Comprehensive Action Review against Bullying

Name and Constituency of Member of Parliament

Mr Alex Yeo, Potong Pasir

Questions

To ask the Minister for Education arising from the Comprehensive Action Review against Bullying (a) what guidelines will schools apply to requests by parents of offenders or victims of bullying for a change of class or a transfer of school; and (b) how will schools assess whether restorative actions such as relationship repair are successful before allowing affected students to continue in the same learning environment.

To ask the Minister for Education arising from the Comprehensive Action Review against Bullying (a) whether the reasons why caning remains a suitable and effective punishment for upper primary and older boys can be shared; and (b) how will the Ministry ensure that schools carry out caning with the necessary safeguards in place.

To ask the Minister for Education arising from the Comprehensive Action Review against Bullying (a) whether schools will be empowered to lodge cyber bullying reports for or against students to the Online Safety Commission; and (b) how will schools deal with cyber bullying content amongst students that may not reach the definitional threshold of online harms in the Online Safety (Relief and Accountability) Act 2025.

Name and Constituency of Member of Parliament

Mr David Hoe, Jurong East-Bukit Batok GRC

Questions

To ask the Minister for Education as part of the new disciplinary framework against bullying (a) what safeguards will ensure that the framework is applied fairly in cases involving students with special educational needs or mental well-being issues; and (b) how will the Ministry ensure that suspensions, whether served in school or at home, are structured to be meaningful, supervised and restorative for the student.

To ask the Minister for Education with the planned expansion of bullying reporting channels, including a new online platform (a) whether the Ministry can clarify who will manage and follow up on reports made through such channels; and (b) how will the Ministry ensure that the platform design is (i) age-appropriate (ii) easy for students to use and (iii) able to support timely intervention.

Name and Constituency of Member of Parliament

Mr Yip Hon Weng, Yio Chu Kang

Question

To ask the Minister for Education with the introduction of the new online bullying reporting channel (a) how will the Ministry ensure that serious cases receive timely and adequate attention amid increased reporting volumes; and (b) whether triage frameworks, reporting guidelines or safeguards will be implemented to prioritise cases while recognising that perceptions of severity may differ among students and parents.

Name and Constituency of Member of Parliament

Ms Yeo Wan Ling, Punggol GRC

Question

To ask the Minister for Education (a) whether studies have been conducted to assess if the current resources set aside for counselling is sufficient in schools to deal with school bullying; and (b) whether school counsellors are sufficiently equipped to deal with the fast-evolving challenges of online bullying.

Name and Constituency of Member of Parliament

Mr Chua Kheng Wee Louis, Sengkang GRC

Questions

To ask the Minister for Education (a) how will the Ministry assess whether the recommendations against bullying are effective; (b) what specific indicators and evaluation methodology will the Ministry use to assess the effectiveness and consistency of schools’ implementation of the measures; and (c) what recourse students and parents will have should they disagree with schools’ findings and decisions.

To ask the Minister for Education (a) what specific criteria and processes govern how a student's special educational needs (SEN) or mental health condition is assessed and weighed when determining disciplinary measures, including the decision to impose caning for a student offender; and (b) what structured support and follow-up protocols are in place for victims of bullying or misconduct who have SEN or mental health vulnerabilities.

Name and Constituency of Member of Parliament

Mr Patrick Tay Teck Guan, Pioneer

Questions

To ask the Minister for Education (a) whether child psychology experts were consulted in the decision to raise punitive measures for student misconduct and bullying; and (b) whether victim-centered rehabilitative or restorative measures will be explored before punishment.

To ask the Minister for Education (a) what is the mental health impact of schools caning boys as young as nine; (b) whether there is scientific evidence supporting the effectiveness of caning in reducing student misconduct and bullying; (c) whether there are longitudinal studies on effects of school caning on children’s cognitive development and behavioural problems in adulthood; and (d) what is the reason for applying caning only to boys.

Name and Constituency of Member of Parliament

Dr Neo Kok Beng, Nominated Member of Parliament

Questions

To ask the Minister for Education whether more restorative measures have been considered instead of punitive choices like caning in relation to the recent anti-bullying recommendations to be implemented by the Ministry in 2027.

