Schools should be more than just places for learning; they should also be environments where students feel emotionally, socially, and physically safe, as outlined in the National Education Philosophy. When students feel secure, they are more likely to engage actively in learning and build stronger relationships with teachers and peers.

A truly safe school promotes both knowledge and well-being, encouraging students to attend not out of obligation but because they feel respected and valued.

The government’s decision to allocate RM5 million for installing CCTV in schools is an admirable initiative. Research shows that visible surveillance can encourage self-discipline among students and provide vital evidence in cases of bullying, vandalism, or theft.

However, the effectiveness of such systems largely depends on consistent maintenance and proper oversight. Without regular checks, CCTV risks becoming merely a symbolic gesture rather than a practical safeguard. Therefore, ensuring that surveillance systems stay operational and transparent is crucial to maintaining trust and accountability within schools.

Collaboration with law enforcement

Creating a safe school environment also depends on collaboration between schools and law enforcement. Police officers should be seen not as enforcers but as community allies who listen, advise, and guide. When their presence is perceived as supportive rather than punitive, students and teachers feel more at ease. Joint initiatives involving teachers, counsellors, and the police can foster a culture of care where discipline is based on understanding, empathy, and education rather than fear.

Equally important is the emotional and psychological support provided through the Smart Support System introduced by the Ministry of Education. This programme aims to assist students who have experienced bullying or trauma.

However, for it to be truly effective, schools must do more than just document cases and need to ensure teachers receive practical, scenario-based training. Ongoing professional development and realistic simulations can better prepare teachers to respond confidently during crises. The addition of over 10,000 teachers, including counsellors, is a positive step forward, but these human resources must be deployed strategically. Data from the State and District Education Departments should guide their deployment to ensure that high-risk schools receive the support they need.

Wardens and boarding schools

In boarding schools, wardens often bear the heavy responsibility of maintaining student discipline and safety. The recent initiative by MARA to appoint former police and military personnel as wardens is an innovative step towards reducing teachers’ workload.

However, its success should be thoroughly evaluated to ensure it genuinely promotes a nurturing environment rather than one focused solely on enforcement. If shown to be effective, the programme could be extended beyond MARA junior science colleges (MRSM) to other residential schools.

The ongoing debate over restoring caning raises a broader question about the purpose of discipline in schools. While discipline is necessary, it should never humiliate or harm students. Instead, it should educate and rehabilitate. A responsible approach to discipline should be grounded in empathy, transparency, and restorative practices. Every disciplinary action must follow established procedures, including oversight and counselling sessions that enable students to reflect on their behaviour and learn from their mistakes.

SSDM a promising tool

Sistem Sahsiah Diri Murid, or SSDM, is a promising tool that can be further improved. Instead of acting as a reactive system that only records misbehaviour, SSDM should be utilised to identify early warning signs like absenteeism or changes in attitude. By integrating SSDM data with counselling and parental involvement, schools can take proactive measures and promote positive behavioural development.

Student participation in decision-making is also crucial. The student voice box, whether physical or digital, offers a safe channel for learners to share their opinions and concerns privately. For these mechanisms to function effectively, schools must ensure students’ identities are protected and their feedback is appropriately responded to. This nurtures a culture of trust where students feel heard and respected.

Meanwhile, parents remain the primary and most influential educators. Discipline, empathy, and moral values start at home. When schools and families collaborate, children’s safety and well-being can be better protected.

Holistic view of a safe school

A safe school must be viewed holistically. Physical security is just one aspect; emotional and social inclusion are equally important. A truly safe school protects students from harm, vandalism, and bullying, promotes emotional well-being through counselling and open dialogue, and fosters mutual respect between teachers and students.

In today’s digital world, cyber safety is also crucial. The government’s proposal to set the minimum age for social media use at 16 reflects a proactive effort to shield young people from misinformation and cyberbullying.

Ultimately, creating safe schools is a collective responsibility that involves collaboration among teachers, parents, students, and the community. When physical, emotional, social, and digital well-being are integrated, schools will not only become safer but will also realise the holistic aims of the National Education Philosophy – developing students who are balanced, confident, and prepared to contribute positively to society.

-- BERNAMA

Assoc Prof Dr Abdul Halim Abdullah is with the Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia.