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STRAITS TIMES 􀀃C2J THE STAR D SINAR HARIAN D  \n. · -• ---· f-; 􀀮·'· ,..r,.e.. .. \" ·􀀯- ·r' -' 􀀗,-,'-,__-v-- -  -',-1'•: -!0--, l- ' _.1' I l-e -; --n,:-Ii'_ =􀀕c,-' - --e- • • w- - --\"􀀖 · - - -e--􀀗 'veI  \nIl6We·d1ili􀀬Oiif. :S·,Cho·ols  \ntHT i q 110 liMq,􀀉 · I/  \nDR KAMAL AMZAN  \n· 1  \n·vE not spoken publicly about the recent bullying cases because grief this raw deserves quiet.  \nNo statement, no column, can  \ntouch the depth of whatZara Qairina·s family m\"ust be feeling.  \nBut silence, however respectful, can also be mistaken for acceptance, and that is something none of us can afford.  \nThequestionis no longerwhat happened to Zara, but what keeps happening in our schools, and why a child's suffering so often goes unseen until it  \nbecomes irreversible.  \nASYSTEM LOSING ITS MORAL REFLEX  \nG  \nThe Education Ministry's figures speak plainly: 326 reported bullying cases in 2021; 3,887 in 2022; 6,528 in 2Q23; and 7,681 in 2024. These are not mere statistics.  \nTheyare distresssignals,proofthat what wecall\"discipline\"too'often conceals cruelty.  \nwe·ve· built schools capable of producieverng bydayrillianbrutacleit,yyet unable_detect  \nAttendance is tracked to the minute, but empathy has no metric. The language of control has replaced the language of care.  \n\"Seniority\" is mistaken for discipline, endurance for strength, and humiliation for c􀃝aracter.  \nManyeducatorsworkwithin impossible conditions: too few counsellors, toomany students, and too much pressre to pres-erve a spotless image.  \nAnd so the instinct to contain problems quietly triumphs over the courajl.t to confront them. Q)  \nWhat begins as silence becomes systemic. What starts as avoidance becomes apathy.  \nWhen cruelty becomes routine, it · stops feeling like cruelty. '  \nThat is howsocietieslose theirmoral reflex  \nTHE UNSEEN  \nfUBLIC-HEALTH CRISIS  \n(!!)  \nBullying is not only ·an educational failure but also a major public-health concern.  \nAccordingto theNational Healthand Morbidity Survey 2022, 26.9 per cent of Malaysian adolescents screened positive for symptoms of depressio[1 , and 13.1 per cent reported suicidal ideation.  \nThese are not abstract fig\\]res; they are living signals of fear, shame, and emotional neglect.The schoolyard mirrors the nation's emotional state..  \nWhen we reward obedience and punish dissent, we breed silence. When we equate toughness with worth, we teach children that empathy is weakness.  \nA so,ciety that cannot distinguish strength from cruelty will reproduce · its own wounds. The cruelty no longer ends at the gate.  \nCyberbullying ensures it continues long after the bell rings, borderless, unrelenting, unseen.  \nRegulators report unprecedented levels of online harm involving minors, yet most schools still treat digital · harassment as someone else's prob  \nlem.  \nThe result is predictable: violence becomes am.bient, everywhf;!re and  \nnowhere at once.  \nREFORMING MORE THAN RULES  \ncf;  \nWe tell ourselves these are is.olated tragedies. T􀃞Yare not.  \nSEKTOR DOKUMENTASI PENDIDIKAN  \nBPPDP, Kementerian Pendidikan Malaysia Aras SB-4, Blok E8, Kompleks E,  \nPusat Pentadbiran Kerajaan Persekutuan 62604 Putrajaya.  \nTel : 03-8884 6425  \nFaks : 03-8884 6284  \nTARIKH: 19 OKTOBER 2025 (AHAD)  \nSERITA HARIAN CJ UTUSAN M'SIA  \nD N. STRAITS TIMES 1/1  \nTHE STAR  \nD  \nSINAR HARIAN  \nD  \nFrom Melaka to Sabah, we've seen children beaten, humiliated and killed by peers.  \n· The details differ; the root is the same, a system that prizes order over empathy. image over integrity.  \nReform must go deeperthan directives. We need an anti-bullying lawthat defines harm: physical, psychological, and digital, and that treats silence as complicity.  \nBut legislation without enforcementis the","cbCaimepgExT2nOS","https://ap.wps.com/l/cbCaimepgExT2nOS","pdf",291849,"English","# 校园霸凌的系统性失灵\n## 统计数据与“纪律”错配\n## 公共卫生危机：抑郁与自杀风险\n# 改革路径：立法、执法与支持体系","[{\"question\":\"文章如何描述学校霸凌为何会“持续发生”？\",\"answer\":\"文中认为沉默会被误认为接受，回避逐渐演变为冷漠，且当残酷成为常态后不再被当作霸凌。制度性纵容与对外形象的压力强化了这种循环。\"},{\"question\":\"文章提供了哪些关键数据来说明霸凌在上升？\",\"answer\":\"文中引用教育部通报数据：2021年326起、2022年3,887起、2023年6,528起、2024年7,681起，并强调这些不是单纯数字，而是警示信号。\"},{\"question\":\"作者主张的反霸凌改革包括哪些方面？\",\"answer\":\"文章强调需要明确“伤害”范围并把沉默视为共谋的反霸凌法律，同时要求独立调查、透明报告与问责；并配套心理健康支持、创伤知情教师、可及的辅导员与清晰转介机制，还要利用数字平台技术协助识别与阻止。\"}]","THE QUIT VIOLENCE WE'VE ALLOWED IN OUR SCHOOLS - 文章标题 | PDF"]