SHAH ALAM, Aug 3 — A specialised curriculum focusing on emotional management should be emphasised at the school level to prevent aggressive behaviour among students.
The Malaysian Psychological Association's (PSIMA) president Assoc Prof Dr Shazli Ezzat Ghazali said such a curriculum would include students’ social skills, the cultivation of empathy, and problem-solving — all of which are foundational to shaping ethical individuals, in line with the Rukun Negara's fifth principle of courtesy and morality.
Effective emotional management enables individuals to identify, understand, and regulate their feelings in various situations.
“Students who lack emotional management skills tend to express their feelings through aggressive or inappropriate behaviour.
“Therefore, introducing specific education in schools on this matter can help shape students to be more self-regulated and aware of the impact of their actions on others,” he told Media Selangor.
Dr Shazli was commenting on several recent incidents involving violent behaviour among school students.
Research has found that aggressive student behaviour stems from several factors, including family background, peer influence, academic pressure, and exposure to violent elements in the media or their social environment.
“Unstable family conditions, including financial hardship, absent parents or emotional neglect, can significantly affect a student’s psychological development. Children who do not receive adequate emotional support or affection may struggle to manage anger, which can then manifest as aggressive behaviour.
“If students are exposed to aggressive behaviour in the media or witness violence at home or in their communities, they may come to view such behaviour as a legitimate way to resolve conflict,” he said.
Dr Shazli stressed that both schools and families play a crucial role in curbing such behaviour.
“Families must prioritise their children’s emotional well-being and provide necessary support, while schools should offer a safe environment and enforce policies that promote fairness, patience, and appreciation of students,” he said.
Among the suggested approaches include implementing Social and Emotional Learning (SEL) programmes, counselling, stress management activities like breathing exercises, and school-based awareness and empathy initiatives.
“While a ‘zero tolerance’ policy on violence is necessary, it should be accompanied by rehabilitative measures like guidance sessions or therapy, to provide students the opportunity to improve themselves.
“Consistent education and guidance can nurture students who respect teachers and peers, and who are better equipped to manage stress maturely and constructively,” Dr Shazli concluded.
