Appoint Full-Time Boarding Wardens to Tackle Bullying in Schools

The challenges of managing boarding schools today are vastly different from those of the past. Where once boarding school students were known for discipline, values, and camaraderie, the situation has shifted dramatically. The unchecked influence of social media and the digital environment has eroded the sense of humanity in many young people. Bullying in schools is no longer a trivial or isolated issue—it has escalated to the point where lives have been lost, and cases have ended up in court with offenders still in their teenage years.

This is a bitter reality that must be confronted. As a serious step towards addressing it, it is time for the government to consider the appointment of full-time boarding wardens in every residential school.

Full-Time Wardens: An Urgent Need

Boarding schools can no longer rely entirely on teachers to shoulder the responsibility of supervising students in hostels. Teachers are already burdened with a host of duties—teaching, preparing lessons, marking work, attending meetings, and managing administrative tasks. Although some receive allowances for acting as wardens, many teachers understandably decline these roles as they interfere with their primary responsibilities and reduce precious family time after school hours.

For this reason, boarding wardens must be appointed as permanent, full-time positions. These wardens are not merely caretakers, but dedicated officers who live among the students, maintain offices within the hostel premises, and take full responsibility for monitoring behaviour, safety, and welfare on a daily basis.

The Need for Both Male and Female Wardens

Every boarding school should have at least two wardens—one male and one female. This ensures that supervision is appropriate and effective across both genders. The presence of wardens who are permanently stationed in the hostels would not only deter bullying but also foster a sense of security and belonging. Students would know that someone is always available to listen, to guide, and to act if necessary.

Safeguarding Teachers’ Focus

Teachers must be allowed to concentrate on their primary role—educating and nurturing their students. Adding the heavy responsibility of hostel wardenship only dilutes their teaching effectiveness and undermines their work-life balance. The situation is already pressing, with most schools conducting extra classes to counter the decline in academic performance following the abolition of public assessments such as the Primary School Evaluation Test (UPSR) and the Lower Secondary Assessment (PMR/PT3). With these new pressures, burdening teachers with hostel supervision is unfair and unsustainable.

Conclusion

Given the current circumstances, appointing permanent full-time boarding wardens is no longer an option but an urgent necessity. Their presence would ensure consistent monitoring, stronger discipline, and a safer environment where bullying could be tackled effectively. Meanwhile, teachers would be free to return to their rightful focus: providing quality education in the classroom.

If we are truly committed to protecting our young people from violence, dehumanisation, and destructive influences, then establishing a professional warden system in boarding schools is the most logical step forward. The future of our students, their safety, and the reputation of our education system depend on such bold action.

The School Principal: A Challenging Calling

Being a school principal is not merely about holding a title or a position of authority. It is a profound trust, an amanah, that demands dedication, wisdom, and extraordinary patience. To many outsiders, the role may seem prestigious—an office of one’s own, the power to make decisions, the respect of the community. Yet behind that perception lies a reality far greater: the principal is not simply an administrator, but a leader, a teacher, a motivator, and above all, a guardian of the future of hundreds, if not thousands, of young lives.

Leading by Action, Not Just by Words

The renowned leadership expert John C. Maxwell once said, “A leader is one who knows the way, goes the way, and shows the way.” These words remind me constantly that a principal’s duty is not to rule from behind a desk, but to lead by example. If I expect my teachers to be dedicated, I must first show dedication. If I expect my students to be disciplined, I must model discipline myself. True leadership is not born of instructions; it is born of action, of walking the very path one asks others to follow.

The Academic Challenge

One of the greatest responsibilities of a principal is to ensure that academic standards are upheld and improved. But academic success is not only about examination scores or grades. Albert Einstein once said, “Education is not the learning of facts, but the training of the mind to think.” That insight carries deep meaning for me as a school leader. It reminds me that my role is not only to push for higher marks, but to inspire teachers to nurture curiosity, creativity, and critical thinking in every student. True education is about shaping minds that can question, innovate, and lead.

Discipline with Wisdom

Beyond academics, discipline among students presents another immense challenge. Today’s digital age offers countless opportunities, but it also brings with it new risks—cyberbullying, gadget addiction, and social distractions that threaten focus and character. As a principal, I cannot afford to rely solely on punishment. I must first seek to understand my students, to uncover the roots of their struggles, and to guide them with empathy and firmness in equal measure. Discipline is not about instilling fear, but about nurturing respect and responsibility. The art lies in finding balance—neither too harsh to alienate, nor too lenient to invite disregard.

Bridging Teachers, Parents, and the Community

A school does not exist in isolation. Its success depends on the strength of its connections. As principal, I must be the bridge between teachers, students, parents, and the wider community. Strong ties with the Parent-Teacher Association are essential in building trust and unity of purpose. Tan Sri Musa Mohamad, a respected Malaysian education leader, once reminded us: “Successful education is the result of cooperation between all parties—teachers, students, parents, and the community.” Those words echo powerfully, for they underline the truth that no principal, however capable, can succeed alone. True progress is always collective.

