(Kajang, 19th) In response to a series of serious incidents occurring on domestic campuses, the government is planning to discuss the impact of social media on students. However, Dong Zong believes the root of the problem does not lie in technology itself, but rather in whether students have sufficient psychological resilience and social-emotional skills to use technology appropriately. They suggest promoting Social-Emotional Learning (SEL).
Regarding these recent campus events, Dong Zong issued a statement expressing deep sorrow and extending sincere condolences to the affected students and their families. “These incidents not only raise alarms about campus safety but also highlight concerns regarding the mental health and social-emotional development of youths.”
As such, the government plans to discuss the impact of social media on students and is considering stricter measures. Dong Zong expresses understanding of authorities’ concerns about youth being addicted to the internet, but stresses that the root of the problem does not lie with technology, but rather whether students have enough psychological resilience and social-emotional skills to use technology correctly.
“It is widely known that social media has become deeply embedded in students' lives. Children grow up in a digital environment and inevitably are influenced by short videos and virtual attention. Social media is a double-edged sword; while it can foster learning and communication, it may also bring about anxiety and alienation.”
The statement continues, saying the key to education lies in guidance, not closure: “We must help students learn to coexist with technology, remain self-aware online, and possess emotional regulation and rational judgment abilities.”
Among the solutions for the education system is the promotion of Social-Emotional Learning to cultivate students’ self-awareness, judgment, and interpersonal skills.
“Teachers are key in this regard. Only those with emotional literacy and communication skills can guide students in facing setbacks, expressing their feelings, and resolving conflicts. At the same time, family support and social understanding are indispensable. Together, these elements make up a comprehensive emotional education ecosystem.”
The statement cites international research and the United Nations, pointing out that integrating SEL and character education helps prevent campus violence and promotes mental health. The Ministry of Education should incorporate SEL into the curriculum and provide teacher training and teaching materials so that schools can implement it systematically.
“The ultimate goal of education is not focusing on grades and control, but on nurturing a sound personality and empathy. With social change, family pressures, and academic competition, students’ mental distress is increasing, becoming even more pronounced after the pandemic.”
“The government, schools, and civil organizations should work together to strengthen psychological resilience and improve counseling and support mechanisms to help students develop the ability to cope with stress and adversity.”
Dong Zong expresses support for the government in using artificial intelligence, anti-fraud education, and counseling services to enhance campus safety, but believes any measures should be people-centric. True safety lies not in protection and control, but in the student’s internal stability and empathy.
“If education neglects emotional cultivation, campuses can hardly become places where students grow with peace of mind. Only when students can recover from setbacks and adapt to change will campus violence and social conflict diminish. All sectors should place SEL at the core, rebuilding a campus climate filled with understanding and trust so schools can once again be spaces for safety, growth, and mutual understanding.”
Regarding these recent campus events, Dong Zong issued a statement expressing deep sorrow and extending sincere condolences to the affected students and their families. “These incidents not only raise alarms about campus safety but also highlight concerns regarding the mental health and social-emotional development of youths.”
As such, the government plans to discuss the impact of social media on students and is considering stricter measures. Dong Zong expresses understanding of authorities’ concerns about youth being addicted to the internet, but stresses that the root of the problem does not lie with technology, but rather whether students have enough psychological resilience and social-emotional skills to use technology correctly.
“It is widely known that social media has become deeply embedded in students' lives. Children grow up in a digital environment and inevitably are influenced by short videos and virtual attention. Social media is a double-edged sword; while it can foster learning and communication, it may also bring about anxiety and alienation.”
The statement continues, saying the key to education lies in guidance, not closure: “We must help students learn to coexist with technology, remain self-aware online, and possess emotional regulation and rational judgment abilities.”
Among the solutions for the education system is the promotion of Social-Emotional Learning to cultivate students’ self-awareness, judgment, and interpersonal skills.
“Teachers are key in this regard. Only those with emotional literacy and communication skills can guide students in facing setbacks, expressing their feelings, and resolving conflicts. At the same time, family support and social understanding are indispensable. Together, these elements make up a comprehensive emotional education ecosystem.”
The statement cites international research and the United Nations, pointing out that integrating SEL and character education helps prevent campus violence and promotes mental health. The Ministry of Education should incorporate SEL into the curriculum and provide teacher training and teaching materials so that schools can implement it systematically.
“The ultimate goal of education is not focusing on grades and control, but on nurturing a sound personality and empathy. With social change, family pressures, and academic competition, students’ mental distress is increasing, becoming even more pronounced after the pandemic.”
“The government, schools, and civil organizations should work together to strengthen psychological resilience and improve counseling and support mechanisms to help students develop the ability to cope with stress and adversity.”
Dong Zong expresses support for the government in using artificial intelligence, anti-fraud education, and counseling services to enhance campus safety, but believes any measures should be people-centric. True safety lies not in protection and control, but in the student’s internal stability and empathy.
“If education neglects emotional cultivation, campuses can hardly become places where students grow with peace of mind. Only when students can recover from setbacks and adapt to change will campus violence and social conflict diminish. All sectors should place SEL at the core, rebuilding a campus climate filled with understanding and trust so schools can once again be spaces for safety, growth, and mutual understanding.”