Elizabeth Fee was a remarkable and influential public health historian, whose personal and professional trajectories led her to speak truth to and about power in public health, past and present. Born in Northern Ireland in 1946 to Irish-Methodist missionary parents, Liz's childhood brought her into contact with peoples and struggles across the globe. At just five weeks of age, she was whisked away by her parents to civil war-era China, where she lost hearing in one ear from an untreated bout with scarlet fever. In midchildhood, she attended school in Malaysia, after which her family returned to Belfast. There, she came of age amid festering political and religious violence, learning firsthand that history is told and retold by protagonists and witnesses, oppressors and oppressed. (Am J Public Health. Published online ahead of print April 18, 2019: e1-e4. doi:10.2105/AJPH.2019.305065).
Missionaries are well known to suffer the effects of stress. Patricia Miersma relates missionary stress to combat related stress. 1 Development workers too are known to be at increased risk of death whilst overseas-mostly due to traumatic incidents. Relief workers voluntarily enter high stress situations. These overseas workers are at real risk of Post Traumatic Stress Disorder (PTSD). The issue of Critical Incident Stress Debriefing (CISD, or Psychological Debriefing) has been critically examined in an editorial in the British Medical Journal.3 The first randomized, controlled study of CISD that we are aware of (for motor vehicle accident survivors) was published in 1996.4 With 54 intervention subjects, it did not demonstrate effectiveness.
The national school uniform remained a requirement for all primary and secondary school students in Malaysia since its first introduction by the British missionaries in the nineteenth century. Although it is commonly thought that wearing uniforms improve cohesion among students, little research has been done to investigate the perception of national school uniforms and perceived cohesion among Malaysian students. The aim of the current study is to explore the experiences of former students, teachers and school counselors in relation to Malaysia's national school uniform policy, their influence on student life, and their relationship to school and national cohesion. Three studies were conducted. In Study 1, Malaysian secondary school graduates (N = 192) completed a self-report questionnaire with close and open-ended questions. In Study 2 and study 3, secondary school teachers (N = 10) and school counselors (N = 6) participated in semi-structured interviews, respectively. Although students felt the uniforms were unattractive, they had neutral to somewhat positive feelings about them overall. They did not report greater school cohesion or national identity related to uniforms but did report that uniforms lessened the importance of socioeconomic and other differences. Teachers and counselors reported similar views; they did not perceive much influence on national or school identity but did see advantages in terms of discipline and the lessening of student inequality. Generally, teachers and counselors were in favor of school uniforms but some suggested that uniform designs could be more culturally inclusive, particularly in regard to Muslim and non-Muslim students. Limitations of using non-representative sampling and future direction for Malaysian school uniforms were discussed. This study highlights the important characteristics that should be taken into consideration by educators and policymakers for future improvement of the national school uniform policy in Malaysia.