Bearing Pressure with Strength

The life of a principal is not free of strain. There are days when criticism arrives uninvited, when decisions must be made that please some and disappoint others. Yet this is the reality of leadership. Criticism, I have learnt, need not be a weapon to wound—it can be a mirror for growth. If I, as principal, cannot control my own emotions, how then can I expect my teachers or students to remain steady? Calmness in a leader is not a luxury; it is a necessity. A principal must be the anchor in storms, the steady hand that reassures others that all will be well.

Conclusion: A Noble Mission

Yes, being a school principal is a demanding, even daunting, responsibility. But within that challenge lies great nobility. I am not merely managing a school—I am shaping the destiny of a generation. Every decision I make, every word I speak, and every action I take carries weight beyond my own life.

This role is not about authority, but about service. It is not about personal recognition, but about collective success. The trials are many, but they are what give this calling its meaning. For in guiding teachers, inspiring students, and engaging parents, I know I am playing a part in building a better nation, one classroom at a time.

And that is the true honour of being a principal.

JANGAN TAKUT MISKIN

Sekadar Menulis dari Hati : Pengetua SMKJO

Ramai orang takut dengan perkataan miskin. Seolah-olah kalau kita miskin, hidup kita gelap, tiada masa depan, dan tidak berharga. Padahal, miskin bukanlah satu hukuman, malah ia boleh menjadi guru yang sangat berharga dalam perjalanan hidup. Kalau kita pandang dari sudut positif, kemiskinan sebenarnya mampu membentuk kita menjadi manusia yang lebih kuat, lebih berusaha, dan lebih insaf.

Miskin Mengajar Erti Kehidupan

Hidup ini tidak selalu tentang rumah besar, kereta mewah atau pakaian berjenama. Kadang-kadang, dengan hanya dapat makan nasi panas bersama lauk ringkas pun sudah cukup membuatkan hati bahagia. Inilah hikmah yang hanya orang miskin faham. Mereka belajar menghargai setiap rezeki, sekecil mana pun ia. Dari situlah lahirnya rasa syukur dan semangat untuk terus bertahan.

Orang yang pernah melalui zaman susah biasanya lebih tabah. Mereka tahu bagaimana rasanya menahan lapar, bagaimana rasanya tidak mampu membeli sesuatu yang diinginkan. Oleh sebab itu, apabila mereka berjaya nanti, nikmat itu akan lebih dihargai kerana mereka tahu peritnya hidup tanpa kesenangan.

Kesedaran untuk Berjaya

Kemiskinan juga menjadi titik tolak untuk bangkit. Seseorang yang miskin sering terdorong untuk berusaha keluar daripada kepompong kekurangan. Perasaan “aku tidak mahu terus begini” mendorong ramai orang bekerja lebih keras, menuntut ilmu bersungguh-sungguh, dan mencari jalan untuk berjaya.

Banyak kisah tokoh terkenal di dunia lahir daripada keluarga miskin. Dek kemiskinan itulah mereka belajar erti usaha, disiplin, dan kesabaran. Akhirnya, mereka berjaya mengubah bukan sahaja nasib diri, malah nasib keluarga dan masyarakat sekeliling.

Kejayaan Orang Lain Jadi Inspirasi

Kisah orang lain juga boleh menjadi dorongan. Bayangkan ada sahabat kita yang asalnya susah, tetapi kini berjaya membuka perniagaan, memiliki rumah sendiri, atau berjaya dalam akademik. Bukankah itu bukti bahawa miskin bukan penghalang?

Apabila kita melihat mereka berjaya, sepatutnya kita tidak cemburu, tetapi menjadikannya sebagai sumber inspirasi. Jika mereka mampu, mengapa tidak kita? Inilah kekuatan sebenar, iaitu menjadikan kisah kejayaan orang lain sebagai motivasi untuk diri sendiri.

Insaf Setelah Keluar dari Kemiskinan

Satu perkara menarik tentang orang yang pernah miskin ialah mereka biasanya tidak mudah lupa asal-usul. Setelah berjaya, mereka sering tampil sebagai insan yang lebih insaf dan berhati mulia. Mereka tahu bagaimana rasanya kekurangan, maka mereka terdorong untuk membantu orang lain.

Ramai yang kembali menyumbang kepada pendidikan, kebajikan, atau pembangunan masyarakat setelah hidup mereka stabil. Mereka ingin orang lain juga merasai peluang yang sama untuk keluar daripada belenggu kemiskinan. Pengalaman miskin yang dahulu pahit, akhirnya menjadi sesuatu yang melahirkan banyak kebaikan.

Kesimpulan

Kita tidak seharusnya takut kepada kemiskinan. Ia bukanlah noktah kepada kehidupan. Sebaliknya, kemiskinan boleh menjadi batu loncatan untuk kita terus melangkah ke hadapan. Ia mengajar erti kehidupan, membangkitkan kesedaran untuk berjaya, menjadikan kejayaan orang lain sebagai motivasi, dan menanam rasa insaf apabila kita sudah berada di puncak kejayaan.

Ingatlah, miskin hanyalah satu keadaan sementara jika kita berusaha. Yang penting adalah sikap dan semangat kita dalam menghadapi cabaran. Jangan takut miskin sebaliknya takutlah jika kita malas, putus asa, dan tidak mahu berusaha.