Forum: Policy alone not sufficient to tackle school bullying
In a recent TV show, it was revealed that about 30 per cent of secondary school students in Singapore claim they have been bullied. This, and other news reports on the issue, shed urgent light on the scale and complexity of bullying in Singapore schools.
Students with specific learning differences, and more broadly, neurodivergent students, are particularly vulnerable. They may struggle to read social cues, express themselves clearly, or advocate for help. These challenges can make them more susceptible to exploitation.
Even those receiving classroom accommodation may continue to feel different and isolated, which increases their risk of being targeted for bullying.
The emotional consequences often go unspoken. As the show highlights, the impact extends beyond the students themselves and affects their families, teachers, and peers.
Addressing bullying effectively requires more than reactive measures. It involves equipping educators with clear protocols and ongoing staff training through case study discussions. Incorporating social-emotional learning into the curriculum, encouraging peer empathy, and building student confidence are key strategies that have shown promise in creating inclusive and supportive school environments.
While we support the Ministry of Education's zero-tolerance stance on bullying, it is clear that policy alone is insufficient. Empowering bystanders, streamlining reporting systems, and embedding emotional resilience into daily school life are essential next steps.
At the heart of education is the belief that every child deserves to feel safe, valued, and seen. When we intentionally build a culture rooted in empathy and inclusion, we do more than support learning – we affirm every child's worth.
Regardless of the learning profile, every student deserves the chance to belong, to flourish, and to be empowered to succeed.
Sujatha Nair
Deputy Director, Staff Professional Development
Dyslexia Association of Singapore
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