Reply to Adjournment Motion, A Singapore Where Every Child Flourishes: Creating Safe Environments by SPS Syed Harun

1. Mr Speaker, I thank Prof Kenneth Poon for his suggestions.

2. We share the Member's conviction that every child should grow up in a safe and supportive environment, where they can explore, learn, and flourish.

3. Safeguarding our children cannot be the responsibility of schools—or of any single Ministry—alone. It requires a whole-of-society approach.

1. Children grow up across many settings—within their families, among friends, in schools and in their neighbourhoods. Each of these settings shapes how safe and supported our children would feel.

4. That is why close collaboration with our partners lies at the heart of the Government's efforts: to protect our children from harm, nurture healthy relationships and support their growth. Let me share how we have strengthened this collective endeavour.

Safety from harm

5. First, we want every child to be protected from harm and to grow up in a safe, loving environment.

6. We agree with Prof Poon that children must learn how to seek help from trusted adults.

1. Starting from preschool, under the Nurturing Early Learners Framework, we teach our children to develop awareness of safety practices, including body safety and how to seek help when they feel hurt or unsafe.
2. This learning continues in Primary 1 through Character and Citizenship Education, where students learn to protect themselves in physical and online spaces, and to speak up when something does not feel right.

7. We recognise that not every child will be able to speak up readily. Therefore, we train adults who work closely with children to spot possible warning signs and respond appropriately.

8. In preschools and schools, educators, teachers, school counsellors, and student welfare officers are trained to spot signs of child abuse and neglect, and report suspected cases through the appropriate channels.

9. Frontline professionals in healthcare institutions and social service agencies are similarly trained and guided by evidence-based tools to identify and report abuse concerns.

10. But, as Prof Poon reminds us, these adults can only respond effectively if they are supported by clear organisational processes.

11. Many child-facing organisations regulated by public agencies already have such policies and measures in place.

1. These include requirements for staff to have the necessary qualifications and training, undergo background screening, and follow clear processes for reporting and escalating concerns.

12. Beyond these publicly regulated settings, there is value in strengthening safeguarding processes across the broader ecosystem.

13. We welcome Prof Poon's suggestions, including the establishment of a common safeguarding baseline for organisations that routinely work with children.

1. As he highlighted, MUIS's work to develop a common safeguarding framework across mosques is a welcome example of a community partner taking steps to strengthen safeguarding practices within its sector.

14. We will continue to review how to better support child-facing organisations to put in place appropriate safeguards for our children's safety.

Safety in relationships

15. We agree with Prof Poon that children must feel safe in school. Supportive relationships and learning environments give them the confidence to take risks, to make mistakes and to learn together. In turn, this helps them become curious, collaborative and resilient lifelong learners.

16. We have taken decisive steps to strengthen the well-being and safety of our children in schools and online spaces.

1. Prof Poon mentioned the recent Comprehensive Action Review Against Bullying.

17. Indeed, the comprehensive processes and measures in our schools not only protect students from hurtful behaviour, but also help restore the sense of safety and belonging of those affected.

18. We will continue to do more to support our students' sense of safety and well-being.

1. From 2027, schools will increase the availability and accessibility of reporting channels and support for affected students, and all schools will develop an anti-bullying policy, in accordance with MOE guidelines.
2. To further support educators in managing incidents, MOE will continue to strengthen professional development, including training in conflict resolution and parent engagement.

19. Prof Poon has also suggested that we build a stronger culture of active upstanders, in which children are willing and able to stand up for one another.

20. This is an important form of early intervention, and we are strengthening our efforts in this area.

1. We are enhancing our character education efforts to strengthen social-emotional skills such as empathy and conflict management in our students.
2. Our schools will also continue to foster a strong pro-social peer culture that encourages students to look out for one another, stand together against hurtful behaviour and support those affected.

21. Beyond managing bullying incidents, we agree with Prof Poon that we must also pay careful attention to our children's daily lived experiences of safety and well-being, including their mental health.

22. Today, schools are guided by a framework on student well-being, which covers physical, psychological, cognitive, and social well-being.

1. The framework highlights key areas in each domain, including a student's sense of belonging and state of mental health.
2. This has guided schools in designing tailored interventions and addressing their students' well-being needs.

23. Schools have also enhanced feedback mechanisms over time, such as termly check-ins, to provide insights into students' social-emotional well-being and peer relationships. This enables teachers to intervene and strengthen peer support networks in a timely and focused manner.

Safety to grow

24. Finally, let me turn to how we are addressing the excessive performance pressure that some children face in education today.

25. As Prof Poon has shared, an excessive focus on academic results and achievement can erode students' love of learning. It can also crowd out the time and space they need, especially in their formative years, to explore and develop their strengths and interests.

26. That is why MOE has taken decisive steps in recent years to move away from an over-emphasis on academic grades, and to nurture in every child the joy of learning throughout life.

1. These steps include removing mid-year examinations at all levels and moving to the PSLE Achievement Level system, freeing up more time for students to explore interests beyond the classroom.

27. We know that more can—and must—be done, and MOE is prepared to review the system broadly.

1. That is why we launched the Education Conversations in May: to hold open and frank discussions with parents, students and educators on how we can further reduce excessive competition and the over-emphasis on academic achievement.
2. Through the Conversations, we have heard many reasons for these pressures and varied ideas on how to address them. MOE will carefully study each of these suggestions, including their merits and trade-offs.
3. We will share our plans in due course, and we welcome Members' support for this effort.

28. As MOE considers how the education system should evolve, we must recognise that competition and the pressure to achieve do not begin nor end in our schools. They extend into the workplace, our families and wider society. A deeply held social narrative persists: that good grades are the only route to better opportunities, higher-paying jobs and, ultimately, a "good" life.

29. Beyond educational interventions, this will require a broader and sustained shift in mindsets across society—especially in what we value and how we define success.

1. We must recognise that the values and dispositions our children develop will matter just as much as—if not more than—their academic credentials and achievements.

Conclusion

30. To conclude, each of us has a role to play in shaping the environment in which our children grow up. Let us continue working together to build a society where:

1. Our children are safe from harm;
2. They feel safe to learn, explore, and grow in school;
3. They have the time and space to look beyond academics, and to develop the values and dispositions they need to flourish in life.

31. We welcome the ideas and insights of partners such as the Member as we continue this collective effort to help every child grow well, flourish and contribute to society.