新加坡政府这样处理校园霸凌！

新加坡教育部长陈振声在国会口头答复惹兰勿刹集选区议员文佳礼博士、荷兰—武吉知马集选区议员迪舒沙、武吉班让单选区议员连荣华、阿裕尼集选区议员严燕松、杨厝港单选区议员叶汉荣、盛港集选区议员蔡庆威、马西岭—油池集选区议员苏慧敏、盛港集选区议员何廷儒有关针对学生霸凌事件采取的措施和提供的帮助。

以下内容为新加坡眼根据国会英文资料翻译整理：

文佳礼博士（惹兰勿刹集选区议员）询问教育部长：

(a) 教师是否具备足够的知识和技能来识别和管理霸凌行为，特别是在受害者未报告事件的情况下？

(b) 采取了哪些措施确保学校拥有足够训练有素的人员，如辅导员和纪律人员，以支持教师和学生处理霸凌案件？

迪舒沙（荷兰—武吉知马集选区议员）先生询问教育部长：学校如何帮助受霸凌的学生恢复信心并重建身份和自我价值？

连荣华（武吉班让单选区议员）先生询问教育部长：

(a) 教育部和学校采取了哪些措施来防止发生校园霸凌事件？

(b) 当学生在校外发生霸凌事件时，学校和新加坡警察部队之间的合作程度如何？

(c) 是否有足够的监测和监督来发现霸凌事件的苗头，以及有哪些预防和预防措施？

严燕松（阿裕尼集选区议员）先生询问教育部长:

(a) 在过去五年中，每年教育部收到多少份关于在校内或校外发生的霸凌事件的报告?

(b) 鉴于最近在工艺教育学院、中学和小学发生的霸凌事件，教育部目前是否在所有学校实施了反霸凌政策?

叶汉荣（杨厝港单选区议员） 先生询问教育部长：

(a) 使用什么具体标准来确定事件是否应归类为霸凌，并需要教育机构采取行动？

(b) 教育部最近是否对学生进行过调查，以评估学校霸凌的普遍程度？

(c) 教育部为教师提供了哪些干预和支持，帮助他们在工作过程中处理霸凌案件？

蔡庆威（盛港集选区议员） 先生询问教育部长：

(a) 教育部是否跟踪学校报告的霸凌案件数量？

(b) 如果有跟踪，过去五年中每年的霸凌案件数量是多少？

(c) 如果没有跟踪，原因是什么？

(d) 为加强对霸凌案件的发现、报告和纠正，学校正在采取哪些资源和政策？

苏慧敏（马西岭—油池集选区议员）女士询问教育部长：

(a) 教育部是否注意到涉及学校学生的霸凌案件呈上升趋势？

(b) 教育部如何更好地防止学校学生被霸凌并支持霸凌受害者？

何廷儒（盛港集选区议员） 女士询问教育部长：

(a) 在过去五年中，学校收到的霸凌案件数量有何趋势？

(b) 报告给学校的线上和线下霸凌事件的分类情况如何？

(c) 针对涉及神经多样性疾病或残疾学生的霸凌案件，是否制定了任何特殊的指导方针或方法，如果有，具体是什么？

陈振声（教育部长）：议长先生，请允许我回答第 20 至 28 号问题。

议长先生：可以。

陈振声（教育部长）先生：议长先生，我的答复将回答议员周凯年先生、文佳礼博士、迪舒沙先生、连荣华先生、严燕松先生、叶汉荣先生、蔡庆威先生、苏慧敏女士和何廷儒女士就最近在互联网上引起公众关注的学校和高等教育机构 (IHLs) 霸凌事件提出的问题。

我的回答还将涵盖潘群勤女士、沙礼尔先生、颜添宝先生和 林志蔚副教授的相关问题，这些问题将在后续会议上提出。

议长先生：好的。部长，我想您提到了第28个问题。但它在第27个问题上停止了。

陈振声（教育部长）先生：议长先生，很抱歉，是直到第27个问题。

教育部 (MOE) 严肃对待所有形式的伤害行为，从一次性的不敏感言论到更持久的、故意的霸凌行为，甚至是身体暴力。学校和高等教育机构（IHLs）有禁止任何形式霸凌的规则和规定。我们的学校和高等教育机构（IHLs）教育学生反对这些负面行为，并与家庭、社区和合作伙伴合作，及时干预和解决这些问题。

议员苏慧敏女士、严燕松先生、蔡庆威先生询问了霸凌事件的趋势。在过去五年中，霸凌事件的平均数量保持稳定。每 1,000 名学生中，每年平均有2 起小学霸凌事件和 6 起中学霸凌事件，无论在校内还是校外。其中，涉及使用科技手段的霸凌事件每年平均每 1,000 名中学生不到1 起，在小学发生的霸凌事件更少。

