Understanding the Social Behaviour of Orang Asli Students in Malaysian Multicultural Schools:

Perspectives of Teachers and School Administrators

Abstract

This study explores the social behaviour of Orang Asli (OA) students within ethnically mixed school environments in Malaysia, focusing on their classroom participation, peer interactions, and leadership tendencies. A total of 94 responses were collected through a structured questionnaire administered to educators working in schools with OA student populations. The items measured perceptions of OA students' behaviour using a 5-point Likert scale across four main domains: shyness and reserved nature, classroom participation, peer relationships, and leadership. Findings indicate that OA students tend to exhibit moderate levels of shyness, particularly in formal classroom settings. They are often hesitant to speak in front of others or participate in discussions without encouragement. However, their engagement improves in familiar group settings and when teachers create a supportive and inclusive environment. Notably, OA students are more socially active during informal or non-academic school activities, where they appear more confident and expressive, especially when accepted by peers. Leadership traits were also observed to be developing. While many OA students initially avoid taking leadership roles, they demonstrate potential when provided with support and encouragement. These findings reflect the importance of fostering culturally responsive and inclusive school practices to support the social and emotional development of indigenous students. This study contributes to the broader discourse on indigenous education by highlighting the social dynamics of OA students in Malaysia’s multicultural schooling context, offering insights into improving equity, engagement, and integration for marginalised learners.