues such as poor governance, inadequate student welfare, or lack of representation. Institutions must establish grievance mechanisms. Allow students to voice concerns through formal channels rather than resorting to protests. Rather than waiting for misconduct to occur, institutions should proactively instil discipline through ethics and leadership training. Integrate character education into curricula to foster responsibility and integrity.

Expulsion is a blunt instrument in a battle that requires precision. While Kyambogo University’s decision may bring temporary order, it does little to address the root causes of indiscipline. True discipline is not about removing offenders — it is about transforming them.

Education’s greatest power lies in its ability to redeem, not reject. As we reflect on the recent expulsions, let us ask ourselves: Do we want an education system that casts out its troubled students, or one that guides them towards growth? The answer will determine not just the future of our institutions, but of society itself.

The writer is the Consul General of the Eswatini Kingdom in Uganda