THE recent surge in school violence has prompted our government to consider a potential ban on smartphone usage for students aged 16 and below, citing concerns that social media and online gaming may negatively influence behavior and even contribute to criminal acts.
Indeed, Internet addiction has become a global concern. Both China and South Korea have categorised it as a serious public health threat. In Malaysia, the National Health and Morbidity Survey (2017) revealed that 40% of teenagers aged 13 to 17 are addicted to the Internet, and a 2018 news report noted that over 80% of them spend more than four hours daily on social media. More recently, a 2022 survey by the Malaysian Communications and Multimedia Commission (MCMC) found that 11.7% of Internet users are online more than 18 hours a day and 16% of these heavy users are aged 20 or below.
From a macrosystem perspective, it is encouraging that the government is studying preventive measures, such as reintroducing caning, restricting smartphone and social media use among students under 16, and installing surveillance cameras. Comparable regulatory steps have been introduced in both China and Japan, such as restrictions on online gaming time for minors and guidelines limiting children’s smartphone and screen use.
However, to effectively address school violence, we must also look at the microsystem level, the student’s immediate environment – family, school and peers. A comprehensive strategy is needed across prevention, intervention and after-care phases to tackle this growing digital pandemic.
1. Prevention: At the prevention level, attention must be given to the child’s immediate surroundings, especially the family and school. With both parents often working, many children are left alone to navigate physical and emotional challenges. Without support, they become vulnerable to bullying, neglect and emotional isolation. Research shows that youths most at risk for Internet addiction often have histories of emotional trauma, including parental conflict, sexual abuse or bullying, leading to social anxiety, depression, low self-esteem and poor emotional regulation. For these young people, the Internet becomes a refuge, a place to escape pain and seek validation. Gaming, in particular, offers an alluring sense of belonging and purpose. Modern Massive Multiplayer Online Role-Playing Games (MMORPGs) allow players to interact globally, strategise together and assume heroic roles (such as “healer” or “warrior”). For adolescents grappling with identity formation (what Erik Erikson, the famous developmental psychologist, called the search for “Who am I?”), these games provide a compelling but false sense of identity and power. Virtual victories and rebirths mask real-life insecurity and inferiority, reinforcing escapism and disconnection from reality.
2. Intervention: Intervention begins with helping the individual recognise that a problem exists. Open discussions about symptoms, such as preoccupation, withdrawal, tolerance, mood changes, escapism and declining academic interest, are crucial. Professional counselling may be needed to provide insight and guidance. Structured management of gaming behaviour is necessary. Depending on severity, this may involve limiting or completely stopping gameplay. Parental response should consider the child’s age and temperament. For older or strong-willed adolescents, abrupt restrictions, such as uninstalling games, may backfire. A balanced approach combining discipline with empathy works best. When gaming stops, adolescents also lose a key social support system — their online community. Therefore, replacement activities are essential to sustain recovery. Encouraging hobbies, sports and meaningful social engagement helps redirect their need for connection and excitement. (Note: academic tuition, while useful, does not fulfill this emotional and motivational gap.)
3. Postvention (After-care): After-care efforts focus on helping the affected persons rebuild healthy coping mechanisms and cultivate balanced, meaningful lives beyond the digital world. The goal is not total abstinence from technology but moderated and purposeful use; for instance, using the Internet for study, communication or creativity while avoiding gaming and social media platforms that trigger relapse. To support lasting recovery, schools and families can play an active role in reconnecting the persons concerned to real-world relationships and activities that provide belonging, identity and purpose. Practical initiatives include:
> Encouraging participation in co-curricular and uniformed groups such as the Boys’ Brigade, Scouts, Red Crescent or St. John Ambulance, which foster teamwork, discipline and leadership;
> Involving them in religious youth groups or community service projects, which provide a sense of purpose and belonging while strengthening moral and spiritual values;
> Partnering with counsellors to create peer-support groups where recovering individuals can share both their struggles and successes for mutual encouragement; and
> Organising family-based activities such as outdoor outings, shared meals or volunteer work to strengthen communication and attachment at home.
Ultimately, the opposite of digital addiction is not merely abstinence; it is connection – physical, emotional, social and spiritual. Only by strengthening these bonds within families, schools and communities can we truly protect our youths from the hidden violence of isolation, escapism and disconnection.
PATRICK CHENG
Petaling Jaya
(The writer is a licensed counsellor and president of the National Association of Christian Counsellors Malaysia.)
