KUALA LUMPUR: Gaps in Malaysia’s school system are limiting timely intervention against bullying and preventing early identification of students facing mental health challenges, educators warn.
Datuk Dr Monna Ong Siew Siew, associate professor at Tunku Abdul Rahman University of Management and Technology (TAR UMT) and lead researcher of the Safe School 2.0 initiative, highlighted weaknesses including incomplete national psychological screening, high student-to-counsellor ratios, a punitive approach to discipline, fragmented inter-agency data and limited professional training for teachers.
Speaking at the Academic Forum on Mental Health and Emotional Resilience in Schools yesterday, Ong presented the Safe School 2.0 proposal, a three-year plan with clear targets: reduce bullying incidents by 30% by 2028, ensure 80% of students undergo psychological screening and train 90% of teachers in trauma-informed approaches.
The model is built on three layers, she explained, with the first focusing on prevention and early detection through tools such as a risk dashboard, standardised psychological screenings and Safe School Committees comprising teachers, counsellors and student leaders.
Students will also receive basic education on mental health, participate in anti-bullying programmes and engage in training on digital literacy.
“Early detection helps prevent problems from escalating,” Ong said.
The second layer addresses intervention and community support, promoting social-emotional learning, empathy and peer support through initiatives such as Pulse, Safe Leaders and Buddy Support Networks.
The aim is to nurture a school culture rooted in respect, empathy and mutual support.
The third layer focuses on crisis intervention and trauma recovery, providing professional support for high-risk students through psychological first aid, restorative justice and clinical referrals.
Ong emphasised collaboration with the Health Ministry, the Malaysian Communications and Multimedia Commission and other agencies to support students affected by digital trauma, emotional injuries or post-traumatic stress disorder.
The proposal also calls for a national coordinating body, the Matriks Nasional Kesihatan Mental dan Intervensi Krisis Sekolah, under the Education Ministry, to ensure consistent implementation across states and schools.
Ong, who holds a PhD in Psychology, said the rollout could begin with 200 pilot schools in 2026, expand to 3,000 in 2027, and reach full implementation in over 10,000 schools by 2028.
Each school would have a psychological safety officer and an integrated digital reporting system, supported by a national campaign, “Sekolahku Tempat Selamat”, to restore confidence in school safety and mental health support.
Wong Su Zane, vice president of the Life Line Association Malaysia, described the proposal as “interesting, informative and doable”, praising its three-tier approach of prevention, intervention and crisis management.
She added that multi-sector collaboration with the Health Ministry, the Women, Family and Community Development Ministry and child-protection agencies is crucial.
“Before crises escalate, students often experience feelings of isolation and lack of support, eventually leading to a trigger that causes collapse. Early intervention is essential to prevent escalation,” Wong said.
The forum brought together educators, counsellors, NGO practitioners, parents and members of the public to examine the complex psychological and emotional challenges facing Malaysian students.
Six expert panellists shared insights spanning educational psychology, youth mental health, clinical interventions, counselling education, school leadership and community-based crisis support.
They included TAR UMT’s Prof Dr Ananda Kumar Palaniappan and senior lecturer Chuah Hooi Mei; YoungMinds Malaysia president Nazrul Azizi; Titiwangsa Health Office psychologist Imatul Nor Hazizan; and SMJK Chong Hwa Kuala Lumpur principal Tan Siew Choo.
