Pelaburan dalam pencegahan buli di sekolah (Malay/English)

[ENGLISH VERSION BELOW] Kematian tragis Zara Qairina Mahathir yang dipercayai mempunyai kaitan dengan insiden buli telah mencetuskan dialog nasional mengenai masalah buli di sekolah serta mendorong pihak kerajaan untuk memberikan perhatian yang lebih serius terhadap isu ini.

Namun, kami amat berharap perkara ini tidak hanya berakhir sebagai suatu “kitaran media”, sebaliknya menjadi pemangkin kepada perubahan yang menyeluruh serta berterusan bagi mengurangkan masalah buli yang semakin membimbangkan di sekolah dan institusi pengajian tinggi.

Kami bimbang kerana langkah yang sedang dipertimbangkan kerajaan ketika ini lebih menekankan pendekatan berbentuk punitif. Walaupun “Akta Anti-Buli” bersama mekanisme tribunal mungkin mempunyai nilai dari sudut tertentu, pendekatan ini sahaja tidak memadai untuk menangani masalah buli yang bersifat endemik.

Data sedia ada menunjukkan keterbatasan pendekatan sebegini. Kajian Children4Change (Unicef, 2018) melaporkan tiga daripada empat kanak-kanak mengakui pernah dibuli di bilik darjah. Kajian NHMS 2017 mendapati satu daripada enam pelajar telah dibuli dalam tempoh 30 hari sebelum kajian dijalankan.

Tambahan pula, tinjauan Hari Kanak-Kanak Sedunia (Unicef, 2017) menunjukkan tujuh daripada 10 kanak-kanak di Malaysia lebih bimbang tentang buli berbanding rakan sebaya mereka di Jepun (tiga daripada 10) atau di UK (empat daripada 10).

Situasi ini jelas menggambarkan bahawa masalah buli adalah serius, berpanjangan dan kurang diberi perhatian memadai sejak sekian lama.

Malah, isu ini berpotensi lebih parah di sekolah berasrama penuh serta dalam konteks buli siber. Tidak kurang penting, kita juga sering mengabaikan realiti buli yang dilakukan oleh guru atau pihak berautoriti terhadap pelajar.

Atas dasar ini, kami menegaskan bahawa tumpuan seharusnya diberikan kepada usaha pencegahan buli secara menyeluruh di sekolah dan dalam masyarakat.

Kami menyambut baik perhatian Jawatankuasa Pilihan Khas parlimen bagi Wanita, Kanak-kanak dan Pembangunan Komuniti yang dipengerusikan oleh Yeo Bee Yin, Ahli Parlimen Puchong.

Namun demikian, amat penting juga untuk kita mendengar suara dan pandangan kanak-kanak sendiri mengenai isu ini.

Kami ingin menekankan bahawa dasar dan intervensi pencegahan perlu bersandarkan bukti empirik dan kajian antarabangsa, bukannya langkah yang tidak teruji.

Kajian menunjukkan program pencegahan buli yang berkesan adalah berasaskan multi-tiered systems of support yang menggabungkan strategi pencegahan sejagat (universal), pencegahan terpilih (selective), serta sokongan intensif (intensive support).

Pendekatan ini menekankan penglibatan pelajar secara kolaboratif, pemantauan berterusan serta keanjalan intervensi untuk berubah berdasarkan bukti dan data semasa.

Pada tahap pencegahan sejagat (tier 1), pendekatan berasaskan sekolah secara menyeluruh diperlukan, meliputi:

• Polisi dan peraturan anti-buli yang jelas dengan penguatkuasaan konsisten
• Integrasi pembelajaran sosial-emosi, empati dan kemahiran penyelesaian konflik dalam kurikulum
• Latihan kepada guru dan kakitangan untuk mengenal pasti, menangani serta mencegah buli
• Penglibatan ibu bapa dalam pendidikan dan usaha pencegahan
• Peningkatan penyeliaan dewasa di kawasan berisiko buli
• Kempen kesedaran di seluruh sekolah bagi membina iklim sekolah positif
• Program intervensi “bystander” yang memberi kuasa kepada pelajar untuk bertindak menyokong rakan yang dibuli

Pada tahap pencegahan terpilih (tier 2), intervensi perlu disasarkan kepada kumpulan pelajar berisiko tinggi, sama ada sebagai pelaku atau mangsa. Ini termasuk latihan kemahiran sosial, aktiviti pembangunan empati, pengurusan kemarahan, pendekatan keadilan restoratif, latihan asertif serta pembinaan jaringan sokongan rakan sebaya.

