Let schools educate, not litigate

NO child should go to school in fear of being bullied. No parent should have to worry that his or her child is humiliated, threatened, isolated or harmed. But bullying does happen in schools, and it must be tackled immediately, firmly and fairly.

However, in our national effort to combat bullying, we must be careful not to lose common sense.

The Anti-Bullying Act 2026 was introduced with good intentions. The Anti-Bullying Tribunal may reassure parents who feel schools have not acted properly. But the real test is whether the law helps schools educate children better.

As a school leader, my concern is simple: Are we helping schools guide children, or are we slowly turning schools into evidence-gathering centres? Schools exist to educate. Teachers should be teaching. Counsellors should be counselling. Principals should be leading.

They should be shaping young people, not preparing statements, collecting evidence, writing reports and defending every decision as if they were in court.

A school is not a courtroom. A principal is not a judge. A teacher is not a prosecutor. A counsellor is not an investigator. Yet, that is the direction we may be heading if every allegation of bullying is quickly pushed into a formal process.

One of the biggest challenges today is that the word “bullying” is being interpreted too widely. Twenty years ago, most parents and educators understood bullying to mean repeated intimidation, humiliation, threats, physical harm, extortion, social targeting or abuse of power. There was usually a pattern, intent and an imbalance of power. Today, much is labelled bullying too quickly: friendship breakdowns, games, group projects, sarcastic remarks, seating disputes or teacher correction. Even a consequence for poor behaviour may sometimes be misunderstood as bullying.

This does not mean children’s feelings should be ignored. A child who is hurt must be heard. A parent’s concern must be respected. But feeling upset does not automatically mean a child has been bullied.

Parents love their children. That is natural. But parents must also be careful not to become over-sensitive or over-reactive. When a child comes home upset, the first response should not always be accusation. It should be understanding. Was it repeated? Was there intent to harm? Was there a power imbalance? What can be done to help the children learn from it?

Children will face disappointment, arguments, friendship problems and careless words. These are part of growing up. Education is not about removing every discomfort from a child’s life. It is about helping children manage emotions, repair relationships and become better human beings.

Preparing children to become 21st-century global citizens must mean more than academic results or technology skills. It must include resilience, emotional intelligence, conflict resolution, self-control and empathy. Our children will one day enter the real world, where they will face rejection, criticism, competition and disappointment.

If we teach them that every unpleasant encounter is bullying and every conflict must be escalated to a formal authority, we may not be preparing them for life. We may be preparing them to be fragile.

Singapore offers a useful comparison. Its recent anti-bullying review engaged educators, parents, students, professionals and the public, but its approach remains mainly school-led. Its framework considers impact, intent, repetition and recalcitrance. Not every hurtful incident is treated in the same way. That is the practical wisdom schools need.

Malaysia should ask whether the tribunal system, as currently understood by the public, may create unnecessary time, cost and administrative burden. Investigating complaints, preparing documents, attending hearings and following up on tribunal directions all require resources.

If the matter is serious bullying, such effort is justified. If it is ordinary childhood conflict, the process becomes a waste of educational time and public resources.

Every hour spent collecting evidence, preparing reports and responding to formal complaints is an hour taken away from teaching, student mentoring, academic intervention, counselling and holistic education.

The best way to prevent bullying is not through paperwork. It is through building a strong school culture where respect is expected, kindness is valued, discipline is fair, and wrongdoing has consequences.

No tribunal can replace this. It may punish, compensate or order remedies, but it cannot build daily habits of respect or replace the quiet daily work of shaping character.

A child who has done wrong must be corrected. He may need counselling. She may need to apologise. Parents may need to be involved. Discipline may have to be imposed. In serious cases, strong action must follow. But the process should remain educational first.

In many situations, both the victim and the wrongdoer are children. The victim must be protected but the child who caused harm must also be guided and rehabilitated, not labelled too quickly in a way that prevents reflection and growth.

The best schools are not where everyone is afraid of being reported. They are places where

children learn to respect others, manage emotions, accept consequences, repair harm and become better people.

DR WONG KIN TUNG

Kuala Lumpur