To ask the Minister for Education (a) what are the root causes of bullying in Singapore schools; (b) how the recent measures to tackle the bullying issue address the root causes of bullying; and (c) whether the Ministry has studied the potential impact that bullying has on both bullies and victims in the areas of shame, guilt, and identity formation.

To ask the Minister for Education (a) what evidence-based studies have been referenced in relation to the recent completed review on school bullying; and (b) whether any studies were conducted on successful international bullying prevention programmes implemented around the world.

Name and Constituency of Member of Parliament

Dr Charlene Chen, Tampines GRC

Questions

To ask the Minister for Education in respect of serious bullying cases, how the Ministry ensures that disciplinary actions are commensurate with the harm caused, including whether restorative measures such as structured apologies or rehabilitative programmes are used to provide accountability and closure for victims.

To ask the Minister for Education (a) what protocols are in place to ensure transparency in the handling of serious bullying cases; (b) what information is shared with victims’ parents, such as the evidence considered and reasons for the disciplinary outcomes; and (c) whether more consistent disclosure practices across schools will be considered.

To ask the Minister for Education (a) what support is provided to victims of bullying who require care beyond school counselling, including referral pathways for clinical intervention; and (b) how does the Ministry safeguard students with mental health conditions or Special Educational Needs from being targeted by bullies.

Name and Constituency of Member of Parliament

Dr Wan Rizal, Jalan Besar GRC

Questions

To ask the Minister for Education how the new anti-bullying measures will help teachers and school staff handle bullying cases promptly and fairly without adding unsustainable workload to frontline staff.

To ask the Minister for Education (a) what common indicators will the Ministry use to assess the effectiveness of the new anti-bullying measures; and (b) whether the Ministry will track reporting rates, case response timelines, recurrence rates and student perceptions of safety across schools.

Name and Constituency of Member of Parliament

Ms Elysa Chen, Bishan-Toa Payoh GRC

Questions

To ask the Minister for Education in view that standardised disciplinary measures will be implemented across all schools by 2027, (a) what outcomes framework will the Ministry use to evaluate whether the new measures reduce bullying incidence rates; and (b) whether the School Safety Scorecard or equivalent data will be published publicly to enable accountability.

To ask the Minister for Education (a) whether the Comprehensive Action Review against Bullying considered evidence on the role of family adversity and trauma as upstream drivers of both bullying perpetration and victimisation; and (b) if so, whether there will be special consideration for restorative approaches to be included within the framework at an appropriate time.

Name and Constituency of Member of Parliament

Mr Melvin Yong Yik Chye, Radin Mas

Question

To ask the Minister for Education (a) how the Ministry will ensure consistent implementation of the new anti-bullying guidelines across all schools; and (b) what audit or oversight mechanisms will be put in place to monitor compliance and hold schools accountable for lapses.

Name and Constituency of Member of Parliament

Mr Xie Yao Quan, Jurong Central

Questions

To ask the Minister for Education (a) what performance indicators will the Ministry use to monitor the effectiveness of its overall framework and specific measures to address bullying in schools; and (b) whether the Ministry plans to make the reports on these indicators public.

To ask the Minister for Education (a) whether the Ministry takes an evidence-informed approach to designing its overall framework and specific measures to address bullying in schools; (b) if so, what evidence has the Ministry taken on board to date in designing its overall framework and specific measures; and (c) whether it will consider convening a panel of experts to strengthen this evidence-informed approach.

To ask the Minister for Education what are the Ministry's considerations for not setting up a centralised anti-bullying unit to support schools in investigating the most egregious cases of bullying and following up with disciplinary and rehabilitative actions, so as to avoid overburdening teachers.

Name and Constituency of Member of Parliament

Ms He Ting Ru, Sengkang GRC

Questions

To ask the Minister for Education under the new guidelines to deal with bullying in schools, (a) how do schools decide on the appropriate disciplinary response out of the measures given; and (b) what specific safeguards are in place to ensure that responses are proportionate, student-centred, and applied consistently across schools.

To ask the Minister for Education in relation to bullying in schools, (a) whether the Ministry tracks longitudinal outcomes such as the proportion of students who reoffend after a first serious bullying incident; and (b) how it evaluates which combinations of punishment and rehabilitative support are most effective in preventing recurrence.

