In more severe cases, the emotional distress of cyberbullying can manifest as depression and anxiety. Photo: Freepik
Cyberbullying has become a widespread issue among primary and secondary school students in Malaysia.
The act is defined as the use of digital communication technologies such as the Internet and social media to insult, threaten or spread harmful information that endangers victims physically or psychologically.
In 2024, the Malaysian Communications and Multimedia Commission (MCMC) reported that 8,756 pieces of content related to cyberbullying were ordered to be removed.
This finding marked a significant increase compared to only 1,763 cases the previous year.
Approximately 70% of these cases involved school students, particularly those aged between 13 and 15.
If not addressed promptly and effectively, the number of cases would continue to rise in line with the increasing use of technology among teenagers.
Online platforms designed for connection have increasingly turned into common spaces for misuse.
Social media and messaging applications are frequently used for insults, threats and the non-consensual sharing of personal media.
Many perpetrators act out of a desire for attention or social standing.
They often fail to grasp the profound long-term consequences of their actions, both for their victims and for themselves, as they may later face intense guilt and regret for having ruined another person’s life.
Dr Syarifah Maisarah says cyberbullies fail to grasp the profound long-term consequences of their actions. — Dr SYARIFAH MAISARAH SYED ALWI
Prolonged impact
The impact of cyberbullying extends beyond momentary embarrassment.
Psychologically, it can disrupt the social relationship of the victim and inflict damage on their mental health.
In more severe cases, the emotional distress faced by the victim can manifest in depression, anxiety and even suicidal thoughts.
Such alarming consequences raise deep concerns among parents, educators and the government, highlighting the urgent need for a coordinated response to an issue that is often trivialised.
The influence of social media has amplified this problem.
Originally designed as a tool for communication, it is now often misused as a space for harassment.
The phenomenon of fear of missing out (FOMO) pressures students to remain constantly active online, updating statuses or managing multiple accounts to appear relevant among peers.
Over time, this unhealthy competition promotes a toxic culture where empathy, respect and academic focus are sidelined in favour of virtual validation.
Some students, specifically those struggling with social problems or low self-esteem, may resort to cyberbullying as a way to gain attention or recognition.
They often hide behind anonymous or fake accounts when insulting others or spreading false information, complicating efforts to identify and report them.
This veil of anonymity often allows perpetrators to escape legal consequences, emboldening them to repeat their actions, many without realising the long-term guilt and regret they will face when they comprehend the life-altering harm they have inflicted.
This environment is exacerbated by a frequent lack of parental supervision.
Parents who are inattentive to their children’s digital habits or lack awareness on digital safety themselves struggle to monitor online activities effectively.
Therefore, they miss the early signs that their child is either a victim or a perpetrator of cyberbullying.
Without adequate guidance and education at home, children are left vulnerable to the risks of the online world.
Parents who are inattentive to their children’s digital habits struggle to monitor online activities effectively. Photo: Freepik
Role of schools
Schools play a pivotal role and must share responsibility in addressing cyberbullying.
Many institutions have yet to implement robust educational programmes on cyber safety and online ethics from an early age.
This lack of early exposure means students often fail to recognise certain actions as cyberbullying, leading them to become involved either knowingly or unknowingly.
Without clear guidance, they cannot navigate the digital world safely and responsibly.
Therefore, combating cyberbullying must be a shared priority addressed through a holistic and integrated approach.
Key steps include integrating cyber safety education into the school curriculum to build digital literacy from a young age.
Awareness of the harmful effects of cyberbullying must be nurtured, and students must be provided with safe, stigma-free channels to report incidents.
Now, Malaysia relies on Section 233 of the Communications and Multimedia Act 199 to prevent online harassment.
Simultaneously, schools must take firm action and impose punishments on perpetrators to send a clear message that such behaviour will not be tolerated.
Through the concerted efforts of parents, schools, authorities and the government, we can curb this menace and protect the emotional, mental and social well-being of the younger generation in today’s challenging digital landscape.
Dr Syarifah Maisarah Syed Alwi is a senior lecturer and clinical psychologist at the Department of Educational Psychology and Counselling, Universiti Malaya.
