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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Public Perceptions of the Causes of Rising Bullying Cases and
Solutions in Malaysian Schools: A Qualitative Study
*1
Rusreena Binti Rusli,
2
Nor Fazlin Mohd Ramli,
3
Malissa Maria Mahmud,
4
Siti Fauziana Zakaria,
5
Farina Nozakiah Tazijan
1245
Academy of Language Studies, Universiti Teknologi MARA Shah Alam
3
School of Education, Sunway University, Subang Jaya
DOI: https://dx.doi.org/10.47772/IJRISS.2025.924ILEIID0042
Received: 23 September 2025; Accepted: 30 September 2025; Published: 30 October 2025
ABSTRACT
Bullying in Malaysian schools has become a pressing concern, with increasing cases reported in recent years.
This study aimed to examine public perceptions of the reasons for the rise in bullying and the measures schools
and the government should take to address the issue. Using a qualitative design, data were collected from 50
participants through open-ended responses and analysed thematically. Findings revealed three main factors that
the public associated with the increase in bullying which are; 1) Media exposure and online games, 2) Gentle
parenting and lack of discipline and 3) Peer Influence and Social Pressure. Participants believed that these
elements combined to weaken children’s self-control and social responsibility. For the second research
question, participants proposed four strategies which are implementing stricter school rules, enforcing stronger
juvenile laws, offering parenting classes, and reshaping the education syllabus to emphasize manners, empathy,
and moral values instead of focusing solely on exam performance. The discussion highlighted the public’s
concern that current strategies are inadequate, pointing to gaps in discipline, legal enforcement, and moral-
based education. The implications of these findings stress the need for a holistic approach that involves
schools, families, and government agencies in shaping a safer school environment. By addressing both
behavioural causes and systemic shortcomings, Malaysia can work toward more effective anti-bullying
measures.
Keywords: Bullying Factors, Malaysian schools, Public perception, Solutions for bullying
INTRODUCTION
The increasing frequency of bullying incidents in Malaysian schools has become a pressing concern that
demands urgent attention. Recent tragic cases have not only shocked the nation but have also exposed
significant gaps in the country's anti-bullying measures and responses. The death of 13-year-old Zara Qairina
Mahathir in July 2025, who allegedly fell from her school hostel's third floor after experiencing bullying and
neglect represents the latest in a series of devastating incidents that have sparked nationwide outrage. Evidence
from Zara's diary also detailed her struggles with bullying, highlighting the severity of the problem (The Star,
2025).
This tragic case follows the infamous murder of Zulfarhan Osman Zulkarnain at the National Defence
University of Malaysia (UPNM) in 2017, where the 20-year-old navy cadet was tortured to death by fellow
students who scalded him with a steam iron. After years of legal proceedings, six former students were initially
sentenced to death for murder, though this was later overturned by the Federal Court in February 2025, with
sentences reduced to 18 years for manslaughter (Malay Mail, 2025). The Zulfarhan case exposed the extreme
culture of ragging and bullying in educational institutions, while more recent incidents at UPNM continue to
surface, including a 2024 case where a student suffered fractured ribs after being stepped on by a senior
(Channel News Asia, 2024).
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The scale of the problem has grown significantly in recent years. According to Malaysia’s Ministry of
Education, reported bullying cases increased steadily from 3,887 in 2022 to 5,891 in 2023, reaching 5,703 by
October 2024, involving nearly 11,600 students (The Sun, 2025). The Human Rights Commission of Malaysia
(SUHAKAM) described the rising bullying cases in schools as a systemic crisis of child safety, urging urgent
and comprehensive national anti-bullying action. In July 2025 alone, SUHAKAM reported multiple severe
bullying cases within a single week, including a Form 1 female student who allegedly jumped from a school
building reportedly due to bullying by her peers and a male student who sustained serious eye injuries from
assault by peers. The commission emphasized the government's responsibility to ensure schools are safe and
nurturing environments and called for more concrete and immediate action beyond current measures (Dusuki,
2025).
Malaysia’s response to bullying has recently taken notable legislative steps, but a comprehensive anti-bullying
law with statutory definitions is yet to be fully established. The Penal Code (Amendment) Act 2025 and the
Criminal Procedure Code (Amendment) Act 2025, announced in early 2025, introduce specific criminal
offenses targeting bullying, cyberbullying, harassment, and offenses leading to self-harm, with penalties of up
to 10 years’ imprisonment or fines. However, the government is currently reviewing the potential introduction
of dedicated anti-bullying legislation, including setting up tribunals to handle school bullying cases more
effectively. These legal reforms reflect mounting public pressure following cases such as the tragic death of
Zara Qairina Mahathir, accompanied by nationwide calls for urgent, decisive action to combat bullying in
schools (Bernama, 2025; Bloomberg, 2025).
Despite recent legislative reforms and heightened public awareness, Malaysia’s approach to tackling school
bullying remains in a transitional phase, with gaps in comprehensive legal frameworks and effective
enforcement. The persistent rise in bullying incidents, coupled with public demand for stronger preventive and
responsive measures, underscores the necessity for deeper understanding of the issue from multiple
perspectives. Hence, this study aims to explore public perceptions regarding the causes of rising bullying cases
in Malaysian schools and to understand how people think schools and the government should respond to
reduce bullying. To guide this research, two research questions are posed:
• (RQ1) What reasons do members of the public give for the increase in bullying cases in Malaysian schools?
• (RQ2) How do members of the public believe schools and government should respond to address bullying
among students?
By focusing on qualitative perspectives, the research seeks to uncover the disconnect between public
expectations and institutional responses. In doing so, it aims to provide a clearer foundation for designing anti-
bullying strategies that not only react to incidents but also address the deeper causes that allow bullying to
persist.
LITERATURE REVIEW
Forms and Factors of Bullying in Malaysian Schools
Bullying has emerged as a significant concern in Malaysian schools, manifesting in various forms that affect
students' well-being and academic performance. It is important to establish a clear understanding of what
constitutes bullying. Bullying encompasses a range of behaviours including physical aggression, verbal abuse,
cyberbullying, ostracism, and extortion (Sabramani et al., 2021). In the Malaysian context, physical bullying
remains prevalent, often involving punches, kicks, and in some severe cases, the use of weapons, especially in
boarding schools. Verbal bullying, including hurtful racial remarks, also poses a detrimental threat to social
cohesion and the psychological safety of students. These forms of bullying contribute significantly to mental
health issues, social anxiety, and disrupted peer relationships among students. Bullying also manifests in other
forms such as social isolation, cyberbullying, and extortion, adding layers to the complexity of the problem in
schools (Chong et al., 2025).
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Understanding the factors contributing to bullying is crucial in addressing its rise. Teachers and researchers
have consistently shown interest in examining the different factors that influence students’ academic
achievement (Mohammed & Hassan, 2022), and a similar concern is evident in research on bullying
behaviours. Research has identified multiple influences ranging from personal gratification and the home
environment to peer pressure and prior victimization. For instance, family dynamics and parental support
significantly impact bullying behaviour; students from unstable family backgrounds or those lacking adequate
parental guidance are more likely to engage in or become victims of bullying (Zaib et al., 2022). Peer influence
remains a strong factor, where group dynamics can either encourage aggressive behaviour or foster resilience.
The social environment created by peers can either escalate or mitigate bullying incidents, highlighting the
importance of peer group intervention in anti-bullying strategies (Sabramani et al., 2021).
Societal and Policy Responses to Bullying
Public perceptions and community responses represent another vital area. Community attitudes toward
bullying shape the effectiveness of interventions and support mechanisms within schools. Many Malaysians
recognize bullying as a growing problem associated with societal changes, such as increased internet access
leading to widespread cyberbullying (Gopinathan et al., 2025). Public opinion calls for a holistic response that
involves not only schools but also families and local communities in fostering safe environments for students.
Community awareness campaigns and involvement in anti-bullying programs have been shown to enhance
responsiveness and reduce the stigma often attached to bullying victims (Nengsih et al., 2024).
Finally, government policies and legal frameworks provide the structural backbone for addressing bullying
nationwide. The Malaysian government is reviewing the need to enact a dedicated Anti-Bullying Act that
would include clear definitions, specific punishments, and a tribunal system for bullying cases involving
children. Although recent amendments to the Penal Code (Sections 507B to 507G) have criminalized various
forms of bullying and harassment, the current provisions lack a comprehensive framework specifically
targeting school bullying. Authorities recognize the necessity for further legal development to provide
structured protections and rehabilitative processes for children involved in bullying incidents (Bernama, 2025).