Name and Constituency of Member of Parliament

Assoc Prof Jamus Jerome Lim, Sengkang GRC

Question

To ask the Minister for Education (a) with regard to the standardised caning measures outlined in the Comprehensive Action Review Against Bullying, whether the distinctions in its application, including (i) between boys and girls and (ii) its commencement only from upper primary levels, are based on established research; and (b) if so, whether the Ministry can share the basis for these distinctions.

Name and Constituency of Member of Parliament

Ms Sylvia Lim, Aljunied GRC

Question

To ask the Minister for Education (a) whether there has been an increasing incidence of students creating and circulating AI-generated fake obscene images of fellow students in schools and educational institutions; and (b) whether the Ministry provides guidance on how such cases should be handled.

Name and Constituency of Member of Parliament

Mr Abdul Muhaimin Abdul Malik, Sengkang GRC

Question

To ask the Minister for Education (a) whether the Ministry has conducted or relied on any studies evaluating the effectiveness of caning in reducing repeated bullying behaviour; and (b) what considerations inform its continued use, in light of international research linking corporal punishment to increased aggression and adverse long-term outcomes.

Name and Constituency of Member of Parliament

Ms Hany Soh, Marsiling-Yew Tee GRC

Questions

To ask the Minister for Education (a) whether the Ministry requires schools to report bullying cases to the Ministry; and (b) what are the available channels for escalation or seeking further assistance should parents feel that their child’s school has not handled their report of bullying adequately.

To ask the Minister for Education what is the Ministry’s directive to schools on the appropriate circumstances to lodge a police report when a case of bullying is severe.

Name and Constituency of Member of Parliament

Mr Darryl David, Ang Mo Kio GRC

Questions

To ask the Minister for Education (a) whether any studies have been done to show the mental and emotional impact of caning on children and youths; and (b) if so, what are the findings of these studies that have resulted in the Ministry continuing with caning as a form of discipline for boys and male youths.

To ask the Minister for Education in light of the recommendations from the Ministry’s Comprehensive Action Review Against Bullying (a) whether the Ministry will enhance measures to support the mental and emotional wellness of students to help them deal with hurtful behaviours and bullying; and (b) whether there are any plans to strengthen mental and emotional wellness education in schools' curricula.

Name and Constituency of Member of Parliament

Ms Lee Hui Ying, Nee Soon GRC

Question

To ask the Minister for Education in view of the planned implementation of standardised disciplinary measures in managing student misconduct (a) what outcomes framework, baselines, and quantified impact measurements, such as incident rates, recurrence, and reporting rates, will be used to assess bullying; (b) what is the intended timeframe for tracking such data; and (c) how will student well-being be measured and validated.

Name and Constituency of Member of Parliament

Dr Hamid Razak, West Coast-Jurong West GRC

Questions

To ask the Minister for Education in respect of strengthening school-home-community partnerships to address bullying holistically (a) whether the Ministry will define standard roles and responsibilities for community partners; and (b) how the effectiveness of such partnerships in preventing and responding to bullying will be measured.

To ask the Minister for Education in light of the stricter disciplinary measures for serious bullying offences (a) whether guidelines will include structured rehabilitative and psychological support for student perpetrators; and (b) how will outcomes such as behavioural change, reintegration, and recurrence be monitored.

To ask the Minister for Education (a) whether the enhanced reporting platforms for student well-being concerns regarding hurtful behaviours and bullying will be standardised across schools; and (b) how will the Ministry assess students’ sense of psychological safety and confidence in, and the accessibility of, these channels.

Name and Constituency of Member of Parliament

Ms Eileen Chong Pei Shan, Non-Constituency Member of Parliament

Questions

To ask the Minister for Education in each year from 2015 to 2025 (a) how many male students were caned in schools; (b) what were the categories of offences for which students were caned; and (c) of those caned, what proportion were subsequently involved in repeat disciplinary offences.

To ask the Minister for Education in each year from 2021 to 2025, for bullying-related disciplinary cases in schools (a) how many students received each type of disciplinary measure including (i) detention (ii) suspension (iii) caning and (iv) counselling, respectively, broken down by whether they were first-time, second-time or repeat offenders; and (b) what were the median age and gender breakdown of students in each category.

To ask the Minister for Education regarding the Comprehensive Action Review against Bullying (a) whether the Phase 1 literature review identified peer-reviewed evidence that caning reduces bullying recidivism; (b) which professionals consulted during the review had recommended including caning as part of standardised disciplinary measures for first-time offenders; and (c) what other specific findings, if any, from the stakeholder engagement process had informed this decision.

To ask the Minister for Education how does the standardisation of caning as a disciplinary measure for first-time offenders sit alongside the Comprehensive Action Review against Bullying’s stated objective of building a restorative school culture.

To ask the Minister for Education regarding the Comprehensive Action Review against Bullying (a) what specific counselling and restorative support must schools provide to students following the administration of disciplinary measures; (b) whether such support is mandatory or at schools’ discretion; and (c) what accountability mechanisms are in place to ensure this support is consistently delivered.

Combined Response

1. Mr Speaker, my response will address the questions raised by Members in relation to the Ministry of Education's (MOE's) Comprehensive Action Review Against Bullying. May I seek your permission to answer oral Question Nos 7 to 29 as well as written Question Nos 41 to 49 on today's Order Paper? My response will also cover related oral and written Parliamentary Questions set down for today's and subsequent sittings.

Background

2. MOE, with the support of the COMmunity and PArents in Support of Schools (COMPASS) Council, completed the Comprehensive Action Review against Bullying and announced the recommendations on 15 April this year. These span four key areas and nine measures, forming a comprehensive whole-of-society approach.

3. Let me briefly outline the four areas:

1. First, we will strengthen values education. Prevention must start upstream. We will place greater emphasis on shaping students' character and social-emotional skills, so they not only know what is right, but understand why it matters. Our schools will also foster a pro-social peer culture where students look out for one another, stand together against hurtful behaviour, and support those who are affected.
2. Second, we will strengthen the school environment. Every school must be a safe, caring, and enabling environment where every student can learn and grow, where bullying and hurtful behaviour have no place. We will deepen a culture of kindness and respect, and promote empathy and kindness. At the same time, we will take more proactive action – through early identification, better reporting channels, timely intervention, and firm discipline for serious cases.
3. Third, we will strengthen school capacity. We will provide schools with additional resources to procure additional manpower, where needed, to support our teachers in student management processes. We will also enhance professional development for our educators and tap on technology to improve case management and facilitate timely communication and intervention when incidents happen.
4. Finally, we will strengthen partnerships with parents, families and the community because bullying and hurtful behaviour cannot be seen purely in the school context alone but must be seen in a context of what happens at home, in the community and in society. Parents and families can reinforce positive values and character at home and partner our schools to support their child's development and well-being. We will also work with community partners to promote mutual kindness and respect across all sectors of society.

Review Findings and Methodology

4. Members asked about the methodology and findings of the Review. MOE looked at research and drew on resources from local and international experts. These included mental health professionals, developmental and educational psychology researchers, sociology researchers, and professional mediators. As part of the Review, we also engaged various stakeholders, including professionals such as researchers, counsellors and psychologists, as well as School Leaders, school staff, parents and students.

We engaged or received feedback from over 2,000 stakeholders in total. There was broad agreement that addressing bullying holistically requires a collective, sustained response involving schools, families and the wider community.

5. Members have asked a wide range of questions relating to specific areas and recommendations of the Review. I will address these questions by focus areas. Let me start with values education.

Values Education

6. A key goal of our education system is to develop character and social-emotional skills. As I shared in this House last September, the Character and Citizenship Education (CCE) curriculum already covers these areas, including respectful behaviour online and offline. CCE equips our students to disagree appropriately, cope with negative behaviour, and overcome challenges. Schools also have peer support systems, where students learn to support and stand up for one another.

7. Following the Review, we have strengthened CCE lessons with more interactive learning strategies and real-life scenarios. This better equips students to respond when they witness or experience bullying. We have also updated cyber wellness lessons to better address evolving online risks. These changes strengthen students' character and well-being whilst creating a more caring and supportive school environment.

Disciplinary Approach and Measures

8. Many members have asked about our schools' disciplinary measures arising from the Review. Our schools' approach to bullying and other forms of student misconduct is fundamentally an educative process. Schools follow a structured process to ensure students' safety and well-being while addressing root causes in a timely and consistent manner. This includes making a police report for cases which warrant police attention. Throughout this process, our schools work closely with parents, keeping them informed, collaborating on safety measures, and prioritising the well-being of the students involved.

