Commentary by Mustafa K. Anuar

THE recent incident in which a volleyball coach slapped two teenage athletes caused a stir and deep concern among the authorities, parents and other Malaysians, resulting in some demanding retribution.

Such a reaction to the slapping of the two Malacca team players during the Under-14 Youth Volleyball Championship in Kota Tinggi, Johor is understandable as teachers are generally entrusted to not only impart knowledge, but also provide a good example and a conducive environment for students to learn effectively.

As a result, the teacher’s coaching licence was revoked and he is prohibited from conducting any training activities. This despite his expressed apology and him being forgiven by a father of one of the two teenagers, who also pleaded with the authorities to not punish the coach.

In other words, corporal punishment in this incident obviously has not been taken kindly by Malaysians in general, which explains why the Human Rights Commission of Malaysia (Suhakam) has also weighed in.

In supporting the Malaysia Volleyball Association’s decision to revoke the said coach’s licence, Suhakam chairman Rahmat Mohamad proposed that all sports coaches and instructors undergo compulsory human rights and children’s rights courses before they could get licence to train students.

This suggestion is to rightly ensure that children and teenagers who are involved in sports, arts or cultural activities, will not be abused especially by individuals who are in the first place entrusted to train as well as protect them.

Given the risks of emotional disturbance that affected young students would face arising from a teacher’s abusive behaviour, it is perhaps pertinent to consider that the suggested courses be extended to other school teachers as well.

While physical violence inflicted on students is regarded as abhorrent, verbal abuse used or sexist ideas conveyed by teachers that trample on the dignity and rights of students as human beings should also be called out and condemned.

This brings to mind the case of a teenage female student who expressed concerns via a social media platform about her male teacher’s “rape jokes” in their physical and health class.

Much to her surprise, she was made to understand that such jokes were “normal”.

Worse, she reportedly received a rape threat from a fellow student who apparently was unhappy that her action was seen as smudging the school’s image – a misplaced form of pride.

Such attempts at normalising a behaviour or attitude that should have been denounced suggests a need for teachers to be sensitive to the self-worth and rights of the students.

Teachers who are informed about and appreciate the principles of human rights could, in turn, benefit their students in the long run.

By the same token, academics in universities generally may also need to be exposed to and appreciate ideas of human rights, as there were past instances where the rights of students had been undermined by academics themselves, particularly those occupying high positions in universities.

For instance, we have heard of stories of events organised by students being denied permission or cancelled at the last minute simply because they had invited speakers whose opinions were not in line with the university’s stance.

In this case, students’ freedom of expression has been denied, and should be called out especially in a place where ideas and opinions are expected to flow unhindered.

Teaching human rights to adults would go a long way towards enlightening the young and, in turn, the society as a whole. – January 20, 2023.