Lawyer and human rights activist Siti Kasim has called on the Ministry of Education (MOE) to investigate why reports of sexual assault, bullying, and violent incidents appear significantly lower in Chinese and Tamil vernacular schools compared to national schools.
Her remarks followed the shocking rape case involving four male Form Five students accused of assaulting a Form Three classmate in a national school in Melaka. The case, which reignited public concern over student safety and school culture, came just days after another tragedy — the fatal stabbing of a Form Four student by her schoolmate in Bandar Utama.
Siti questioned why, despite the freedom of dress and open participation in sports among students of Chinese and Tamil schools, such environments rarely witness cases of sexual or physical violence. She contrasted this with the rising number of disturbing incidents reported in national schools, many of which involve Malay students.
According to her, the recurring pattern points to systemic flaws in the moral and value-based education system. She argued that while national schools allocate significant hours to religious studies, these lessons have not translated into improved student ethics or empathy. The activist also highlighted that children in vernacular schools — often labeled as “non-Muslim” by some groups — appear to experience safer learning conditions despite not undergoing extensive religious instruction.
Citing data and public reports, Siti noted that Malays account for the majority of sexual assault perpetrators in Malaysia, followed by Indians and Chinese. Official figures indicate that 1,914 rape cases were reported in 2023, up from 1,712 cases in 2022. She also pointed out that Muslim-majority states such as Kelantan, Terengganu, and Kedah continue to record the highest numbers of underage rape cases.
In her statement, Siti urged policymakers to confront these uncomfortable realities instead of attributing violent behavior merely to social or academic pressures. She emphasized that the country’s education system must focus on building emotional awareness, respect, and accountability rather than relying solely on religious or moral instruction.
Her comments have reignited national debate on the role of religious education, the impact of cultural values, and the responsibility of schools in shaping student behavior — issues that continue to challenge Malaysia’s broader conversation on morality and social reform.
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