LETTERS: To stop bullying, we must examine the root causes that allow it to flourish in the first place.
For many who have stayed in dormitories in university or boarding school, bullying isn't necessarily a part of our experience.
I believe the difference comes down to the environment itself. When students feel valued, supported and are given room to grow, there's less space for aggression, frustration or power struggles.
To create this environment in our institutions, we must go beyond academic excellence and invest in creating inclusive, supportive spaces where empathy, respect and collaboration become a lifestyle, and not just pay lip service to the issues. This ensures that students see one another as peers, not as threats or opponents.
Secondly, there is the need to understand the unique challenges young people face during their transformative, coming-of-age years.
Bullying doesn't come from ill intent, but from a misguided attempt to fit in, assert identity or climb social ranks. Guiding young people through these pressures should be a shared responsibility.
Parents, teachers, administrators and the community need to collaborate to develop a supportive framework that helps young individuals build self-awareness and emotional resilience, especially in a multicultural society.
Speaking from 17 years of experience dealing with university students, understanding the anxieties of youth and offering guidance doesn't actually require specialised training. It simply calls for a commitment to active listening, patience and empathy.
Wardens and dormitory supervisors can be trained to spot early signs of distress or aggression, and even minor tensions, which, if unchecked, could turn into more serious incidents.
To build a long-lasting solution, we need to create a culture that values empathy and inclusion. A "witch hunt" for every individual involved in bullying cases won't necessarily solve the issue.
Nurturing empathy and self-awareness can help young people form bonds rooted in mutual respect rather than hierarchy and dominance.
Schools, parents and communities must work hand-in-hand to create environments that celebrate each student's strengths, help them channel their energy positively and constructively, and support them in moments of confusion or frustration.
Countless times, I have personally that when students feel seen, supported, and heard, they are far less likely to turn to harmful behaviour.
If we are genuinely committed to preventing these tragedies from recurring, our response must go beyond punishing individuals.
DR NAHRIZUL ADIB KADRI
Principal
Ibnu Sina Residential College
Universiti Malaya
The views expressed in this article are the author's own and do not necessarily reflect those of the New Straits Times