Parents turn to private schools for better facilities and personalised learning

PETALING JAYA: More Malaysians are opting for private schools as they feel the quality, safety and inclusivity these institutions offer can better support their child’s learning needs.

Parents cite quality facilities, smaller classes, personalised teaching and improved support for children with special needs as key factors for better academic outcome.

Businessman Isaac Moosa T, 51, sent his son to an international school in Kuala Lumpur because the Year Three pupil needed a safer learning environment and facilities tailored to his needs.

He also believes that the peer network his son builds during his school years will play a significant role in shaping his future.

“Connections matter. It can push children further in their future careers, and the school they’re in plays a big part in that,” he said.

Isaac said he values the school’s structured academic routine, regular progress updates from teachers and the wide range of co-curricular activities offered such as orchestra, football, Japanese culture, zumba, yoga, beatbox, drone flying, and dancing.

“My son is given weekly tasks like reading and math homework.

"Besides the periodical parent-teacher meeting, his teacher messages us about how he is doing. There is that personal touch," he said.

Medical practitioner Dr Guee Handayani Muhamad, 44, said she opted for private schooling because of her son’s distinct learning profile.

“He acquires academic knowledge quickly but is hyperactive, struggles with authority and will only learn in English,” she said, adding that he thrives only in a small teacher–student ratio environment where guidance is firm but gentle.

Dr Guee said the private school provided her son with a level of inclusivity, attention and respect necessary for his development.

"The balanced curriculum, with compulsory sports and non-sports activities, together with a strong culture of cooperation helped him adapt and grow.

Her concerns about public schools centred on language barriers and the lack of specialised support for children with diverse learning needs.

“Many neurodivergent students are ignored or discouraged from participating.

“Teachers expect seven-year-olds to be independent learners, and any request for guidance is often met with complaints or recommendations for extra classes,” she said.

She added that late detection of learning disabilities is common, making private education a more suitable environment for her children.

Both her sons, aged 13 and six, remain in private school.

A 47-year-old architect and homemaker from Denai Alam who requested anonymity, said her decision to opt for private education was initially influenced by practical considerations: smaller class sizes, air-conditioned classrooms, safer enclosed buildings and value-added programmes such as swimming and drama.

“With fewer children in a class, teaching quality improves. Teachers can give more individual attention, especially to kids with special needs,” she said.

She noted that many public schools struggle with aging or poorly maintained facilities, from broken drain covers to malfunctioning fans and toilets, which raised safety concerns.

However, she recently enroled her youngest daughter in a newly built public school, citing its small student–teacher ratio and well-maintained environment.

“I see it as a good fit for now,” she said.