议员周凯年先生和文佳礼博士询问了教育部如何教育我们的学生，并让他们具备应对霸凌威胁的能力。从小，学生就通过课程和榜样学习亲社会行为(pro-social behaviours)。通过品格和公民教育 (CCE) 课程以及强调价值观和尊重的学校环境，掌握了善待同学、以尊重的态度解决分歧和反对霸凌的技能。

学生学习遇到不安全情况时该怎么做？保持冷静，不要报复，远离并向附近的成年人寻求帮助，并通知老师和家长。这些课程延伸到网络空间。通过网络健康课程，学生学会成为尊重和负责任的网民。无论是线上还是线下，他们都应该向老师或学校领导报告任何霸凌事件。

由于学生有时更愿意向朋友寻求支持，学校建立了伙伴支持网络（peer support networks），并培训学生帮助和照顾彼此，以及处理冲突。

这些教育工作继续在我们的高等教育机构（IHLs）中开展，通过教授尊重和适当行为的模块以及伙伴支持模块来提高人们对反霸凌的认识。

议员叶汉荣先生、潘群勤女士、迪舒沙先生和其他人员询问了对霸凌受害者和施暴者的干预和支持，以及学校如何与家庭、社区伙伴和警察合作解决这些问题。教师接受培训，以创造积极的课堂文化，识别陷入困境的学生，并主动解决伤害行为和霸凌问题。所有职前教师都接受了这种培训，新教师得到了经验丰富的工作人员和学校辅导员的支持。在职教师还接受进修培训，作为其专业发展的一部分。

当学校内外发生任何霸凌事件时，学校和高等教育机构（IHLs）都会进行彻底调查，然后决定采取适当的行动。我们根据事件的严重程度采取分层方法。在因不经意的言论和误解而引起的情况下，教师会指导学生解决分歧并达成共识。对于持续、故意霸凌行为的案件，除了采取恢复性措施外，还会采取严厉的纪律处分。对于网络霸凌事件，学校会指导学生向网络服务提供商报告。当学校和高等教育机构（IHLs）得知任何严重霸凌或打架事件时，他们会与家长和当局密切合作，确保学生的健康和安全。他们还会施加必要的纪律处分，并指导学生改变他们的思想和行为，以便他们能够学会成为负责任的社区成员。

同样，我们的学校和高等教育机构（IHLs）在采取纪律处分时会考虑事件的严重性，并考虑所涉学生的概况和需求。学校可能会拘留肇事者，甚至暂停他们上课。鞭刑是男孩的最后手段，并且只能由授权的成年人以适当的方式进行。对于严重的霸凌或打架事件，将向警方报告，肇事者将依法面临法律后果。

每当学生受到霸凌时，无论是受害者还是施暴者，老师和学校辅导员都会提供情感支持，帮助学生应对和修复关系。持续感到痛苦的学生将被转介到社区资源，例如社区心理健康反应、初期治疗与评估项目” (REACH) 团队，以获得更专业的支持。

这些教育和恢复性努力的目的，是帮助学生从错误中吸取教训。采取这些努力是为了扭转霸凌者的局面，而不仅仅是“开除”或停学。当关系因冲突和不当行为而受到影响时，学校和机构会采取措施教育、惩戒和恢复学校社区的关系，而这些努力需要家长的支持和合作。

家长的指导和合作对于塑造孩子的性格至关重要。父母通过树立积极行为和与他人互动的榜样来指导孩子。当孩子面临霸凌时，鼓励父母保持冷静并提供情感支持，强化亲社会价值观和应对技巧。同样，当孩子欺负他人时，父母可以引导孩子从错误中吸取教训，真诚道歉并做出补偿。由于修复关系和改善行为需要时间和实践，因此鼓励家长与学校密切合作，有效解决这种情况。

当学生目睹霸凌事件时，要提醒他们不要录制并在网上分享事件，以避免进一步伤害当事人。同样，当视频在网上疯传时，每个人都应该谨慎应对。传播此类材料，试图曝光学生肇事者或呼吁排斥他们，可能会使他们更加孤立，将他们逼入极端，使他们更难改过自新。霸凌者往往也需要帮助来改过自新。作为一个社会，我们必须小心，不要无意中将这种行为正常化。让我们站在一起，阻止模仿者和试图超越上一个霸凌视频的企图。

教育部将继续与学校合作，分享良好做法，并审查管理霸凌的策略。我们将继续更新这些教育和干预措施，并与家长合作，为我们的学生创造关爱和安全的学习环境。

我感谢国会议员和公众对这一问题的关注。在您的帮助下，我们将监控社区和网络空间，保护我们的学生安全，并在您目睹学生之间的霸凌事件时制止它们，我们将成为那个养育好我们孩子的村庄。

