A bird-eye look at recent bullying incidents in Malaysia will definitely rise eye-brows. The following reported incidents will show the seriousness.
A very serious bullying-case: 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 have pleaded not guilty, and the case is receiving wide attention.
There were two school bullying cases in Melaka have been 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 traumatized 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.
There is an increase in the national statistics rising, 2024 vs previous years
The Human Rights Commission (Suhakam) stated that bullying cases have been rising sharply since 2022.
In the public university bullying cases from 2014 to 2025, 31 bullying cases were recorded. These involved both physical and cyberbullying.
In Kelantan there is a increase in reports following Zara Qairina tragedy after the Zara Qairina case, Kelantan police saw over five bullying reports in just two weeks.
In Johor, the Education Ministry has ordered an immediate probe into a reported bullying case involving a concussion. The minister stressed no compromise, adherence to guidelines, and transparent handling.
What does the above incidences of bullying indicates? Bullying is not just physical only but many recent cases involve emotional and psychological abuse (mocking, insults, threats).
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.
There is a growing public health concern regarding bullying. Recent statistics highlight the scale of the problem. In 2024 alone, 7,681 bullying cases were reported in Malaysian schools, an alarming 17% increase from the previous year. The Human Rights Commission of Malaysia (SUHAKAM) described the trend as “very worrying,” noting that bullying is increasingly affecting secondary school students.
Extensive research supports these concerns. 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.
There is a linking of bullying to mental health. 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 Organization (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 criminalize 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 must learn from global models of other countries which offer valuable lessons.
In Finland, KiVa Programme emphasises empathy training and classroom cooperation, significantly reducing bullying nationwide.
In Japan, school bullying “ijime” are treated as a social pathology, mandating early mental health screening and teacher training.
Australia embeds emotional intelligence and inclusion into its National Safe Schools framework which the government need to adopt.
In Singapore the adoption of a whole-school approach with counsellors, parental engagement, and digital well-being education has an ongoing approach to tackle bullying
The United Kingdom makes it a mandatory requirement for every school to have a designated mental health lead, ensuring institutional accountability which is transparent.
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 accountability and transparent policies which are translated into practice. The questions asked is what need to be changed?
The strengthening of emotional literacy
Integrating social-emotional learning (SEL) into curricula to help students manage anger, resolve conflict, and develop empathy must be implemented.
There must be expansion 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 must be 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.
As Education Minister Fadhlina Sidek aptly stated, “Bullying must be tackled through education, not punishment.” This vision must become a national priority—rooted in the understanding that a safe, empathetic environment is essential not only for learning but for mental health and nation-building itself.
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.
K.T.Maran Activist ( Environmental, Animal & Social Justice)
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