Saving the Generation, Upholding the Dignity of Indonesian Education
No parent sends their child to school hoping they will return home with wounds, whether physical or emotional. School should be a space that offers knowledge, friendship, and hope. Yet, when bullying persists, schools lose part of their sacred meaning as a place to humanise people.
Bullying is not merely adolescent mischief. It is a form of violence that can leave psychological trauma, lower academic achievement, trigger depression, and in certain cases, drive victims to self-harm. Therefore, bullying must be viewed as an educational, social, legal, and humanitarian issue.
UNESCO reports that approximately one in three students worldwide has experienced bullying. This fact demonstrates that bullying is a global challenge requiring a collective commitment. In Indonesia, the Indonesian Child Protection Commission (KPAI) has repeatedly warned that cases of school bullying continue to occur, with many going unreported because victims choose to remain silent out of fear or shame.
Psychologist Dan Olweus, a pioneer in bullying research, explains that bullying is an aggressive action carried out intentionally and repeatedly, occurring due to a power imbalance between the perpetrator and the victim. This definition confirms that bullying is neither a joke nor a seniority tradition, but an abuse of power against a weaker party.
Albert Bandura’s Social Learning Theory explains that aggressive behaviour is learned through a process of imitating one’s environment. Children accustomed to witnessing violence, humiliation, or intimidation are more likely to repeat similar behaviour. Therefore, school culture is a decisive factor in shaping students’ character.
From a sociological perspective, Émile Durkheim viewed schools as institutions that build social solidarity. Education is not only about transferring knowledge but also about shaping morality and communal life. When bullying becomes a culture, the school fails in its social function.
Meanwhile, Pierre Bourdieu introduced the concept of symbolic violence, which is violence carried out through words, insults, mockery, stereotypes, or social exclusion. This form of violence is often considered normal, yet its impact can destroy a child’s self-confidence and identity.
Indonesian education philosopher Ki Hadjar Dewantara asserted that education aims to guide all the natural strengths of a child to achieve the highest possible safety and happiness. It is difficult to imagine this goal being achieved if students live in fear every time they enter the school environment.
From a legal perspective, child protection is guaranteed by Article 28B paragraph (2) of the 1945 Constitution of the Republic of Indonesia, which states that every child has the right to protection from violence and discrimination. Furthermore, child protection principles are reinforced in national legislation. Thus, preventing bullying is not merely an option but an obligation of the state, schools, families, and society.
From a religious standpoint, Islam teaches respect for human dignity. Allah SWT says in Surah Al-Hujurat verse 11 not to insult, mock, or belittle one another. This value teaches that human nobility is not measured by strength, social status, or popularity, but by character and piety.
In the digital age, bullying has evolved into cyberbullying through social media, chat groups, and other digital platforms. Digital footprints allow humiliation to spread more widely and last longer than conventional bullying. Therefore, digital literacy education must be part of the prevention strategy.
What must be done? First, schools must implement a zero-tolerance policy towards bullying accompanied by a safe reporting mechanism that protects victims. Second, teachers need training to recognise the early signs of bullying and intervene professionally. Third, parents must build open communication with their children so they dare to speak up when experiencing or witnessing bullying. Fourth, guidance and counselling services must be strengthened as a space for recovery, not merely a place for punishment. Fifth, character education must be brought to life through example, not just slogans. Empathy, mutual cooperation, respect, and the courage to defend the weak must become the school culture.
The quality of education is not only measured by academic achievement but also by the school’s ability to create a safe, inclusive, and dignified environment. Children who grow up without fear will more easily develop into creative, confident, and upright individuals. Indonesia’s future is determined not only by the intelligence of its young generation but also by our success in protecting their hearts from wounds that are actually preventable. There must be no bullying in schools, because every child has the right to learn in safety, to have their dignity respected, and to be given an equal opportunity to grow into a whole human being. Civilised education begins when the school becomes a place that honours every child, not a place that allows them to be hurt.