Outline:
Addressing Bullying in Schools: A Grassroots Approach
Education expert Dr Anuar Ahmad has highlighted the need for a more localized and proactive approach to tackling bullying in schools. He emphasized that while broad policies are essential, they are not sufficient on their own. Instead, he called for action at the school level, where trained teachers and committed principals can make a real difference.
Dr Anuar stressed that bullying is not just a matter of implementing rules but requires a deeper understanding of student behavior and dynamics. He pointed out that teachers should be equipped with the skills to identify high-risk groups and that school leaders must take a firm stance in addressing incidents.
One of the key points Dr Anuar raised was the importance of maintaining detailed records of students. This includes information about their family background, behavior, and disciplinary history. Such data can serve as a preventive measure, helping educators spot early warning signs of potential bullying behavior.
He explained that small disciplinary issues—such as being late, skipping classes, talking back to teachers, or disturbing classmates—can indicate a student who may later become a bully. These behaviors often develop over time, leading some students to feel superior and even see themselves as “heroes” within their peer group.
Dr Anuar also warned against rewarding schools that claim to have “zero bullying.” He argued that such incentives could encourage schools to conceal cases rather than address them effectively. Instead, he suggested that recognition should go to schools that demonstrate effective strategies in reducing bullying.
“Bullying can happen anywhere, and what matters is how schools handle it,” he said. He cited boarding schools as an example, noting that even among high-achieving students, bullying still occurs due to peer culture and group influence. This highlights that the issue is not about the students’ academic abilities but rather the environment and social pressures they face.
To prevent bullying, Dr Anuar urged school leaders to be more vigilant and for teachers to develop the ability to detect high-risk groups early. He also emphasized the need for schools to profile potential victims, such as students who are quiet, socially withdrawn, or different from their peers.
For instance, a wealthy student entering a boarding school where most students come from poorer backgrounds may stand out due to differences in lifestyle, speech, or behavior. These distinctions could make them targets for bullying.
Dr Anuar noted that multiple factors contribute to bullying, but schools are in the best position to address them effectively. While the ministry can set policies, it cannot handle each case individually. The reality is that bullying varies across different types of schools, including rural, urban, boarding, religious, vernacular, and tahfiz schools. Each school understands its unique challenges and needs.
He concluded by emphasizing that the focus should be on reducing bullying through effective methods rather than aiming for “zero bullying.” He acknowledged that when many students gather in one place, bullying can occur. However, the goal should be to show best practices that reduce incidents, prevent escalation, and gradually eliminate bullying altogether.