WHENEVER a troubling incident occurs in a school, our natural response is to demand stricter discipline or tighter rules. While understandable, these reactions seldom touch the deeper roots of the problem. Rules can correct behaviour, but they cannot heal loneliness, teach empathy or build emotional resilience.
Calls for stronger character development in schools are timely, but character cannot be taught through slogans or assemblies. It must be built through relationships, reflection and example.
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