Violence in schools: Lessons from Malaysia and the UK

Youth violence in schools is a rising concern in both Malaysia and the United Kingdom. Although these two nations differ in context and systems, recent incidents have revealed troubling similarities. The rise in school-based knife crimes, particularly those involving students, signals deep structural and emotional challenges that require immediate attention.

Comparing Malaysia’s recent high-profile school stabbing in Bandar Utama with the UK's long-standing issue of youth knife crime offers valuable insights into shared vulnerabilities and the urgent need for cross-sector solutions.

In the UK, knife-related incidents in schools have been steadily increasing. Teachers report students carrying knives to school, and violent altercations have become more frequent in certain areas. While there are varying reasons behind this trend ranging from gang involvement to personal protection—the root issue often ties back to emotional distress, lack of adult support, and easy access to weapons.

These themes were mirrored in Malaysia when a 14-year-old boy brought two knives to school in Bandar Utama and fatally attacked a classmate. The weapons, reportedly purchased online, were acquired without his parents’ knowledge. The boy, described by his father as quiet and reserved, showed few outward signs of aggression or risk.

What binds both contexts is the clear failure to spot early warning signs. In many cases, the youth involved are not hardened criminals, but rather emotionally suppressed, socially isolated individuals.

These are students who fall through the cracks: performing poorly in school, struggling to fit in, or retreating into the digital world where toxic ideologies thrive unchecked. Despite their withdrawal or signs of disconnection, schools and families often miss or dismiss these signals until it's too late.

A major contributing factor is the accessibility of weapons. In both the UK and Malaysia, students have managed to obtain knives or bladed items, whether through physical stores, street dealers, or increasingly, online platforms.

In Malaysia’s case, the fact that a minor could purchase dangerous weapons online highlights critical gaps in e-commerce monitoring and regulation. While some countries have begun implementing stricter online weapon sales laws including mandatory age verification and seller accountability but others lag behind, allowing young people to access harmful tools with alarming ease.

Another concern is the lack of mental health infrastructure in schools. Teachers are trained primarily to deliver academic content, not to detect and respond to psychological red flags. Meanwhile, school counsellors where they exist are often overwhelmed, serving hundreds of students at once.

In both countries, many schools remain ill-equipped to support students dealing with stress, bullying, trauma, or identity struggles. The stigma around mental health, particularly among boys, further compounds the issue, as students internalize emotions rather than seek help.

As a result, feelings of frustration, helplessness, or perceived injustice can simmer beneath the surface, eventually boiling over into violence.

To address this complex issue, solutions must be multi-layered. First and foremost, weapon access must be tightened. Governments should enforce stringent regulations on the sale of knives and other dangerous items, especially online. Marketplaces must be held accountable, and law enforcement should actively monitor illegal listings targeting minors. Creating a deterrent environment for sellers is just as important as restricting buyers.

Secondly, there needs to be a national commitment to prioritizing emotional and mental health in education. This means increasing the number of trained counsellors in schools, embedding emotional intelligence and digital literacy into the curriculum, and equipping teachers with basic mental health first aid skills. Students must also be taught how to manage emotions, resolve conflict peacefully, and seek help when overwhelmed.

Thirdly, schools must introduce proactive safety protocols. This includes clear reporting mechanisms for students to flag disturbing behaviour without fear of stigma or retaliation. Safe, anonymous channels for students to express concern about themselves or peers can be crucial. In higher-risk schools, implementing random bag checks or increasing adult supervision may be considered—but only if done respectfully and in consultation with parents and communities.

Parental and community engagement is another vital pillar. Too often, parents are unaware of their children’s emotional state, online activity, or social dynamics. Public education campaigns can help caregivers better understand warning signs and foster open communication at home.

Religious leaders, youth mentors, and NGOs can also play a transformative role in reshaping narratives around masculinity, success, and self-worth by offering alternatives to the harmful ideologies found online.

Lastly, we need better data and inter-agency collaboration. Without accurate reporting on youth violence, weapon possession, or school mental health challenges, policymaking will remain reactive and ineffective.

Ministries of education, health, communications, and law enforcement must coordinate to address this issue holistically, not in silos. Community-based interventions should be supported alongside legislative reforms, recognising that prevention, not punishment, is the path to real safety.

The tragic incident in Bandar Utama is a wake-up call. It shows that the conditions leading to school violence are not confined by geography, culture, or economy. Whether in the urban centres of London or the suburbs of Kuala Lumpur, the emotional pain and social confusion of youth can manifest in similarly destructive ways. The question is whether we choose to respond.

We must not fall into the trap of seeing these incidents as isolated or unpredictable as they are neither. The warning signs were present: in the quiet withdrawal, the sense of isolation, the unmonitored online activity, and the lack of emotional support.

If we continue to delay action whether at home, in digital spaces, or within our schools, we risk becoming silent enablers of future tragedies. The time to reform our systems, shift the narrative, and restore trust with our youth is not in the future but it is now.

15.10.2025

Kuala Lumpur.

https://focusmalaysia.my/violence-in-schools-lessons-from-malaysia-and-the-uk/