Academic Gangsterism In Schools

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Recently, a video went viral on social media showing a teacher berating a child, which appeared to be borderline harassment.
The educator had reportedly confronted the primary schoolgirl with several of her colleagues, ostensibly to address an allegation the child had supposedly made against her.
Initially, I refused to watch the footage. It was my day off, and I had no wish to subject myself to unnecessary emotional distress.
However, journalistic curiosity eventually got the better of me, and I forced myself to view the clip of the incident that reportedly took place on April 14.
ADSWatching it stirred deeply uncomfortable memories from my own school days.
Once upon a time
I vividly recall when my class teacher lined several of us girls up in front of our classmates (I attended an all-girls primary school at that time) and slapped each one of us as punishment for our form earning the “dirtiest classroom” dishonour that day.
We operated daily cleaning rotas, with different pupils taking turns. When my class received this dubious distinction, those of us who had been on cleaning duty the previous day were summoned forward. Me included.
The teacher, known for her ferocious demeanour, surveyed us with the calculating gaze of a gang leader parading her subordinates to identify a traitor amongst the ranks. Then it came - a swift slap across each of our faces.
The punishment was wholly unnecessary. Extra cleaning shifts would have sufficed, but such physical violence was entirely unwarranted. Had such an incident occurred today, she would undoubtedly face legal proceedings.
However, we children of the 1990s were frequently taught never to challenge teachers, report their misconduct, or call out their wrongdoings, lest our studies become “tak berkat” - cursed or lacking in divine blessings.
This phrase was wielded like a weapon to instil fear and compel submission. The irony was not lost on me, given how our ancestors had fought against precisely such oppression.
We were taught that if a teacher invoked this curse, we would be doomed to failure. For the record, I recall several classmates who were supposedly “cursed” - they are thriving today.
I also remember another incident when a schoolmate reported a teacher to her mother, who subsequently came to school to meet with the said teacher in the presence of, I believe, the headmistress at that time.
Sometime after this meeting, I witnessed the teacher whom she had complained against collaborating with another member of staff, literally harassing the girl.
She transferred to another school shortly after.
ADSGanging up must stop
This form of academic gangsterism in our schools must cease. Some teachers conduct themselves as though they are God’s greatest gift to education, believing their wrongdoings or actions are beyond scrutiny or discussion.
What sort of example does this set for our children?
Also, whilst we cherish our children deeply, we cannot and must not overlook the fact that they too are fallible during their formative years, and require guidance to comprehend their missteps.
However, they must not be conditioned to become apologists for others’ transgressions simply because the perpetrator is older and supposedly beyond questioning, under the misguided notion that “what they do is for our own good.” This idolatry is utter nonsense.
Children should not be taught to accept inappropriate behaviour merely because it comes from an authority figure. The same rigorous standard of accountability that we apply to our children must extend to their teachers.
There should be no immunity from scrutiny for anyone, regardless of their position or age.
Adults make mistakes, too, and offering an apology to a child, when proven wrong, would only demonstrate how responsible adults behave and take ownership of their actions.
This should be conducted in an appropriate setting, of course, not with the child being ganged up on and treated as though he or she is an adult.
Educators’ profound impact
We must acknowledge that teachers wield extraordinary influence over young minds.
The difference between an inspiring educator and a destructive one can shape a child's entire relationship with learning.
Some educators leave indelible marks of inspiration, fostering curiosity, confidence, and a genuine love of learning. They create safe spaces where mistakes are learning opportunities rather than reasons for humiliation.
These teachers understand that their words can either build bridges to knowledge or erect walls of fear and resentment.
On the other hand, those who resort to intimidation, public humiliation, or emotional manipulation can instil a lasting hatred of education itself. Children who associate school with anxiety, fear, or shame often carry these negative associations throughout their lives, viewing learning as punishment rather than privilege.
Comprehensive well-being initiatives
Given the profound responsibility teachers bear and the increasingly complex challenges they face, perhaps it is time to consider implementing mandatory mental health and wellbeing evaluations for educators, not as punitive measures, but as supportive interventions designed to enhance their effectiveness and personal fulfilment.
This is because teaching, in this era, demands far more than academic instruction.
Educators find themselves serving as counsellors, social workers, disciplinarians, and mentors to children from vastly different backgrounds, each carrying their own emotional baggage, learning difficulties, behavioural challenges, and family circumstances.
They encounter pupils dealing with domestic violence, poverty, learning disabilities, social anxiety, and myriad other issues that extend far beyond the classroom curriculum.
Such emotional labour, performed daily without adequate support systems, can lead to burnout, compassion fatigue, and, in some cases, the kind of inappropriate behaviour we witnessed in that viral video.
Regular mental health check-ins, stress management workshops, and access to professional counselling services would not only benefit teachers personally but would ultimately create better learning environments for pupils.
These evaluations should encompass stress management techniques, emotional regulation strategies, and conflict resolution skills specifically tailored to educational settings.
Rather than viewing such measures as questioning teachers’ competence, we should frame them as professional development opportunities that acknowledge the extraordinary demands of modern education.
Furthermore, providing teachers with resources to recognise signs of their own emotional distress would prevent situations from escalating to the point where they might act inappropriately.
A teacher who feels supported, mentally healthy, and equipped with proper coping mechanisms is far more likely to handle challenging situations with patience and professionalism.
The behaviour displayed in the viral video is utterly unacceptable. The teacher could have expressed her grievances far more appropriately.
Children interpret situations as they perceive them, and ganging up on a small child in such a manner to force a purported truth from her has only served to convince many that the teacher was not, in her defence, innocent. - Mkini
YISWAREE PALANSAMY is a member of the Malaysiakini team.

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