This legal gap has led to calls from various stakeholders for stronger policies and more effective
implementation mechanisms, including school-based protocols and national campaigns.
Bullying in Malaysian schools continues to harm students’ well-being and learning, whether through physical,
verbal, or online forms. Although awareness is growing and new laws offer protection, gaps in support and
enforcement remain. Moving forward, real progress will depend on closer cooperation between schools,
families, communities, and the government to build safer and more supportive learning environments.
METHODOLOGY
This study adopted a qualitative research design, as the aim was to explore the perspectives of members of the
public regarding bullying in Malaysian schools. Qualitative approaches are particularly valuable for
investigating social issues because they allow participants to express their experiences, views, and values in
depth (Creswell & Poth, 2016). By focusing on narratives rather than numerical data, the research provides a
more nuanced understanding of the reasons behind the increase in bullying and the responses expected from
schools and government.
Participants were members of the Malaysian public recruited through purposive sampling. This approach was
selected because it ensures that individuals with relevant knowledge and concern about bullying could
contribute meaningful perspectives (Palinkas et al., 2015). The participants included parents, teachers, and
community members aged between 20 and 45, representing both urban and rural areas. A total of 50
participants were invited, which allowed for a manageable yet diverse range of viewpoints.
This research used a qualitative survey instrument consisting of open-ended questions. Data collection was
conducted over a period of two weeks, during which participants submitted their responses electronically. All
responses were compiled and organized systematically for thematic analysis. Each participant’s response was
carefully read multiple times to ensure familiarity with the data and to gain an overall understanding of the
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perspectives shared. Initial codes were generated by highlighting key words, phrases, or ideas related to the
research questions. These codes were then examined for patterns and grouped into broader themes that
represented recurring concepts across participants’ responses. Direct quotations from participants were
preserved to maintain authenticity and provide clear evidence of the themes. The final themes were then
interpreted in light of existing literature to discuss their significance and implications for addressing bullying
in Malaysian schools.
RESULTS
This study addressed two research questions and the thematic analysis generated seven themes. The first three
themes address RQ1, while the remaining four themes address RQ2.
(RQ1) What reasons do members of the public give for the increase in bullying cases in Malaysian schools?
Table 1: Participant Responses for RQ1
Theme
Responses from Participants
Media
Exposure and
Online Games
“Children copy fighting from games. Even games chat have many predators and creepy
people”
“Many rude pranks and roasting culture online”
“Games make them more angry, they became more aggressive when they lose”
“They learn bad words from social media platforms”
“Games show violence all the time. Too many killing and shooting games”
“Boys like to act like the hero from games.”
Gentle
Parenting and
Lack of
Discipline
“Parents don’t scold their kids anymore, no consequences”
“Children get everything they want.”
“Parents do not punish their children and only advise”
“No one teaches them respect.”
“Parents are busy and they tend to spoil and pamper the children”
“They don’t get discipline at home, too lenient”
“Mother and father are too soft, no clear rules”
Peer Influence
and Social
Pressure
“They bully to look cool.”
“Friends push them to join.”
“If they don’t bully, they feel left out.”
“Classmates laugh, so they do it. They thought it was funny”
“They want to be popular in school.”
“They are scared to be the target so they target others”
“They want to control others”
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(RQ2) How do members of the public believe schools and government should respond to address bullying
among students?
Table 2: Participants Responses for RQ2
Theme
Responses from Participants
Stricter Rules in
Schools
“Teachers need to punish bullies and right now, they have no power at all”
“Schools need stronger rules. No canning makes students rude and arrogant”
“No soft action for bullies.”
“Teacher should not ignore bully cases. Small cases can lead to severe ones”
Stricter Laws for
Juvenile Bullying
“Police must take stricter action”
“Even kids and teenagers should face the law.”
“There should be no involvement of politics”
“Government must be fair. Bully cases that involve death require harsher punishment”
“Law should protect victims at all cost”
Parenting Classes
and Awareness
Programs
“Young parents nowadays need training in teaching kids”
“maybe a workshop can help fathers and mothers”
“Parents don’t know how to guide their children.”
“Parents need to learn control and teach discipline.”
“Many parents are afraid to cause trauma to their kids and become too lenient”
Education Syllabus
on Manners and
Moral Values
“Schools should teach students the value of respect and accountability.”