9. When incidents are reported, schools investigate before deciding on the appropriate disciplinary and restorative actions. Actions are tiered based on severity - from reflection and detention to suspension or caning for egregious or repeated serious offences. Disciplinary measures are always complemented with counselling and restorative actions, with the aim of helping students learn, change their behaviour, and repair damaged relationships.

10. Safety plans for affected students can include separating the students, removing hurtful online content and arranging for peer support. Where affected students require additional support to manage their emotions, they may be referred to School Counsellors, Special Educational Needs (SEN) Officers, or to the REACH (Response, Early intervention and Assessment in Community mental Health) teams for more specialised support, particularly when persistent distress is identified.

Greater Consistency in Implementation, and Parental Recourse

11. We recognise the need for greater consistency in the management of bullying across schools. MOE has provided schools with clearer guidelines on establishing offence management processes and disciplinary measures. As circumstances differ for each case, schools will assess and take appropriate action aligned to these guidelines. All schools will also develop an anti-bullying policy by the end of 2026, based on MOE's guidelines.

To ensure case management processes remain calibrated across all schools, MOE will conduct regular focus group discussions, school engagements and reviews. Cluster Superintendents, who oversee a group of schools, will provide further guidance and support to schools on the implementation of these processes.

12. Another important aspect pointed out by Members is parent engagement. When a case is reported to the school, the school will maintain timely communication with parents, keeping them informed and partnering them to ensure the safety and well-being of their child. However, schools will require time to look into the incident and establish facts. The time taken will vary based on the complexity of the situation. Nonetheless, when an incident is reported, schools will prioritise immediate safety measures for all students involved.

13. In some cases, students may not report incidents to the school but may share them with their family or friends instead. In such situations, we encourage parents to report the incident to the school and work with the school to support their child. Should parents have concerns about how an incident is managed, they should share their concerns with the school to better understand the school's approach, and work with the school to resolve those concerns. Beyond that, parents can also provide feedback through MOE's online and offline feedback channels.

Caning as a Disciplinary Measure

14. Some Members asked about caning as a disciplinary measure. This is not a new measure; it has been around for quite a long time. Studies show that poorly administered and frequent corporal punishment, particularly in unregulated settings, such as at home, is associated with negative outcomes.

15. We recognise this, and I want to emphasise that the context in our schools is quite different. Our schools use caning as a disciplinary measure, if all the other measures are inadequate given the gravity of the misconduct. They follow strict protocols to ensure safety for the student. For instance, caning must be approved by the Principal, and administered only by authorised teachers.

Schools will consider factors such as the maturity of the student, and if caning will help the student learn from his mistake. In MOE's framework, schools exercise discretion on whether to use caning as a disciplinary consequence after assessing the circumstances of the offence committed. If it is used, it is never administered in isolation but always as part of a suite of restorative and disciplinary measures. Schools will monitor the student's well-being and progress after caning and counsel the student to reflect and learn, while supporting the student's rehabilitation.

16. Importantly, this approach is part of a framework of disciplinary measures which provides certainty of consequences, even as we support the student perpetrator to learn from the experience. This approach is based on research which shows that children and youth learn to make better choices when there are clear boundaries enforced by firm, meaningful consequences. This has a positive impact on reducing bullying and enables the school community to feel safe to learn in an orderly environment.

17. Caning is meted out for boys only, and as I said earlier, is only for egregious violations. This is aligned to the Education (Schools) Regulations, which only allows caning for male students. This takes reference from the Criminal Procedure Code which states that women shall not be punished with caning. Nonetheless, this does not mean that girls who bully others are less culpable. Our teachers and schools adopt a tiered approach to discipline that ensures all students face consequences corresponding to the severity of their actions. Girls could receive consequences such as detention and/or suspension, adjustment of their conduct grade, and other school-based consequences.

18. MOE regularly reviews our discipline guidelines, to ensure that our disciplinary measures remain appropriate. We will continue to refine our approach based on ground wisdom and research.

Reporting Channels

19. I will now address the questions on reporting channels. I shared in this House last September about the various reporting channels available in our schools. The Review reinforced the importance of providing safe and accessible platforms for reporting students' well-being concerns.

