Root causes behind bullying in schools
Experts have attributed the emergence of bullies to a toxic culture of seniority, poor emotional management, lack of empathy, and the emotional toll of being separated from parents at a young age.
Some students also succumb to peer pressure to avoid being seen as weak.
Other contributing factors include the lack of proper religious or moral education, lenient school disciplinary systems that tolerate the "seniors bully juniors" culture, and a shortage of full-time counsellors and student-friendly reporting channels.
Students raised in harsh, authoritarian environments or those previously bullied themselves were also more likely to become perpetrators.
Adolescents who lack sufficient emotional education may struggle to manage stress, anger or social conflict healthily.
In some cases, harsh upbringing at home can lead youths to displace their anger onto others.
Child and Adolescent Psychiatrist at the Chancellor Tuanku Muhriz Hospital, Associate Professor Dr Fairuz Nazri Abd Rahman, said bullying behaviour does not form overnight but rather stems from a combination of environmental and personal experiences, including family dynamics and individual psychological factors.
"One of the main contributors to bullying is the toxic seniority culture in schools and poor emotional regulation skills among students.
"Being sent to boarding school at a young age can significantly impact a child's emotional and social development, making them more likely to bully others," she told 'Berita Harian'.
She added that children exposed to harsh parenting, such as frequent scolding, physical punishment, or emotional neglect, may project their frustrations onto others.
A lack of affection and attention may also drive them to act aggressively to gain recognition.
"Some may also mimic the behaviour of family members if they witness their parents or siblings threatening, insulting, or physically hurting others," she said.
In recent months, there has been a noticeable spike in bullying cases, especially in boarding schools, with many involving senior students physically harming juniors.
Some perpetrators have been expelled or brought to court.
In December last year, the media reported that the Education Ministry recorded 6,208 bullying cases involving students as of October 2024 through the Student Character Assessment System (SDM).
Dr Fairuz said that some bullies act under peer pressure, not wanting to appear weak. The situation is made worse when schools are lax on discipline or implicitly endorse bullying behaviour among seniors.
She pointed out that boarding environments, including religious schools (tahfiz), could emotionally overwhelm children under 13 who are still developing emotional maturity.
Without close parental guidance, these children may struggle to express feelings like anger, jealousy or frustration, resulting in aggressive or bullying behaviour.
"Parents are a child's main source of emotional safety and validation. Early separation can cause emotional voids, feelings of rejection, or neglect, which can manifest as negative behaviour towards peers," she said.
Meanwhile, Universiti Pendidikan Sultan Idris (UPSI) psychology and counselling expert, Associate Professor Dr Fauziah Mohd Sa'ad, said the persistence of bullying cases reflects the toxic culture of seniority in schools, a lack of emotional monitoring, and the failure of comprehensive psychosocial support systems.
"These cases not only affect victims emotionally and academically but can also cause long-term trauma that disrupts mental and social development," she said.
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New Straits Times
2 days ago
- New Straits Times
Root causes behind bullying in schools
KUALA LUMPUR: At least 10 key factors have been identified as driving bullying among school students, particularly in boarding schools, with the potential to cause lifelong harm to victims. Experts have attributed the emergence of bullies to a toxic culture of seniority, poor emotional management, lack of empathy, and the emotional toll of being separated from parents at a young age. Some students also succumb to peer pressure to avoid being seen as weak. Other contributing factors include the lack of proper religious or moral education, lenient school disciplinary systems that tolerate the "seniors bully juniors" culture, and a shortage of full-time counsellors and student-friendly reporting channels. Students raised in harsh, authoritarian environments or those previously bullied themselves were also more likely to become perpetrators. Adolescents who lack sufficient emotional education may struggle to manage stress, anger or social conflict healthily. In some cases, harsh upbringing at home can lead youths to displace their anger onto others. Child and Adolescent Psychiatrist at the Chancellor Tuanku Muhriz Hospital, Associate Professor Dr Fairuz Nazri Abd Rahman, said bullying behaviour does not form overnight but rather stems from a combination of environmental and personal experiences, including family dynamics and individual psychological factors. "One of the main contributors to bullying is the toxic seniority culture in schools and poor emotional regulation skills among students. "Being sent to boarding school at a young age can significantly impact a child's emotional and social development, making them more likely to bully others," she told 'Berita Harian'. She added that children exposed to harsh parenting, such as frequent scolding, physical punishment, or emotional neglect, may project their frustrations onto others. A lack of affection and attention may also drive them to act aggressively to gain recognition. "Some may also mimic the behaviour of family members if they witness their parents or siblings threatening, insulting, or physically hurting others," she said. In recent months, there has been a noticeable spike in bullying cases, especially in boarding schools, with many involving senior students physically harming juniors. Some perpetrators have been expelled or brought to court. In December last year, the media reported that the Education Ministry recorded 6,208 bullying cases involving students as of October 2024 through the Student Character Assessment System (SDM). Dr Fairuz said that some bullies act under peer pressure, not wanting to appear weak. The situation is made worse when schools are lax on discipline or implicitly endorse bullying behaviour among seniors. She pointed out that boarding environments, including religious schools (tahfiz), could emotionally overwhelm children under 13 who are still developing emotional maturity. Without close parental guidance, these children may struggle to express feelings like anger, jealousy or frustration, resulting in aggressive or bullying behaviour. "Parents are a child's main source of emotional safety and validation. Early separation can cause emotional voids, feelings of rejection, or neglect, which can manifest as negative behaviour towards peers," she said. Meanwhile, Universiti Pendidikan Sultan Idris (UPSI) psychology and counselling expert, Associate Professor Dr Fauziah Mohd Sa'ad, said the persistence of bullying cases reflects the toxic culture of seniority in schools, a lack of emotional monitoring, and the failure of comprehensive psychosocial support systems. "These cases not only affect victims emotionally and academically but can also cause long-term trauma that disrupts mental and social development," she said.
The Sun
2 days ago
- The Sun
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Research shows that age-appropriate sexuality education should begin earlier, ideally before puberty, to equip children with the understanding to protect themselves and report abuse. This is vital in cases of incest, which often go unreported due to confusion, fear or manipulation by perpetrators. The rise in incest cases demands stronger safeguards for child protection through early education and open dialogue. Public destigmatisation and community engagement: Step up efforts to normalise conversations around SRH through nationwide awareness campaigns. Collaborating with community leaders, educators and youths will help dismantle taboos and foster support for sexuality education. Educator training and readiness: Require in-service and pre-service training for all CSE instructors. Equip teachers with accurate, up-to-date and scientifically validated knowledge and the skills to address sensitive topics such as sexual and gender-based violence, as well as sexual abuse. 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Dr Margarita Peredaryenko and Avyce Heng are part of the research team at Emir Research, an independent think-tank focused on strategic policy recommendations based on rigorous research.
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