“Schools should not be only exams, but focus on teaching good manners.”
“Children must learn empathy in class.”
“Subjects should teach values, focus on kindness, not just grades.”
DISCUSSION
Media Exposure and Online Games
Across the responses from the participants, members of the public repeatedly linked rising bullying to the
always-on media environment such as social media, online gaming chat, and the visibility of “prank” or
“roasting” content. These platforms, with their algorithm-driven content distribution and emphasis on short,
shareable videos, create environments where harmful content such as cyberbullying, "prank," or "roasting"
videos can spread rapidly. The anonymity afforded by these platforms make it easier for bullies to target others,
often exploiting visual content to humiliate or intimidate victims. This digital culture is especially influential
among Generation Z, who are in a vulnerable phase of seeking peer approval while navigating increasingly
aggressive online interactions (Huang et al., 2020).
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Similarly, online gaming chats contribute significantly to bullying, as the anonymity and competitive context
may lower inhibitions and increase aggressive behaviour. Games with violent or confrontational elements tend
to foster more bullying incidents, as they often normalize aggression and reinforce adversarial relationships
among players. Research has shown that violent games not only increase hostile behaviour but also influence
the type of language used, with players more likely to employ offensive, derogatory, or aggressive expressions
during interactions (Olejarnik & Romano, 2023). Such language ranging from insults and threats to sexist or
racist remarks can create a toxic communicative environment where hostility becomes routine. Players appear
more prone to both experiencing and perpetrating bullying in these settings, with the hostile discourse
reinforcing competitive environments.
Moreover, “roasting” content, often framed as humorous yet grounded in personal insults, create a culture of
bullying by normalizing public humiliation for entertainment. Younger users, in particular, may imitate these
practices without fully understanding the psychological consequences, thereby reinforcing cycles of
aggression. This environment ultimately creates a feedback loop where bullying and toxic language become
normalized within online communities centered around these media (Kee et al., 2022).
Gentle Parenting and Lack of Discipline
A recurring concern among respondents was the perceived absence of consequences in gentle parenting.
Statements such as “parents don’t scold their kids anymore, no consequences” and “parents do not punish their
children and only advise” illustrate a belief that children are not being adequately corrected when they
misbehave. This reflects the wider criticism that without consistent reinforcement, children may fail to
distinguish between acceptable and unacceptable behaviour. Prior research supports this view, noting that an
absence of clear discipline can hinder the development of self-control and respect for rules (WenLi et al.,
2025).
Another issue raised was overindulgence, expressed in responses like “children get everything they want” and
“parents are busy and they tend to spoil and pamper the children.” Here, participants linked leniency with
material and emotional indulgence, suggesting that parents may compensate for their absence by giving in to
children’s demands. This concern resonates with studies showing that overindulgence can lead to entitlement
and difficulty coping with frustration (Karasavva et al., 2025). For these respondents, gentle parenting was
equated with a lack of restraint, where children’s desires are prioritized over parental authority.
Finally, respondents emphasized the erosion of respect and discipline within the home. Comments such as “no
one teaches them respect” and “mother and father are too soft, no clear rules” highlight the fear that gentle
parenting undermines traditional values of authority and order. In cultural contexts where obedience and
hierarchy are highly valued, parenting practices that avoid strict punishment may be judged as ineffective.
However, research in child psychology shows that being firm but caring, known as authoritative parenting, is
usually more effective than harsh or overly strict methods (Baumrind, 1966). For example, a 2020 cross-
national study found that authoritative parenting positively correlates with higher life satisfaction and better
academic outcomes, while authoritarian parenting had the opposite effect (Yang & Zhao, 2020). From the view
of social learning theory (Bandura, 1977), children learn by watching how adults behave, so constant
punishment may make them more aggressive rather than respectful. Therefore, the respondents’ views reflect a
clash between traditional ideas about discipline and modern research that supports more balanced, respectful
approaches to raising children.
Peer Influence and Social Pressure
Peer influence emerged as a powerful factor in encouraging bullying behaviour. Several respondents noted that
students bully “to look cool” or because “friends push them to join,” highlighting the role of peer approval in
sustaining these actions. Bullying, in this sense, becomes a social performance where aggression is rewarded
with recognition or acceptance from peers. This finding echoes Aishah et al (2025) work on group involvement
in bullying, showing that peer reinforcement plays a critical role in its continuation. In Malaysian schools,
where collectivist values often emphasize group belonging and social image, the pressure to conform to peers’
expectations may amplify these behaviours (Sabramani et al., 2021).
