School discipline is considered important worldwide, and volumes of books and journal articles have addressed school disciplinary problems and strategies. However, no research scholars have addressed Tibetan refugee schools’ disciplinary practices. This research study attempted to fill that gap. This paper investigated the values and assumptions of school discipline practices in primary, middle, and senior levels of the Tibetan Children’s Village (TCV) schools in India. The major findings of this study include (1) a specification of schoolwide and classroom discipline problems, (2) barriers to maintaining effective school disciplines, and (3) discipline practices and strategies that were employed in schools. One of the striking findings has been the treatment of the Dalai Lama by the vast majority of Tibetan people (including my interview participants) who see him as a beacon of hope for seeking happiness in their daily lives, and for their dreams and struggles of returning home. Findings also include the researcher’s observations of the influence and impact of the Tibetan Buddhist culture and refugee status in India and the challenges in eliminating corporal punishment in schools. This study will provide information to Tibetan educators and policy makers on which to base more effective disciplinary policies and practices. This study also contributes new knowledge in the field of refugee and immigrant studies.