Manakala pada tahap sokongan intensif (tier 3), intervensi mesti difokuskan kepada pelajar yang terlibat secara kronik sebagai pembuli atau yang mengalami kesan negatif serius sebagai mangsa. Ini merangkumi kaunseling individu, sokongan keluarga serta penilaian terhadap faktor penyebab seperti keganasan atau penderaan di rumah. Penting untuk diingat bahawa menangani buli memerlukan kita menyentuh motivasi mendasar di sebalik tingkah laku tersebut antaranya dominasi, status, identiti, keinginan membalas dendam, mahupun pengalaman trauma lampau.

Kajian menunjukkan strategi pencegahan buli yang paling berkesan ialah yang bersifat komprehensif, konsisten dan inklusif, melibatkan keseluruhan ekosistem sekolah iaitu pelajar, guru, pentadbir, ibu bapa dan masyarakat.

Oleh itu, kami menyeru agar kerajaan dan semua pihak berkepentingan melabur dalam pendekatan yang berasaskan bukti dan holistik bagi menangani masalah buli di sekolah serta diperluaskan ke institusi pengajian tinggi.

Masalah ini tidak mempunyai jalan pintas; ia menuntut reformasi sistematik dan pelaburan jangka panjang dalam budaya sekolah, dasar pendidikan serta struktur masyarakat.

English version

Invest in prevention of bullying in schools

The tragic death of Zara Qairina Mahathir, possibly linked to bullying, has ignited a nationwide dialogue on bullying in schools and spurred the government to seriously consider the problem.

We hope this will not be limited to a media cycle but will bring concerted change that will reduce the huge problem of bullying in schools and institutions of higher education.

We are concerned that the current measures by the government are predominantly looking at punitive approaches. While an ‘Anti-Bullying Act’ with a tribunal may be useful, it will not be effective in dealing with the endemic problem of bullying.

A quick look at the data will tell us that a tribunal cannot be effective. Three in four children admitted to being bullied in the classroom (Children4Change survey, Unicef, 2018). One in six were bullied in the last 30 days (NHMS survey 2017; we have not quoted the 2022 NHMS data as it was impaired by the Covid pandemic).

Our children worry more about bullying (seven out of 10) compared to children in Japan (three out of 10) or the UK (four out of 10) (World Children’s Day survey, Unicef 2017).

The problem is huge and we have not given it adequate attention for years. The problem is likely to be more severe in boarding schools and with cyberbullying. We also have not addressed the equally important and common problem of bullying by teachers and by those in authority in society.

Hence, our interest and focus are better served by working to prevent bullying in schools and society. Almost everyone in Malaysia will have an opinion on what needs to be done; we can see this from social media posts.

We are delighted that the parliamentary Select Committee for Women, Children and Community Development, chaired by Yeo Bee Yin, the MP for Puchong, is looking at the issue.

However, it is also critical we listen to children and their views on this.

We would like to emphasise here that we are best off looking at the evidence and identifying what works from other nations and research, rather than putting in place measures that are untested.

Effective bullying prevention programmes involve “multi-tiered systems of support”.

The components of most such intervention programmes include the use of universal prevention strategies and selective or targeted prevention strategies. They involve children in collaborative problem-solving and they have progress monitoring. They are continual and not a one-off activity. They are not static but have the capacity to change with the data or evidence.

At the universal prevention level (tier 1), we need school-wide prevention efforts for all students, ie ‘a whole-of-school’ approach. This includes:

• Anti-bullying policies and rules: Clearly defined rules against bullying with consistent consequences
• Curriculum and classroom activities: Integrating social-emotional learning, empathy development and conflict-resolution skills into the curriculum
• Teacher training: Equipping staff to recognise, respond to and prevent bullying effectively
• Parental involvement: Educating parents about bullying and encouraging their active participation in prevention efforts
• Improved supervision: Increasing adult presence in areas where bullying is likely to occur
• School-wide awareness campaigns: Activities to raise awareness about bullying and to promote a positive school climate. With social-emotional learning programmes that focus on teaching students essential social and emotional skills that can help prevent bullying
• Bystander intervention programmes: These programmes empower students who witness bullying to intervene safely and effectively. They promote a caring majority where students actively support those being bullied.