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Another issue raised was the fear of being left out. Some students explained, “if they don’t bully, they feel left
out” and “they are scared to be the target so they target others,” suggesting that participation in bullying is
sometimes driven not by personal desire, but by the need to protect themselves. This kind of defensive
behaviour shows how strong the pressure to fit in with peers can be, even when it leads to harm. In Malaysian
classrooms, where peer approval is highly valued, social acceptance can strongly influence student behaviour
(Sabramani et al., 2021). By paying attention to students’ self-esteem and overall happiness, teachers can
identify those who are most at risk and provide support that strengthens their confidence and social skills
(Tamil & Ismail, 2020). With better emotional support, students may feel less pressure to join in bullying to fit
in, helping to reduce the cycle of aggressive behaviour among peers.
Finally, the desire for popularity and control also featured prominently, with comments like “they want to be
popular in school” and “they want to control others.” These responses indicate that bullying can serve as a
strategy to gain social dominance. Within Malaysian schools, competition for status whether academic, social,
or extracurricular can intersect with these dynamics, positioning bullying as a shortcut to influence among
peers (Chong et al., 2025). Classmates who laugh and encourage the behaviour further reinforce the bully’s
status, normalizing aggression as entertainment. Together, these findings underscore how peer dynamics not
only facilitate bullying but also embed it into the social fabric of Malaysian school life, making interventions
more complex than focusing solely on individual perpetrators.
Solution 1: Stricter Rules in Schools
Participants strongly emphasized the need for stricter rules in schools, reflecting frustration with what they see
as weak enforcement. Statements such as “Teachers need to punish bullies and right now, they have no power
at all” and “Schools need stronger rules” illustrate the belief that current measures are insufficient. This aligns
with studies showing that when schools lack consistent disciplinary frameworks, bullying behaviours tend to
persist (Rodriguez & Welsh, 2022). For many participants, the absence of caning or traditional punishments is
seen as a reason why students become “rude and arrogant,” pointing to a desire for authority figures to regain
control in classrooms.
At the same time, the call for “No soft action for bullies” highlights public demand for a firmer stance.
Teachers were described as sometimes ignoring cases, which can leave victims feeling unsupported and bullies
unchecked. Prior research supports this concern, noting that underreporting or lenient handling of bullying
incidents can worsen the school climate and erode trust in educators (Dawes et al., 2024). While corporal
punishment is a sensitive and contested issue, these responses underline the expectation that schools should
adopt clearer, fairer and stronger consequences whether through non-violent but firm disciplinary systems or
by empowering teachers to take immediate action.
Solution 2: Stricter Laws for Juvenile Bullying
Participants voiced a call for stricter laws to address juvenile bullying, especially in serious cases. Expressions
such as “Police must take stricter action” and “Even kids should face the law” show public frustration with
what they perceive as weak legal consequences. This reflects a broader debate in Malaysia and elsewhere on
whether young offenders should be held more accountable under the law when bullying leads to severe harm.
Research suggests that when legal systems appear lenient, bullying behaviours risk being normalized, while
stronger policies can act as deterrents (Xue et al., 2022).
Some participants also linked bullying responses to issues of fairness and justice. For example, one stated,
“There should be no involvement of politics” and another added, “Government must be fair. Bully cases that
involve death require harsher punishment.” Such views suggest public concern that legal processes may
sometimes be influenced by power or privilege, echoing findings that perceived inequality in the handling of
bullying cases can reduce trust in institutions. At the same time, statements like “Law should protect victims at
all cost” highlight the expectation that legislation should prioritize victims’ safety and dignity, which aligns
with international calls for a victim-centred approach to juvenile justice (European Commission, 2020).
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Taken together, these perspectives reveal that members of the public see stronger laws not only as a
punishment for bullies but also as a way of restoring justice and ensuring that victims feel supported. While
stricter juvenile laws remain controversial, the participants’ responses underline a societal demand for clearer,
firmer, and fairer frameworks to reduce the severity and recurrence of bullying.
