When I used the word “pandemic” to describe bullying in public schools, it was meant to incite fear in the hearts of all Malaysians. I had not done any research on the number of bullying cases.
To my horror, when I was interviewed on Nik Nazmi Nik Ahmad’s podcast Lebih Masa, the host introduced the subject matter by quoting a report that claimed almost 6,600 bullying cases were recorded by the education ministry in its database since 2023!
My God, I thought! The host then reeled off a few cases that resulted in death. It was then that I went to the toilet to throw up.
I am not a “numbers” person. Whether it is one or 6,600 cases means the same to me. There is simply no justification for bullying to occur in our schools.
Some say: “Well it can’t be helped lah! You know lah! Boys will be boys!” Or, “The school is so big lah, how to look out for all 2,000 students, smaller school boleh lah!” Then, there is that famous 19th century Howard Hughes novel, Tom Brown School Days, which suggests bullying toughens children up for adulthood. What a load of nonsense!
Here are two basic principles that we, Malaysians, must all hold on to. First, our children must be safe in school. Second, if anything happens, the school is at fault.
Schools, of course, do not want to be seen as being at fault, as the repercussions would be extremely serious. But they must still take every effort to learn and change for the better.
Presently, bullying is treated as a one-off issue, as is stealing or punching a teacher. Well, it is not, because it involves OUR children whom we entrust to the school for a few hours a day.
So here are six steps we must insist the education ministry takes IMMEDIATELY.
FIRST, all toilets, dormitories and recess areas for Forms 1 and 2 must be strictly segregated from those used by Forms 3 to 5. The same principle must apply to primary pupils as well. These younger cohorts must not be made to wait for their parents in the same pickup zones as older students, nor should they ever share dormitories.
SECOND, teachers must conduct private interviews periodically with each student to ask whether they feel threatened or fear being bullied. These sessions should be brief but confidential, allowing students to speak freely. Any mention of intimidation by an older or physically larger individual should immediately raise a red flag.
Patterns will likely emerge—repeated mentions of the same names can help identify potential aggressors early. Once flagged, the alleged perpetrators should be discreetly monitored, and appropriate steps taken to engage them, making it clear that their behaviour is under close observation.
Teachers must also remain vigilant for signs of distress among potential victims. A consistently sad or anxious expression can be an important indicator that warrants further attention.
THIRD, all forms of ragging must be strictly prohibited. Orientation activities involving seniors and juniors must be fully supervised by teachers at all times. Under no circumstances should unsanctioned rituals — especially those conducted at night — be tolerated.
Midnight ragging, coercive “initiation” practices, or any form of humiliation have no place in a safe and respectful learning environment. The policy is unequivocal: Rag and you’re out!
FOURTH, adult monitors must be present and actively patrolling school grounds during key transition periods: before school begins, during recess, and at dismissal. These monitors play a critical role in identifying dominant cliques, loud or disruptive behaviour, and potential flashpoints for conflict. This responsibility must not be delegated to student prefects.
At my daughter’s school in Scotland, trained Recess Supervisors were stationed across the playground to ensure safety and intervene when necessary. We must adopt a similar model, with at least four adult supervisors consistently roaming the school grounds.
My son once recounted an incident where he and another boy engaged in a one-on-one fight, surrounded by other students — on school property. Shockingly, no teacher was aware of it. Had there been a dedicated ground supervisor, the incident could have been prevented or de-escalated.
FIFTH, school management must adopt a zero-tolerance policy toward bullying. Any student found to be bullying others must be expelled without delay and placed in a different school. The receiving institution must be formally notified and instructed to monitor the student’s behaviour closely.
What happened to my son should never be repeated. He was punched and bullied, yet the school’s response was to merely transfer him to another class — leaving both boys in the same school.
It was a reckless and insensitive decision. I withdrew my son the very next day and enrolled him in a private school. Though it came with financial strain, he thrived there for the next four years.
No child should have to sacrifice their safety or well-being because a school fails to act decisively. The burden of change must fall on the aggressor — not the victim.
SIXTH, all isolated or unsupervised areas — such as the rear sections of school buildings, unused classrooms, and storage spaces — must be strictly off-limits to students. These “negative spaces” often become vulnerability zones, where supervision lapses and misconduct can go unnoticed.
To mitigate this risk, surveillance cameras should be installed at strategic points, including toilets and other secluded areas, to monitor student movement. These systems are affordable and effective. A modest allocation of RM5,000 per school would significantly enhance safety infrastructure and provide peace of mind to parents and educators alike.
Protecting children requires not just reactive measures, but proactive environmental designs that eliminate blind spots and deter harm before it occurs.
Bullying is a pandemic and must be acted on immediately for the protection of our children. No more stalling please.
The views expressed are those of the writer and do not necessarily reflect those of FMT.