At the selective prevention level (tier 2), we have prevention efforts targeted at specific groups of students, those at higher risk of being involved in bullying (either as perpetrators or victims). This might include small-group social skills training. This includes:

• Strategies for students who bully: empathy development activities; anger management and conflict resolution training; consequences for bullying behaviour; restorative justice approaches
• Strategies for students who are victimised: assertiveness training; social skills training; relationship skills; building peer support networks

At tier 3, we focus students who are chronically involved in bullying (bullies) or experiencing significant negative effects (victims). This will involve intensive, individualised support including counselling and family support. It is important to remember that, in order to tackle bullying, it is not sufficient to just look at the behaviour. It is necessary to address the underlying motive(s). Studies have shown many different motives for bullying, which include dominance, status, resources, revenge, justice, belonging, identity, wellbeing and entertainment. A sizable proportion of bullies have experienced violence and bullying at home and hence are acting out in school. All bullies should be evaluated for abuse at home. Bullying is not just a school issue.

It’s important to note that the most effective bullying prevention strategies often involve a combination of approaches, implemented consistently and with the active participation of the entire school community, including students, staff, parents, administrators and society.

We would appeal for an evidence-based and holistic approach to deal with the large problem of bullying in our schools and to extend this to institutions of higher education.

There is no quick fix and no simple solutions. We will have to invest in hard work to reform our systems and society.

Bullying in our society is not just a school problem but a responsibility for all of society to change and become more inclusive and accepting of diversity.

Signatories

1. Dato’ Dr Amar-Singh HSS, consultant paediatrician, child-disability activist
2. Cikgu Rahayu, child rights activist
3. Anisa Ahmad, House of Wisdom PLT
4. Johor Women’s League (Jewel)
5. Dr Khanisa Md Khalid, consultant paediatrician
6. Dr James Nayagam, consultant, Suriana Welfare Society and former human rights commissioner
7. Buku Jalanan Chow Kit
8. Rusni Tajari
9. Persatuan Kebajikan Rolf Schnyder
10. Dr Intan Nor Chahaya Shukor, consultant paediatrician
11. Crib Foundation
12. Childline Foundation
13. Dato Yasmeen Shariff
14. Dr Nurul Ain Naim, paediatric medical officer
15. Sarawak Women for Women Society
16. Dr Shangkitha Devi Palaniappan, general paediatrician
17. Pertubuhan Kebajikan Vivekananda Rembau Negri Sembilan
18. Dr Nor Syarina, consultant paediatricia
19. Family Frontiers
20. Marques Jeevan Menon, Nation Building School
21. Prof Kamal Kenny
22. Dr Sheila Gopal Krishnan, consultant paediatrician; senior lecturer, Mahsa University
23. Dr Afifah Zen, emergency physician
24. Dr Agnes Suganthi Thinakaran, consultant paediatrician
25. Persatuan Untuk Anak Kita
26. Ivy Josiah, women’s rights advocate
27. Dr Siti Aishah Binti Saidin, consultant paediatrician
28. World Vision Malaysia
29. Chun Wah Hoo, NGOhub
30. Rodney Leo
31. Dr Nor Rahidah A Rahim
32. Dr Nurulfaziha Hamidon, family medicine specialist
33. Andrew Khoo, advocate and solicitor
34. Dr Tan Mei See, consultant paediatric and child health, Bagan Specialist Centre, Penang
35. Prof Dato Noor Aziah Mohd Awal, former children’s commissioner
36. Hernando Betita III, World Vision Malaysia
37. Women’s Centre for Change Penang
38. Wong Hui Min, president, National Early Childhood Intervention Council
39. Mandiri
40. Suwiti Abdul Ranee, PurpleLily Social Organization
41. Hayat
42. Protect and Save the Children
43. Chin Saw Sian, consultant paediatrician
44. End CSEC Network
The views expressed in Aliran's media statements and the NGO statements we have endorsed reflect Aliran's official stand. Views and opinions expressed in other pieces published here do not necessarily reflect Aliran's official position.


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