最后，议长先生，霸凌是一个多方面的问题，无法用一刀切的办法解决。它需要一种细致入微的方法，仔细考虑受害者和肇事者的福祉和改造。我们都有权力和责任相互支持，营造一个可以治愈和改变的环境。我们希望避免采取可能阻碍或剥夺肇事者改过自新机会的行为，例如适得其反的社交媒体行为。真正的正义是将惩罚与改造相结合。

以下是英文质询内容：

Dr Wan Rizalaskedthe Minister for Education (a) whether teachers are sufficiently equipped with the knowledge and skills to identify and manage bullying, especially in cases where victims do not report incidents; and (b) what measures are in place to ensure schools have adequate trained personnel, such as counsellors and disciplinary staff, to support teachers and students in handling bullying cases.

Mr Christopher de Souzaaskedthe Minister for Education how are schools helping students who are bullied to restore their confidence and rebuild their identity and self-worth.

Mr Liang Eng Hwaasked the Minister for Education (a) what steps are taken by the Ministry and schools to prevent occurrences of bullying incidents in schools; (b) what is the level of collaboration between schools and the Singapore Police Force in cases where the bullying of students happen outside of the schools; and (c) whether there are adequate monitoring and surveillance to pick up early indications of bullying situations and what are the pre-emptive and preventive measures.

Mr Gerald Giam Yean Songaskedthe Minister for Education (a) in each year of the past five years, how many reports has the Ministry received regarding incidents of bullying that occurred within or outside of school premises; and (b) in view of the recent bullying incidents at an Institute of Technical Education campus, a secondary school and a primary school, whether the Ministry currently has in place an anti-bullying policy at all schools.

Mr Yip Hon Wengaskedthe Minister for Education (a) what specific criteria are used to determine whether an incident is to be classified as bullying that warrants action to be taken by the educational institution; (b) whether the Ministry has conducted any recent surveys among students to assess the prevalence of bullying in schools; and (c) what are the interventions and support provided to teachers to help them deal with bullying cases in the course of their work.

Mr Chua Kheng Wee Louisaskedthe Minister for Education (a) whether the Ministry tracks the number of reported bullying cases in schools; (b) if so, what is the number of bullying cases in each year of the last five years; (c) if not, why not; and (d) what resources and policies are being put in place in schools to enhance the detection, reporting and correction of bullying cases.

Ms Hany Sohaskedthe Minister for Education (a) whether the Ministry has observed a rising trend in bullying cases involving school students; and (b) how can the Ministry better prevent bullying of school students and support victims of bullying.

Ms He Ting Ruaskedthe Minister for Education (a) in the last five years, what are the observed trends relating to the number of bullying cases schools have received; (b) what is the breakdown between online and offline bullying incidents reported to schools; and (c) whether there are any special guidelines given or approaches taken for cases of bullying involving students with neurodiverse conditions or disabilities and, if so, what are they.

The Minister for Education (Mr Chan Chun Sing):Mr Speaker, may I have your permission to take Question Nos 20 to 28, please.

Mr Speaker: Yes, you may.

Mr Chan Chun Sing:Mr Speaker, Sir, my response will address the questions raised by Members Mr Zhulkarnain Abdul Rahim, Dr Wan Rizal, Mr Christopher de Souza, Mr Liang Eng Hwa, Mr Gerald Giam Yean Song, Mr Yip Hon Weng, Mr Chua Kheng Wee Louis, Ms Hany Soh and Ms He Ting Ru on the bullying incidents in schools and Institutes of Higher Learning (IHLs), that recently caught public attention on the Internet.

My response will also cover related questions from Ms Hazel Poa, Mr Sharael Taha, Mr Gan Thiam Poh and Assoc Prof Jamus Lim, which are scheduled for subsequent Sittings.

Mr Speaker: Alright. Minister, I think you mentioned Question No 28. But it stops at Question No 27.

Mr Chan Chun Sing: Sir, my apologies, till Question No 27.

The Ministry of Education (MOE) takes a serious view of all forms of hurtful behaviour, from once-off insensitive remarks to more persistent, intentional acts of bullying and even physical violence. Schools and IHLs have rules and regulations which prohibit any form of bullying. Our schools and IHLs educate students against these negative behaviours and work with families, the community and partners to intervene promptly and address them.

Members Ms Hany Soh, Mr Gerald Giam, Mr Louis Chua asked about the trends in bullying incidents. In the last five years, the average number of bullying incidents has remained steady. For every 1,000 students, there were an average of two incidents in primary schools and six incidents in secondary schools annually for any form of bullying, both within and outside of school. Of these, incidents involving the use of technology averaged less than one incident per 1,000 secondary students and even fewer in primary schools each year.

