Parents

Economic background + Genetic factors + Education + Environment + legally responsible+ physical punishment+ solution

One of the most significant benefits obtaining from a uniform is that it eliminates economic inequalities/disparities and reduces the competition among students for showing off stylish/trendy clothes. Parents need not shop for expensive and varied wardrobes/clothing/clothes for their children.

There will be less distraction at school and children will not strive to keep up with the fashion.

Students from low income families would not feel isolated or inferior to others, while those from high income families would not become the target of bullies/intimidators. It is because all students look as plain/simple as their peers.

A child’s education should not be damaged by their inability to afford stylish clothes. Their performance at school should be recognised based on individual characters rather than on their economic status.

>> Economic status, low/big family budget, afford the life

It is still a myth why some children, born in affluent/rich/wealthy/high-income/high-class families and raised/brought up/reared/nurtured in a positive enriching environment, still embark on/initiate/attempt a career of crime and self destruction. It points to factors outside of the parental and educational environment; or in plain words, it could be traced back to genetics and thus a natural progression. It must be remembered that life is not simple. Nor is any human being. Even though environment is so overwhelming that it cither suppresses/stifles/represses/holds back/restrains/impedes/hiders/hampers/obstructs (V-ing) or fortifies/reinforces/strengthens personality traits of individuals, individuals differ from each other in many aspects/facets /ˈfæs.ɪt, rather than show identical/the same/duplicated traits. Genetic difference shows/displays/showcases its effect from as early as one’s preschool years, throughout adolescence and into adulthood/adult lives.

>>  Personality traits

(environment )

The impacts/influences/effects of nature seem sizeable/considerable in some other cases. For example, a couple can give birth to/have twins who resemble/bear a resemblance to/are similar to each other in both appearance and behaviour. Ruthlessly separated|polarised at birth, and brought up in completely different environment, the twins would most likely grow into identical adults, developing extremely similar/anagolous/comparable characteristics and even showing the same likes and dislikes. So striking are the effects of their genetic make-up that those of the environment are obscured/dim.

Trẻ con 5 tuổi

Unlike adults, children break the law in the absence of|lacking either incentive or motive. Their acts are accidental|unplanned| unintentional|inadvertent and intuitive|spontaneous|instinctive, signalling|indicating the accumulative effect of the environment where they grow up. Children in formative|impressionable years are particularly susceptible|vulnerable|defenseless to whom they meet and what they see in their daily lives.

For example, their violent acts are very likely to reflect|mirror a mixed effect of their repeated exposure to violence.

Parents should therefore act as gatekeepers|guardians|protectors|custodians to prevent their children from watching TV and playing video games, thereby negating|counteracting| reversing| wiping out the influence of media. Once a child uses violence, it reveals that his or her parents have habitually failed to fulfil those duties. For this reason, parents should be accountable|responsible|liable for their child's wrongdoing|their five-year-old child's lawoffending behaviour.

>> gatekeepers

Another example to show parents' effect on their child’s behaviour is that many parents fail to set a positive role model. More often than not, parents have their own behaviour problems (such as using violence in the face of their children). As children have a natural ability to imitate others, their violent or unlawful behaviour is potentially a replica of their parents. That’s why children with fine upbringing normally show their courtesy|politeness and professional etiquettes in coping with real-life problems, such as conflicts with others, while those children with poor upbringing are more likely to act violently. People are thus not surprised to see that many young delinquents|lawbreakers|offenders had unhappy lives and felt discontented|dissatified|displeased|unhappy with their life circumstances in which they grew up|came of ages|became adults|came to maturity.

>> positive role models

In general, 18 is the age when an individual starts to be legally responsible for his or her acts.

This is an age from which a child is ready to explore life him-or-herself and assumes life

responsibilities. For the most part|On the whole|Principally, they are allowed to vote, drive, drink and smoke. They have sufficient experience, knowledge and competence for decision making and reaching moral conclusions.

>> legally responsible for his or her acts

The notion that some individuals have a genetic predisposition|disposition|penchant for criminal|disruptive|aggressive|violent behaviour can seek support from a large number of facts. For example, aggression and impulsivity, two personality traits commonly found among adult criminals, are in fact evident|obvious|apparent|manifest|marked|patent|plain from as early as those people’s preschool years. Criminals are also diagnosed to share a similar set of psychological problems, indicating their heritable|inherited|herediaty nature.

