PETALING JAYA: Depression among secondary school students in Malaysia is far more widespread than official figures suggest, according to mental health experts who say school and family pressures are fuelling a silent crisis.
Malaysian Mental Health Association president Andrew Mohanraj said urgent attention was needed after a recent screening in Selangor found more than 1,000 students at high risk of depression.
While the figure represented just 2.8% of those surveyed, he claimed that it likely masked a larger, hidden crisis.
“This is just the tip of the iceberg,” he said.
“Many children don’t say ‘I’m depressed.’ They internalise it — through headaches, stomach aches, or they act out in class. Too often, adults mistake these signs of distress as disciplinary problems.”
He said such symptoms were frequently misread or dismissed, particularly in rigid school environments and households where emotional expression was discouraged.
Andrew said academic pressure had long been embedded in Malaysian culture, with many parents still relying on “authoritarian” methods that focused solely on results while neglecting emotional wellbeing.
He added that unhealthy learning environments that prioritised achievement over wellbeing further exacerbated the pressure. He also pointed to emotional neglect in households where parents meet material needs but fail to connect emotionally.
“After-school tuition, co-curricular demands, and packed schedules leave little time for rest. The pressure is intense, especially in competitive urban areas.
“It’s not about how many tuition classes you pay for — it’s whether your child feels safe coming to you with failure.”
Mohanraj said rising cases of self-harm, poor coping skills, and behavioural issues were not isolated incidents, but symptoms of a deeper problem.
“Children are made to feel that their value lies only in grades. When they struggle, they are often punished or shamed instead of being supported.
“We need to change the culture — not just in schools, but in homes as well. Start by telling your child they are more than just their grades — and actually mean it.”
Clinical psychologist Puvessha Jegathisan agreed that many teens suffer in silence, caught between parental criticism and the need to succeed.
She said the emotional toll was often greater in homes affected by divorce, financial stress, or a lack of communication.
“Academic success is seen as the only way to prove self-worth. They carry the belief that if they’re not the best, then they’re nothing — especially when parents tie love and approval to performance.”
“Even high-performing students may feel alone or unworthy in homes like these,” she said.
Consultant psychiatrist Dr Subash Kumar Pillai said perfectionism was a growing concern, with students increasingly driven to meet unrealistic expectations from parents and teachers.
He also criticised the use of “reverse psychology” by some parents, saying it reinforced feelings of inadequacy.
“We see it all the time — children with excellent grades, active in sports, disciplined routines — yet they struggle with anxiety, insomnia, eating issues, even suicidal thoughts. The pressure to be the ‘ideal’ child is unsustainable.”
“When a child scores 90 and is told, ‘You can do better,’ it creates the illusion that nothing they do is ever enough. It can lead to perfectionism and even body image issues, especially among high-achievers.”
Dr Amer Siddiq Amer Nordin of Universiti Malaya said the home environment plays a critical role in how well teens cope with pressure, noting that a supportive family environment could be a buffer against academic stress.
He also said many Malaysian families still avoided open conversations about emotions, with some viewing mental health struggles as weakness.
“This stigma makes it hard for kids to ask for help. If their home isn’t a safe space, where can they go?”