Members Mr Zhulkarnain Abdul Rahim and Dr Wan Rizal asked about how MOE educates our students and equips them to deal with threats of bullying. From young, students learn pro-social behaviours through lessons and role-modelling. Through the Character and Citizenship Education (CCE) curriculum and a school environment that emphasises values and respect, students acquire skills to be kind to their classmates, resolve disagreements respectfully and stand up against bullying.

Students learn what to do when they encounter unsafe situations. Stay calm, do not retaliate, but move away and seek help from adults nearby, and alert their teachers and parents. These lessons extend to the cyberspace. Through cyber wellness lessons, students learn to be respectful and responsible users online. Whether online or offline, they should report any incident of bullying to their teachers or School Leaders.

As students sometimes prefer to turn to their friends for support, schools have established peer support networks and trained students to help and look out for one another, and in conflict management.

These educative efforts continue in our IHLs, which raise awareness about anti-bullying through modules teaching respect and appropriate behaviour, as well as peer support structures.

Members Mr Yip Hon Weng, Ms Hazel Poa, Mr Christopher de Souza and others asked about the intervention and support for bullying victims and perpetrators, and how schools collaborate with families, community partners and Police to address them. Teachers are trained to create a positive classroom culture, recognise distressed students, and proactively address hurtful behaviours and bullying. All pre-service teachers receive this training, and new teachers are supported by experienced staff and school counsellors. In-service teachers also receive refresher training as part of their professional development.

When any incident of bullying within or outside schools is reported, schools and IHLs conduct thorough investigations before deciding on the appropriate course of action. We adopt a tiered approach based on the severity of incident. In cases arising from careless remarks and misunderstandings, teachers guide students to resolve their differences and reach a common understanding. For cases involving persistent, intentional acts of bullying, serious disciplinary actions are taken in addition to the restorative actions. For cyber bullying incidents, schools guide students to report these to the online service provider. When schools and IHLs come to know of any incident of severe bullying or fights, they work closely with parents and the authorities to ensure students' well-being and safety. They also mete out the necessary disciplinary consequences and guide students to change their thinking and behaviours so that they can learn to be responsible members of the community.

Similarly, our schools and IHLs consider the seriousness of the incident and take into consideration the profile and needs of the students involved, when taking disciplinary actions. Schools may put perpetrators on detention or even suspend them from attending lessons. Caning is used as a last resort for boys and carried out in an appropriate manner only by authorised adults. For severe bullying or fights, a Police report will be made and perpetrators will face legal consequences in accordance with the law.

Whenever a student is affected by bullying, whether as a victim or perpetrator, the teachers and school counsellors provide emotional support to help the student cope and mend relationships. Students who continue to be distressed will be referred to community resources such as the Response, Early Intervention and Assessment in Community mental Health (REACH) teams for more specialised support.

The objective of these educative and restorative efforts is to help students learn from their mistakes. These efforts are taken to turn the bully around, rather than just "expelling" or suspending them from school. When relationships are affected due to conflicts and misconduct, schools and institutions take steps to educate, discipline and restore relationships in the school community, and these efforts require parents' support and partnership.

Parental guidance and partnerships are vital in shaping children's character. Parents guide their children by role-modelling positive behaviour and interaction with others. When a child faces bullying, parents are encouraged to remain calm and provide emotional support, reinforcing pro-social values and coping skills. Similarly, when a child has bullied someone, parents can guide their child to learn from the mistake, apologise sincerely and make amends. As mending relationships and improving behaviour require time and practice, parents are encouraged to collaborate closely with schools to address the situation effectively.

When students witness bullying incidents, they are reminded not to record and share the incidents online to avoid further hurting the parties involved. Similarly, when videos become viral, everyone should exercise care in responding to them. Circulating such materials, trying to doxx the student perpetrators or calling for them to be ostracised, could isolate them even more, drive them to extremes and make it harder for them to mend their ways. The bullying perpetrators often also need help to turn over a new leaf. As a society, we must be careful not to normalise such behaviours unintentionally. Let us stand together to discourage copycats and attempts to out-viral the last bullying video.

MOE will continue to work with schools to share good practices and review the strategies to manage bullying. We will continue to update these education and intervention measures and partner parents to create caring and safe learning environments for our students.

I thank Members of Parliament and members of the public for showing their concern about this issue. With your help to monitor community and online spaces to keep our students safe and to stop bullying incidents among students when you witness them, we will be that village that raises our children well.

Finally, Mr Speaker, Sir, bullying is a multi-faceted issue that defies one-size-fits-all solutions. It requires a nuanced approach that carefully considers the well-being and reform of both victims and perpetrators. We all hold the power and duty to support each other and to foster an environment where healing and change are possible. We want to steer clear of actions that might hinder or deny a perpetrator's chance for rehabilitation, such as counter-productive social media behaviours. True justice blends punishment with rehabilitation.