If given the right circumstances|conditions|environments, individuals with those genes would eventually engage in criminal|illegal|subversive activities. For example, the children raised in an environment where violence and illegitimacy are norms are more likely to commit similar crimes in adulthood. It is therefore fair to say that the effect of heredity is worsened|multiplied by the environment.

>> environment

While the impact of genetic predisposition is recognised, genetics is not solely responsible for unlawful|inlegal|illegitimate|prohibited acts. Criminal tendencies are admittedly clear among those children whose parents have a long criminal history. However, the chances for their engagement in criminal activities would not become bigger until they are exposed to an environment that breeds such activities. Environment can modify|alter|reconcile|tailor|adapt, weaken or reinforce one’s characteristics. It is the reason why a child can act in a different manner from his or her parents. It is neither practicable nor rational to make a moral judgement on a child simply by their genetic makeup and label |consider |regard him or her as a criminal while ignoring|overlooking|neglecting|paying no attention to| take no notice of the influence of factors like education.

>> education

A proper|sufficient|adequate understanding of the impact of environment on individual behaviour also enables people to recognise the influence of some other elements, such as schooling and upbringing|rearing|education. Children, whose biological parents have criminal records, have the potential for | are likely to achieve personal success, if adopted and reared by well-educated and upper class families. Likewise, children who experience family problems like family breakdown and child abuse are more likely to commit violent crimes later in life. These elements, working either in isolation or in groups, lead to a child’s criminal/delinquent behaviour.

>> upbringing

Although many parents attempt to control the intensity of physical punishment, their behaviour, in many instances|in many cases|under some circumstances, increases the likelihood of causing remediless harm to their children. The distinction between discipline and abuse is hardly clear-cut|clear|straightforward, and there is no assurance that parents can control their discipline properly. Physical injury|harm seems to be an inevitable result in most cases. For example, spanks are widely accepted by many parents as a method of discipline, but, unfortunately, most parents hit harder when children recommit the offence. Injuries are therefore well-documented.

>> physical punishment and physical injuries

In addition to physical harm, corporal punishment has been considered as the facilitator of many kinds of emotional harms. For example, children who are exposed to intense and frequent physical punishment are more likely than their peers to suffer depression, unhappiness, anxiety and feelings of hopelessness. The accumulative effects of these problems have a profound|overwhelming|intense|deep|great|extreme influence ovei most survivors of physical punishment. They lose courage to venture and have no desire for being creative individuals, as they only try things their parents permit them to do.

>> physical punishment and negative feelings

There are also some other negative outcomes, such as behavioural problems. Corporal punishment is perhaps not the sole factor responsible for delinquent behaviour among children, but there is no denying that it increases children’s tendency to act out and attack their siblings, peers or even parents. It is particularly true when children receive physical punishment intensely. Even worse, victims of physical punishment might use violence as one of the main parenting styles|methods when they become parents. It is a vicious cycle.

>> violent behaviours

There is no point in denying that rule setting is possibly the most effective method in overcoming some upbringing difficulties, such as protecting children from dangers and guiding them to act rationally|reasonably. Children are adventuresome|adventurous|daring|courageous|audacious and full of curiosity. They attempt various activities, either with deliberation or on the spur of the moment. Imposing rules is therefore imperative|urgent, as it prevents many problems from occuring. For example, forbidding accessing knives, medicine, microwaves or ovens can minimise the risk of accidents and injuries. Some other rules, such as forbidding spitting, nose-picking and foul language, lead children to develop proper demeanour|manner|behaviour|conduct in different social situations, and to adhere to|conform to|obey|cling to|stick to strict rules of professional etiquettes from their early childhood.

>> rule setting

One’s problem-solving abilities are mainly derived fiom the knowledge and experience obtained

during his or her adolescence|teens|teenage years|youth. Not surprisingly, children from poor families are less likely to maximise their education. First o f all, their parents are unwilling to select a reputable|prestigious school for them，as tuition fees can take up a large proportion o f family income.

>> self: knowledge and experience