Are our youths resilient?
WHILE textbooks may offer insights into complex equations and the wonders of science, resilience – a trait increasingly demanded by bosses – is not a lesson one can learn in class.

With the rise of overparenting, the lack of resilience – which can only be acquired through experiential learning and nurtured as a child grows and matures – is now a growing concern among parents and employers.

Melaka Action Group for Parents in Education (Magpie) chairman Mak Chee Kin said overparenting, or helicopter parenting, deprives a child of the skills to be independent and resilient.

“Many parents today are over protective. They are perfectionists who want to do everything for their child.

“This is not good. Such methods of parenting affect the child’s emotional development and ability to be a decision maker.

“The child may also have self esteem issues thinking that they will never do anything right without their parents.

“I’ve even encountered parents who not only enquire about jobs on behalf of their children, but also help to apply for annual leave on their behalf.

That’s how bad it’s gotten,” he said, adding that students should be guided and given options but they should not be taught to rely on the adults to make decisions for them.

Fouzi

To develop resilience, students must be allowed to fail and to learn from their mistakes.

“Do not shield them from disappointments. Let them explore and test their abilities,” he said.

National Union of the Teaching Profession (NUTP) secretary-general Fouzi Singon said it is not easy for schools to mould resilient learners.

“Parents want the best for their children. With progress and changes in the socio-economic status of parents, the way of raising children has also changed.

“In the past, parents relied on their children to help the family earn an income. Children were given more responsibilities then.

“Resilience was fostered through tough environments. In contrast, this generation is accustomed to comfortable living.

They rely heavily on parental guidance even for minor decisions, which leads to hyper-dependence and social interaction challenges,” he said.

In January, Majlis Amanah Rakyat (Mara) Student Association president Mohd Fadzil Yusof, in a Sinar Harian “MRSM for B40 only?” video interview, shared that T20 parents were sending their children to Mara Junior Science Colleges (MRSM) to learn about resilience and life’s challenges.

He said these parents, who represent Malaysia’s top 20 percentile income earners with a monthly household income totalling more than RM10,959 a month, wanted their children to mix with their peers from diverse socio-economic backgrounds to teach the well-heeled children about the hardships in life.

Raja Edriana

Such assumptions, however, oversimplify the intricate dynamics of resilience, experts say, as there are many other ways to promote tenacity in students without having them endure the challenges of attending boarding schools.

Cultivating resilience, said Taylor’s University Career Services head Raja Edriana Baizura, is a critical aspect often overlooked by those in the education system.

Stressing that developing resilience is more important than ever today, she said, this must begin at a young age.

While there is no one-size-fits-all formula for every child, students can be guided and exposed to this life lesson through their learning journey, she said.

“The ability to bounce back from setbacks, adapt to challenges, and persevere in the face of difficulties are interrelated components that make one resilient.

“Different individuals with different growth environments develop resilience differently,” she said, adding that parents and educators can create a safe space to encourage and nurture students to face the challenges of increased academic pressure, social media scrutiny, economic uncertainty, and environmental concerns in a volatile, uncertain, complex and ambiguous (VUCA) world.

Guidelines and better support must be in place to develop this trait in the country’s future talents, beginning with the current Gen Z student population, she said.

Teaching with tech

Technology, Raja Edriana said, changes the way things are taught and learnt so educational policies should evolve and adapt to promote resilience in all learning institutions.

“For example, such guidelines could include implementing activities and online learning content that encourage resilience at primary and secondary schools,” she suggested.

As digital natives, Gen Z particularly, might lack resilience, having grown up with smartphones and social media as their reference point of communication and emotional support.

Mushtak

Being on social media daily results in a culture of comparison which can lead to low self-esteem, feelings of inadequacy, and a fear of failing as the majority of Gen Z youths value themselves based on the number of likes and followers they have, and are very selective of photos they upload to present a certain image of themselves online, she said.

“Our success in today’s digital world hinges on how effectively we utilise technology, social media, and other modern influences.

“So, we have to use technology to its full advantage in cultivating resilience.

There are many online platforms that offer educational content, self-help resources and support networks that can help students develop resilience skills such as problem-solving, digital literacy, critical thinking, coping strategies, and emotional regulation.

“Everyone must come together to guide and shape the content youths consume online if we are to help develop resilience in them and to teach them how to deal with certain situations better,” she said.

The Education Ministry’s new 2027 school curriculum, said Fouzi, is a positive step forward in emphasising manners, morals and integrity to foster a resilient generation with a growth mindset.

“Such a focus is timely because what children learn in school shapes their resilience.

“But parents must also teach their children to set achievable goals and support their progress one step at a time.

“Resilience is how children learn to adapt through their interactions with parents, siblings and teachers, shaping their growth,” he said.

Classroom dynamics

Educationist and former Universiti Malaya professor Tan Sri Dr T. Marimuthu said classroom dynamics and teaching methods can shape a classroom culture of resilience.

Marimuthu

The philosophy of education in schools, he said, is to produce holistic individuals with values like resilience to shape their character.“In school, values are not learnt but caught.

Life experiences play a hand in building resilience,” he said, citing an example of how when a student fails in an exam, the next course of action is to get back up and not to give up.

The role of teachers, he said, is important in translating the value of resilience – a valuable trait essential both at home and school, and later in the professional world.

He said good teachers do not only teach and motivate students but also help them set goals and reflect upon them, and this contributes to classroom success.

“Teachers play the primary role in getting students to embrace new experiences.

“We have seen teachers who are kind and have gone out of their way to help their students overcome challenges and provide expert advice.

“Navigating the classroom dynamics is how the cultivation of resilience in students from any socio-economic background, or particular cohort, becomes possible,” he added.

Marimuthu said teachers can reward students when they obtain good grades or exhibit resilient traits together.

Mustapha

“This setting will create the best environment for children to excel in both learning and their social and psychological development,” he said.

Calling for more funding to upgrade national schools nationwide, Mak said access to proper learning resources and facilities is important as this helps in building resilience among students.

“For instance, quality books from libraries, laboratories and technology can enhance students’ learning experiences and help them develop the skills they need to overcome challenges,” he said.

Stronger now

“Growing up, I always felt the urge to fit in. I’d compare myself to others, adopting a ‘hive mentality’, where I’d feel uncomfortable if what I was doing deviated from societal norms. This led to a loss of identity and self-worth as I struggled to be like my peers.

Eventually, I decided to focus on my own interests, like playing the diabolo, debating, and playing in a band. While it’s still challenging to choose unconventional paths, I’m happier with who I am.

Young people should experience challenging environments to build resilience. These experiences teach them to cope with setbacks and become stronger, regardless of the outcome.

Youths who are exposed to such environments are thus able to develop skills like problem-solving, perseverance, adaptability, and emotional regulation.” – Chua She Jia, 20“

To pass my foundation programme, I had to also pass the Arabic exam, which was tough because unlike my coursemates,

I only had basic knowledge of the subject. I struggled with levels 1 and 2 of the language, needing extra help from lessons and a personal tutor.

Despite nearly giving up after failing my oral test, I persevered with additional support from friends who lent me books and taught me Arabic.

Their encouragement helped me pass the final exam. This experience taught me the importance of resilience and a supportive environment for youths.” – Nurfatihah Irdina Adlan, 23

Chua and Nurfatihah Irdina are The Star’s BRATs Young Journalist Programme participants
education,Generation Z,resilience,students,MRSM,boarding schools,teachers,curriculum,snowflake generation
WHILE textbooks may offer insights into complex equations and the wonders of science, resilience – a trait increasingly demanded by bosses – is not a lesson one can learn in class.