Hong Kong students’ mental health has garnered increasing attention in recent years. According to a 2023-24 survey by the Hong Kong Family Welfare Society, which involved 4,835 secondary school students, over half of the respondents reported poor mental health, with 14 percent describing their condition as “very poor”.
According to a 2024 survey by the Hong Kong Federation of Youth Groups, the stress index for students had risen for four consecutive years. A recent study by the Hong Kong Playground Association noted that academic stress significantly impacts students’ sleep quality and mental health, with over 60 percent of surveyed students reporting anxiety or low mood because of schoolwork.
These statistics highlight the unprecedented mental health challenges faced by adolescents, reflecting escalating pressures from academics, social interactions, and family expectations. Additionally, the widespread use of social media has intensified adolescents’ anxiety about self-image, with some feeling isolated because of cyberbullying or comparison-driven mindsets.
Hong Kong’s highly competitive education system, characterized by intense exam pressure and heavy workloads, leaves students overwhelmed. Family expectations and society’s narrow definition of success further burden adolescents. Moreover, insufficient mental health resources remain a significant issue. Despite increased government funding in recent years, wait times for tiered care services, such as psychological therapy or professional counseling, remain long, leaving some students without timely support. Compounding the problem is the persistent stigma surrounding mental health, which discourages many students from seeking help for fear of being labeled.
Mental health not only affects academic performance but also students’ social skills and future development. Without proper intervention, these issues could have profound implications for individuals and society. They could markedly affect students’ academic performance, social relationships, and long-term development.
The good news is: To address the students’ mental health crisis, the Hong Kong Special Administrative Region government, through collaboration between the Health Bureau and the Education Bureau, has adopted a comprehensive strategy emphasizing prevention, early identification, intervention, and rehabilitation, or the “whole school approach (WSA)”. This approach is a cornerstone of the Education Bureau’s policy aimed at enhancing students’ mental health through a three-tier framework. As the primary environment where students spend their days, schools are ideally positioned to tackle these challenges. The WSA is an effective strategy to meet this urgent need.
Under the WSA model, schools integrate mental health education into the curriculum, teaching students skills such as emotional regulation, stress management, and positive thinking. For instance, some schools have introduced “positive education” programs, enabling students to learn concepts like gratitude and resilience. Schools also organize talks or activities to encourage students to prioritize their mental health and reduce stigma.
For students at risk of mental health issues, schools offer group counseling or workshops. For example, the “Heart to Heart” program, launched in collaboration with nongovernmental organizations, identifies at-risk students through questionnaires and provides training in emotional management or social skills to prevent issues from escalating.
For students facing severe mental health challenges, schools collaborate with social workers and clinical psychologists to provide professional referrals or individual counseling. Some schools have established partnerships with medical institutions to ensure swift access to professional support.
The strength of the WSA lies in its comprehensiveness and systematic nature. Unlike traditional one-on-one counseling, this model benefits all students, regardless of their mental health status. It also fosters collaboration among schools, families and communities to form a robust support network. For instance, some schools invite parents to mental health seminars to enhance their understanding of students’ emotional challenges. By prioritizing prevention and early identification, the model reduces the risk of severe mental health issues.
In terms of implementation, the Education Bureau has piloted the model in multiple primary and secondary schools, providing teacher training and resource support. In 2024, in collaboration with the Hong Kong Family Welfare Society, the bureau distributed mental health education resource packs to 100 schools, including curriculum guidelines and stress management tools. These measures have laid a solid foundation for the model’s wider adoption.
Initial implementation of the WSA in Hong Kong has shown promising results. Surveys by HKFYG and the Hong Kong Family Welfare Society indicate that schools adopting this model have seen improvements in students’ emotional regulation, reduced incidents of campus bullying, and stronger peer support. For example, one secondary school reported a 15 percent reduction in student anxiety levels after implementing a “positive education” curriculum, alongside a notable increase in students’ sense of belonging. Additionally, over 70 percent of surveyed teachers reported improved ability to identify and provide initial support for students’ emotional issues.
The rationale for supporting this model is clear. Schools, where students spend most of their time, are uniquely positioned to promote mental health education. By integrating emotional management skills into curriculums and campus activities, students can learn these skills naturally without feeling stigmatized. The model’s systematic design ensures efficient resource allocation, creating a seamless support chain from universal education to professional intervention. It also encourages multistakeholder collaboration, with teachers, parents, students, and social workers working together to build a robust support network.
International examples further validate the model’s potential. In Australia, a similar WSA has been implemented for years, resulting in a 20 percent reduction in adolescent suicide rates and lower incidences of depression. England’s Every Mind Matters program similarly demonstrates that transforming the school environment can significantly improve students’ mental health. These success stories provide valuable lessons for Hong Kong, affirming the model’s feasibility and long-term benefits.
Despite its effectiveness, the WSA faces challenges in implementation. Insufficient teacher training is a primary barrier, as many lack the professional psychological knowledge needed to effectively identify or address students’ mental health issues. Low parental engagement also hinders the model’s impact, with some parents viewing mental health issues as a sign of weakness. Uneven resource distribution is another issue, with some schools struggling to implement the model fully because of limited funding or staffing.
To address these challenges, the government and schools should increase professional training for teachers and social workers to enhance their ability to identify and manage mental health issues. Regular workshops or certification courses could bolster teachers’ expertise. Additionally, efforts to educate parents through community seminars or online courses could raise awareness of mental health’s importance and encourage their active involvement. The government should also allocate more funding to ensure all schools, especially those in underresourced areas, can fully implement the model.
The WSA offers a comprehensive and effective solution to Hong Kong’s student mental health crisis. Through universal education, selective counseling, and targeted interventions, it not only prevents issues but also identifies and supports students in need. Initial data and outcomes show that the model is transforming school environments, enhancing students’ emotional regulation and sense of belonging. Compared to traditional individual counseling, its systematic and inclusive nature is better equipped to address today’s complex challenges.
As societal focus on mental health grows, the WSA has the potential to become standard practice in Hong Kong schools. The government could further collaborate with NGOs to develop digital tools, such as mental health apps or online resources, to provide students with more accessible support. As stigma gradually diminishes, students will become more willing to openly discuss mental health, fostering a healthier growth environment.
I call on all sectors of society to collaborate: Schools should actively implement the WSA; parents must deepen their understanding of mental health; students should prioritize their emotional well-being; and NGOs should provide additional resources and professional support. The government must continue investing in mental health services to ensure every student can thrive in a caring and positive environment. Through collective efforts, Hong Kong’s next generation will develop greater psychological resilience to face future challenges.
The author, a senior psychological counselor, is a member of the Sham Shui Po Central South District Committee, and a member of the Chinese Dream Think Tank.
The views do not necessarily reflect those of China Daily.
