Bullying As A Mental Health Crisis In Malaysia Must Be Translated From Punishment To Prevention

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A CAREFUL look at recent bullying incidents in Malaysia has certainly raised eyebrows with the following reported incidents underscoring the seriousness of the situation.

Recently, 13-year-old student Zara Qairina Mahathir was found unconscious near her school dormitory in Papar and died the next day.
Five teenagers have been charged under Section 507C(1) of the newly amended penal code (which criminalises some forms of bullying). They pleaded not guilty.
There were two school bullying cases in Melaka that were officially classified as emotional aggression rather than physical violence.
One involves a 16-year-old student from Bukit Piatu who reported being mocked and insulted after refusing demands for money for a shared item (bookshelf) by classmates. The girl felt traumatised and fearful to attend school.
There was another involves about 20 female Form 3 students in Sungai Udang dormitory, with an incident of “self-imposed punishment” among students in early morning hours.
Bullying is not just physical but many recent cases involve emotional and psychological abuse (mocking, insults, threats).
In line with the emergence of emotional and psychological abuses, new laws are being used in practice, such as the amended Penal Code (Sections 507B-507G). The Zara Qairina case is among the first charged under the new law.

The increase in reported cases suggests growing awareness or possibly worsening environment (or both).
Institutional responses are more visible now then before with investigations, classification of emotional bullying which calls for reforms, and legal actions.
Bullying is no longer a trivial matter of schoolyard mischief or institutional indiscipline. It has become a serious mental health and social issue affecting the emotional safety, dignity, and development of thousands across Malaysia’s schools, universities, and workplaces.

The rising tide of bullying incidents and their documented psychological toll call for a shift in the national response—from punishment and silence to prevention and emotional well-being.
In fact, the National Health and Morbidity Survey (2017) found that 18.3% of Malaysian adolescents showed moderate or severe depressive symptoms, with bullying as a major contributing factor.
Another study involving 4,469 students revealed that nearly half had been both victims and perpetrators at some point, indicating a pervasive and cyclical pattern of psychological distress.
Research shows bullying deeply affects mental health on multiple levels. Victims often suffer from depression, anxiety, poor self-esteem, and suicidal thoughts.

Bullies themselves may display underlying emotional or behavioral disorders, while bystanders experience guilt and fear that erode their sense of safety.
Over time, bullying undermines the psychological climate of schools and institutions, leading to widespread fear, mistrust, and disengagement.
The World Health Organisation (WHO) and UNESCO now classify bullying as a global public health issue—not merely an act of misconduct but a psychosocial phenomenon requiring integrated mental health strategies. Malaysia’s situation is no exception.
Malaysia is responding but currently there are progress and limitations. The Malaysian government has begun to acknowledge the mental health dimension of bullying.

The Penal Code (Amendment) Act 2025 (Act A1750) introduced new sections (507B–507G) to criminalise harassment, including non-physical or psychological forms.
The Ministry of Education (MOE) issued Guidelines for Managing Bullying Misconduct in Educational Institutions (2023), emphasizing early intervention and counselling.
At the state level, innovative initiatives have emerged. Selangor’s SEHAT programme integrates mental health support, while Melaka’s Anti-Bullying Movement for Boarding Schools (GAMA) combines mentorship and collaboration with local authorities.
These programmes reflect a growing recognition that prevention and empathy, not punishment alone, are key.
However, implementation remains inconsistent. Many cases are handled internally with limited psychological follow-up. Teachers often lack the training to identify emotional or cyberbullying, and students fear retaliation or stigma if they report abuse. Malaysia’s counsellor-to-student ratio—about 1 to 600—falls far short of international recommendations.

There is a lack of a comprehensive, whole-school approach, the problem risks persisting despite well-intentioned policies.
Malaysia’s diversity offers both a challenge and an opportunity in its multicultural environment which can be a laboratory for inclusive, empathy-based anti-bullying strategies if guided by strong policy direction and policies which are implemented and enforced.
There must be strategic accountable and transparent policies which are translated into practice. The questions asked is what need to be changed?
The strengthening of emotional literacy
(Image: UNICEF)Social-emotional learning (SEL) must be integrated into curricula to help students manage anger, resolve conflict, and develop empathy.
There must be expantion of mental health infrastructure by increasing the number of trained school counsellors linking to schools with Klinik Kesihatan mental health units for professional referrals.
There is a lack in promoting safe reporting and support systems which must establish anonymous or private channels for victims to report bullying without fear of stigma or reprisal.
Encourage peer-led initiatives and annual “Bullying Awareness & Well-Being Weeks” to foster collective responsibility and compassion to build whole-school culture.
A legislative reform need to be passed which is comprehensive Anti-Bullying Act that clearly defines psychological, digital, and institutional bullying and guarantees access to psychological support for victims.
Bullying in Malaysia often reflects deeper issues—classism, ethnic prejudice, and hierarchical attitudes and many more. Combating it therefore requires more than policy; it demands a cultural transformation grounded in respect, unity, and equality.

Every act of bullying, whether in a school corridor or a government office, violates human dignity and weakens the moral fabric of society.
Malaysia is at a critical juncture. The nation is beginning to see bullying not as isolated misconduct but as a mental health crisis demanding compassion, prevention, and systemic reform.
Turning this awareness into action will require collaboration between policymakers, educators, parents, and communities—to ensure that every Malaysian child and youth grows up in an environment of respect, safety, and emotional well-being, failing it may affect the psyche of the nation.

KT Maran
Seremban, Negri Sembilan
The views expressed are solely of the author and do not necessarily reflect those of  MMKtT.
- Focus Malaysia.

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