Solution 3: Parenting Classes and Awareness Programs
The responses reveal a strong perception that many parents today lack the necessary skills and confidence to
manage their children’s behaviour effectively. Statements such as “young parents nowadays need training” and
“parents don’t know how to guide their children” suggest that there is a gap in knowledge regarding discipline
strategies and child guidance. This highlights the need for structured support, particularly for younger parents
who may be navigating parenting without sufficient role models or prior experience. Research has shown that
parenting programs can improve parental competence, reduce stress, and encourage positive discipline
practices (Tuntipuchitanon et al., 2024).
Participants also emphasized the potential benefits of workshops and awareness programs, with comments like
“maybe a workshop can help fathers and mothers” and “parents need to learn control and teach discipline.”
Such initiatives could provide parents with practical tools to balance empathy with firm boundaries, addressing
concerns that leniency may lead to a lack of respect or discipline at home. These findings align with calls in
educational and psychological literature for community-based parenting interventions that are culturally
sensitive and accessible to all parents (Schilling et al., 2021).
At the same time, some participants noted that “many parents are afraid to cause trauma to their kids and
become too lenient,” highlighting a tension between modern awareness of children’s emotional needs and the
fear of being overly strict. This indicates a need for awareness programs that clearly communicate the
difference between harmful punitive practices and constructive discipline. By reinforcing that setting
boundaries does not necessarily equate to causing trauma, such programs could help parents adopt balanced
approaches that nurture children’s well-being while ensuring accountability.
Solution 4: Education Syllabus on Manners and Moral Values
Participants highlighted the importance of integrating moral education and values into the school syllabus,
moving beyond an exam-oriented system. Statements such as “Schools should teach students the value of
respect and accountability” and “Schools should not be only exams, but focus on teaching good manners”
suggest dissatisfaction with the heavy academic focus in Malaysian schools. This perspective is supported by
past research, which shows that education systems overly focused on examinations often neglect social-
emotional learning, leaving students less equipped to manage relationships and conflicts (Abdul Hadi et al.,
2023).
Many participants emphasized that empathy, kindness, and respect should be explicitly taught, as seen in
comments like “Children must learn empathy in class” and “Subjects should teach values, focus on kindness,
not just grades.” Such ideas echo findings that social and emotional learning (SEL) programmes significantly
reduce bullying by fostering self-awareness, empathy, and responsible decision-making (Lin & Shih, 2024).
Schools should embed moral-based education as a preventive strategy against school violence. Teachers are
also encouraged to use digital tools and resources to help design an engaging learning experience that are more
interactive and adaptable, meeting the different styles and needs of their coping students (Ambu-Saidi et al.,
2024). Overall, these responses show a strong belief that education should not only develop intellectual skills
but also nurture character and compassion. Participants viewed moral and value-based education as a
sustainable solution, ensuring that students grow into respectful individuals who are less likely to engage in
bullying behaviours.
CONCLUSION
This study explored public perspectives on the rising cases of bullying in Malaysian schools and the actions
that should be taken by schools and the government. The findings revealed three main reasons for the increase
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in bullying; media exposure and online games, gentle parenting practices, and peer influence. At the same
time, participants strongly advocated for stricter school rules, stronger juvenile laws, improved parenting
education, and an education syllabus that emphasizes manners and moral values rather than exam performance.
The implications of this study are twofold. For policy and practice, the results suggest that addressing bullying
requires a multi-level approach, combining school discipline, family engagement, legal accountability, and
curriculum reform. Schools and ministries may consider embedding social-emotional learning into the
syllabus, while also providing parents with training on effective discipline strategies. For the government and
policymakers, participants’ call for stronger laws highlights the urgent need to review existing legal protections
to ensure that victims are safeguarded and that accountability mechanisms are fair and transparent. Future
research could further examine these public perceptions using established psychological and sociological
frameworks to deepen understanding of how environmental, familial, and social factors interact in shaping
bullying behaviour. Integrating perspectives from child psychology and social systems theory may also help
contextualize these findings within broader academic debates. Overall, the study underscores the need for
collaborative action between schools, families, and government agencies. By addressing both the root causes
and the systemic gaps in prevention, Malaysia can work toward creating safer and more supportive educational
environments for students.
ACKNOWLEDGEMENTS
The author(s) would like to thank the faculty and university for their support in completing this study.
Appreciation is also extended to the participants whose contributions made this research possible.
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