YOURSAY | Protecting Children, Not Testing Policies

Every education reform must prioritise children’s well-being, emotional stability, and holistic development — not turn young lives into policy experiments

KUALA LUMPUR : In the rush to reform education systems, policymakers must resist the temptation to turn children into subjects of policy experimentation. Their future is far too precious to be risked through rushed, inconsistent, and poorly evaluated reforms.

Malaysia’s education history is filled with cycles of change: curricula revised, assessment systems replaced, teaching methods reshaped — often with little time for meaningful evaluation. While reform is necessary in a changing world, constant policy shifts create instability, leaving students confused, teachers overwhelmed, and parents frustrated.

Children are not statistics. They are not performance indicators or pilot subjects for ambitious policy agendas. They are individuals building the foundations of their emotional, intellectual, and social lives. Decisions made today will shape their opportunities, resilience, and confidence for decades to come.

One of the most visible consequences of frequent policy changes is the escalating academic pressure placed on young learners. Heavier workloads, packed timetables, and intense performance expectations are increasingly imposed on children who still need time to play, explore, and develop social skills.

An education system that prioritises exam results above all else ignores the reality that intelligence is multi-dimensional. Not every child excels academically, but many thrive in arts, sports, communication, leadership, and technical skills. A narrow definition of success only breeds anxiety, self-doubt, and emotional burnout.

More worryingly, rising academic stress has been linked to growing mental health concerns among students, including anxiety disorders, depression, and emotional exhaustion. If excellence comes at the cost of children’s mental well-being, then the system itself demands serious reflection.

Policy experiments also risk widening the already significant gap between students from affluent families and those from disadvantaged backgrounds. Wealthier parents can afford private tuition, digital devices, and learning resources, while poorer households struggle to keep up.

Rapid digitalisation, for example, may benefit urban schools but disadvantage rural communities lacking stable internet access and adequate facilities. Without inclusive planning, reform efforts risk reinforcing structural inequality rather than reducing it.

Teachers often bear the heaviest burden of educational reforms. They are expected to adapt to new syllabuses, assessment systems, and teaching methodologies within short timeframes, frequently without sufficient training or support.

When educators are overworked and under-supported, the quality of learning inevitably suffers. Creativity fades, morale declines, and classrooms become spaces of mechanical instruction rather than meaningful engagement.

Education reform is necessary. The world is evolving, and learning systems must adapt. However, reform must be careful, evidence-based, and gradual — not driven by political urgency, short-term metrics, or experimental ambition.

Every major policy shift should undergo thorough pilot testing, involving teachers, parents, education specialists, and local communities. Long-term evaluation must precede nationwide implementation.

Today’s children are tomorrow’s leaders, innovators, and citizens. Weak foundations will produce fragile futures. We cannot gamble with an entire generation simply to prove boldness in reform.

Children’s futures are not laboratories. They are a sacred trust.