CHILDREN NEED TO FEEL SAFE
Bullying cases today do not stay behind school gates. They unfold on social media, in the press and on forums. In striving for fairness, schools may sometimes approach bullying as a conflict to be resolved, weighing counterclaims before safety is restored.
All sides should be heard, but the immediate priority must be to stop the harassment and re-establish safety for the victim.
In the Sengkang Green case, some members of the public have raised concerns over the school’s handling of the case and why the girl was not separated from the three boys earlier.
This is why MOE’s current review is significant. At the same time, schools need to go further than disciplinary measures alone. Discipline is important, but protection and reassurance must come alongside it. Children need to see that safety plans are real, that teachers intervene early, and that restorative approaches, such as restorative circles, can help repair harm.
Equally important is the culture of a school. Rules set boundaries, but culture determines whether children actually feel safe and connected. School connectedness is one of the strongest protective factors. When children feel they belong and are valued in their community, they are less likely to harm others and more likely to speak up when harm occurs.
Central to this culture is psychological safety. Students, teachers, and parents must feel they can raise concerns, admit mistakes, and ask for help without fear of ridicule or punishment. When psychological safety is present, children are more willing to report bullying and teachers can act decisively.
This culture must also extend to protecting teachers. Some face threats of lawsuits, online shaming, or hostile confrontations. Teachers cannot model respect and kindness if they themselves are subjected to harsh treatment.
Additionally, peers play a crucial role. Many victims confide in friends before they tell adults. Bystanders can either reinforce harm or protect against it. Schools can strengthen this by teaching and encouraging active bystander behaviour.
