UNAIR NEWS – A controversial initiative by West Java Governor Kang Dedi Mulyadi (KDM), which sends students with behavioral issues to military barracks for character education, has sparked widespread public debate. While some applaud the effort as a means of instilling discipline, legal scholars specializing in child protection caution that the program warrants deeper scrutiny.
Zendy Wulan Ayu Widhi Prameswari, SH, LLM, a lecturer at Universitas Airlangga’s Faculty of Law, warned that this approach could be problematic, particularly because it targets school-age children. From a child protection law standpoint, she said, the policy may conflict with core principles of the United Nations Convention on the Rights of the Child, which Indonesia has ratified.
Not child-friendly and lacking in participation
According to Prameswari, military barracks are fundamentally unsuitable as environments for children. “Such facilities risk violating children’s rights to life, survival, and development. When children are placed in settings that fail to support their physical and emotional growth, the potential for both physical and psychological harm increases significantly,” she stated.
She also questioned whether children had any meaningful input in the decision to participate. “Were their views genuinely considered, or were decisions made unilaterally by parents, schools, or the government?” she asked pointedly.
Prameswari emphasized that disregarding children’s voices could constitute a breach of their right to be heard, as outlined in the Convention on the Rights of the Child.
Risk of discrimination
She also raised concerns about the potential for discrimination, underscoring the need for clearly defined criteria when labeling children as “troubled” or “problematic.”
“We must be careful not to stigmatize. Without clear standards, these classifications could lead to discriminatory treatment that infringes on the child’s right to fairness,” she explained.
Advocating rights-based, rehabilitative solutions
As a more appropriate alternative, Prameswari recommended a child-centered approach that emphasizes prevention and rehabilitation. She highlighted the importance of identifying both risk and protective factors that influence behavior. “The government should focus on guidance and psychosocial support, ensure that children are involved in decision-making, and recognize them as rights-holders—not just subjects of punishment,” she said.
She also stressed the importance of involving trained professionals—such as counselors and child psychologists—in these processes. “Character education should not be reduced to physical discipline. Children need to be empowered through strategies that take their backgrounds into account and uphold their rights,” she added. “One critical issue is who will be responsible for monitoring this program. Oversight is essential to ensure children’s rights are fully protected,” she concluded.
Author: Sintya Alfafa
Editor: Ragil Kukuh Imanto
