A recent survey conducted by Lingnan University, the University of Hong Kong, and the Chinese University of Hong Kong revealed some interesting insights into the well-being of primary and secondary school students in Hong Kong. While the survey found that students were happier compared to the previous year, with an improved score of 6.75 out of 10 on the happiness index, it also highlighted a concerning trend of declining sense of purpose in life.
According to Professor Ho Lok-sang of Lingnan University, the increase in happiness could be attributed to students experiencing less stress in their studies over the past year. However, the “life-worth-living” index fell to 6.73 out of 10, its lowest in seven years. Ho pointed out that the lack of interactions with peers during the Covid-19 pandemic, as well as the pressure from parents to focus solely on academic achievements, had a negative impact on students’ ability to set goals outside of their studies.
The study also revealed that about one in five students reported being bullied in the past year, with a significant number of primary school students experiencing verbal or physical bullying. The “no-bullying” index dropped to 3.65 out of five, indicating that bullying remains a prevalent issue in schools.
Interestingly, this was the first year that the study included students from Shenzhen, who reported lower levels of happiness and sense of purpose compared to their Hong Kong counterparts. Ho suggested that the lack of interpersonal communication skills, exacerbated by the pandemic, could have led to a rise in bullying among students.
In response to the rising youth suicide rates in Hong Kong, experts have emphasized the importance of implementing life education in schools to help students build resilience and find meaning in life. However, the study found that only 39.1 per cent of teachers had received life education training, indicating a need for greater emphasis on this aspect of education.
Ho criticized the government’s three-tier emergency mechanism for identifying students with suicidal tendencies as being “too late,” emphasizing the role of parents and schools in helping students develop alternative life goals and build self-esteem. He called for a more proactive approach to addressing the root causes of student suicides.
In light of these findings, it is crucial for schools, parents, and policymakers to prioritize the mental well-being of students and provide them with the necessary support and resources to navigate the challenges they face. By promoting a holistic approach to education that includes life skills and mental health support, we can create a more nurturing environment for our young people to thrive and succeed. Remember, there is always help available if you or someone you know is struggling. Don’t hesitate to reach out to the resources provided in this article for support.