From 2027, each school will have an online reporting platform available for students and parents. A school-based platform ensures that the platform is age-appropriate, accessible and familiar for students and parents to use. Schools will be provided with guidelines on managing reports received through the different reporting channels. However, urgent cases should still be reported directly to teachers and School Leaders rather than through the online reporting platform, so that prompt action will be taken.

Managing Cyber Incidents

20. Some Members have expressed concern on cyber incidents. MOE recognises the seriousness of cyber incidents, ranging from online harassment to obscene and inappropriate images that may be AI-generated. MOE will continue to provide schools with guidance on managing all cyber-related incidents, including fact-finding processes and supporting students in reporting online harms.

When the Online Safety Commission (OSC) becomes operational by end-June 2026, victims of certain online harms, such as online harassment, doxxing and intimate image abuse, will be able to seek timely assistance. Schools will support the wellbeing of students who encounter negative cyber incidents and guide them to report to the OSC.

Management of Incidents Involving Students with SEN and Mental Health Conditions

21. Questions were also raised by Members about incidents involving students with special educational needs (SEN) or mental health conditions. While schools uphold disciplinary standards, schools also take into consideration each student's specific needs and circumstances.

22. For students with SEN or mental health conditions who have been hurt, schools will first address the immediate safety concerns. Trained school personnel will also look out for signs of distress that may not be immediately visible or explicitly communicated, and provide timely and appropriate support. The broader intent is always to enable affected students to regain their confidence and restore their sense of safety and belonging.

23. For students with SEN or mental health conditions who have hurt others, it is especially important to help them understand that such hurtful behaviour may affect others negatively. The consequences are educative, restorative, and focused on helping the student learn and behave appropriately.

Supporting Our School Staff

24. Members have also raised concerns about the impact of these recommendations on staff workload.

25. Our intent is to go upstream – to reduce the incidence of bullying and hurtful behaviours, while strengthening and streamlining current practices. In the near term, workload may increase as our schools implement the changes. MOE will therefore provide funding for our schools, on a needs-basis, to hire additional manpower to provide support while managing teacher workload. This manpower could include youth workers, pastoral care officers, or parent liaison officers. MOE will also bolster support for our school counsellors when managing complex cases.

26. Over time, as process and norms become clearer, workload should stabilise. And if the measures succeed in reducing bullying upstream, the overall burden on our school staff should ease.

27. To streamline case management, MOE is also exploring technological solutions to help reduce the administrative load. For a start, MOE is developing an offence management system to support case investigation, documentation and monitoring.

28. We received suggestions for MOE to set up a centralised anti-bullying unit to support schools in managing egregious cases. We considered this carefully. Our schools are best placed to manage such cases and MOE Headquarters (HQ) will support our schools. Our teachers know their students well and understand the dynamics of their school communities. Where additional expertise and support is needed in specific areas or to deal with complex cases, schools can tap on the needs-based funding to hire additional manpower or seek support and advice from their respective Cluster Superintendents.

Community Partnerships

29. On community partners, MOE recognises that the cultivation of values such as kindness, empathy and respect in our children requires efforts beyond the school environment. We are grateful for community partners who share this commitment. For example, the Singapore Kindness Movement (SKM) partners schools through programmes, such as Friends of Singa, Kindsville initiatives, and Kindness Day SG, which encourage students to lead kindness initiatives.

The Centre for Fathering works with fathers to strengthen family bonds so that children feel secure turning to their parents when they face difficulties. We encourage community partners to share their expertise and initiatives as part of this society-wide effort against bullying.

Assessing Effectiveness of Recommendations

30. Members have also asked about data, outcome indicators and measures of effectiveness. First, we will keep track of the implementation of these recommendations through regular engagements with educators and parents, as well as focus group discussions. Second, we will continue to watch student management outcomes. In terms of data on bullying incidence, as a baseline, bullying incidents in the last five years averaged three incidents per 1,000 primary school students and eight per 1,000 secondary school students per year. We will study these outcomes and review if more needs to be done.

Closing

31. We thank Members for their interest in this issue. While schools play a central role in creating a safe, caring and enabling environment for our students, addressing hurtful behaviours and bullying takes a whole of society effort. MOE will work with our schools, families and the wider community to create environments where every child feels safe, valued and supported to reach their full potential.