The Ministry of Education (MOE) has implemented a revised framework to address student misconduct, specifically targeting bullying through the standardization of caning for male students.

教育部 (MOE) 已實施一項修訂框架以處理學生不當行為，特別是透過將男學生的體罰（打鞭）標準化來針對霸凌問題。

The current administrative shift involves the introduction of a tiered disciplinary system where egregious violations may result in one to three strokes of the cane for male students. This measure is constrained by the Criminal Procedure Code, which precludes the application of corporal punishment to females; consequently, female students face alternative sanctions, including suspension, detention, or the downward adjustment of conduct grades. Minister for Education Desmond Lee has asserted that such measures are predicated on the premise that clear boundaries and meaningful consequences facilitate improved behavioral choices among youth.

目前的行政轉變包括引入一套分級紀律系統，對於嚴重違規的男學生，可能會處以一至三鞭。此措施受《刑事訴訟法》限制，禁止對女性採取體罰；因此，女學生將面臨替代制裁，包括停學、留校或下調操行成績。教育部長 Desmond Lee 主張，此類措施的前提在於清晰的界限和有意義的後果能促進青少年改善行為選擇。

Institutional safeguards have been established to ensure that caning is utilized exclusively as a last resort. The protocol necessitates approval from the school principal and execution by authorized personnel, with considerations regarding the student's maturity and the potential for pedagogical benefit. Minister Lee has further contended that the regulated school environment differs fundamentally from unregulated domestic settings, thereby mitigating the risks associated with frequent corporal punishment. To ensure a holistic approach, the ministry stipulates that caning must not be administered in isolation but integrated within a broader suite of restorative and disciplinary interventions, including post-punishment counseling and wellbeing monitoring.

機構已建立保障機制，以確保打鞭僅作為最後手段。相關程序要求必須經校長批准並由授權人員執行，且需考量學生的成熟度以及潛在的教學益處。Lee 部長進一步認為，受監管的學校環境與不受監管的家庭環境有根本不同，從而降低了與頻繁體罰相關的風險。為確保採取全面方法，教育部規定打鞭不得單獨執行，而必須整合在更廣泛的修復式與紀律干預措施中，包括懲罰後的諮詢與身心健康監測。

Clinical perspectives, however, suggest a more complex psychological trajectory. While the necessity of accountability is acknowledged, medical professionals have highlighted that corporal punishment may yield only transient compliance and is statistically correlated with increased aggression and anxiety. There is a specific concern regarding the role of shame in adolescent identity formation, where the social visibility of punishment—exacerbated by digital communication—may result in long-term psychological scarring. Consequently, there is a professional emphasis on the prioritization of restorative practices, which utilize dialogue to foster genuine accountability and address the underlying drivers of aggression, such as unstable home environments.

然而，臨床視角顯示心理軌跡更為複雜。儘管醫療專業人士承認問責的必要性，但他們強調體罰可能僅產生暫時的服從，且在統計上與攻擊性增加及焦慮相關。專業人員特別擔心羞恥感在青少年認同形成中的作用，尤其是在數位傳播的加劇下，懲罰的社交可見性可能會導致長期的心理創傷。因此，專業建議應優先考慮修復式做法，利用對話來培養真正的責任感，並解決攻擊行為的深層驅動因素，例如不穩定的家庭環境。

To support the implementation of these guidelines, the MOE has announced the allocation of needs-based funding for the recruitment of youth workers, pastoral care officers, and parent liaison officers. This initiative aims to alleviate the administrative burden on teaching staff and facilitate a collaborative approach between educational institutions and caregivers, recognizing that behavioral modification requires consistency between school and home environments.

為了支持這些指南的實施，教育部宣布將根據需求撥款招募青年工作者、關懷指導主任及家長聯絡官。此舉旨在減輕教學人員的行政負擔，並促進教育機構與照顧者之間的協作，因為行為修正需要學校與家庭環境之間的一致性。

Singapore has formalized a strict disciplinary regime for bullying, balancing the use of corporal punishment for males with restorative measures and increased institutional support.

新加坡已將針對霸凌的嚴格紀律制度正式化，在男學生的體罰、修復式措施以及增加的機構支持之間取得平衡。