Student mental health is a matter of great concern. According to the latest data from the Education Bureau, the number of secondary students with mental health issues has doubled over the past five years, from 660 in 2020-21 to 1,330 in 2024-25.
In recent years, the government and various stakeholders in society have worked to halt the continued rise in student suicides. However, the number of suspected suicide cases still rose by 10 per cent between 2024 and 2025, from 28 to 31. To help students in need, the government has adopted a three-tier system that strengthens schools’ carrying capacity and leverages community resources and the Hospital Authority’s support. The mechanism is being extended from secondary schools to primary schools this year.
However, the scheme is still largely based on early detection and treatment of symptomatic cases rather than addressing the causes. A more effective way would be to prevent students from becoming unwell and help them stay healthy.
This is only achievable if we change our mindset about what exactly the learning experience should be. For a programme to succeed, the school environment needs to undergo a fundamental change. The Jockey Club Centre for Suicide Research’s findings suggest that school and family are significant factors, and that academic pressure is common among suicide cases.
Social competition and examinations are difficult to avoid entirely. But when the pursuit of achievement becomes the sole measure of success, the campus – ideally a nurturing ground – turns into a battlefield. This competition leads to an unhealthy school environment which puts too much academic pressure on students and teachers alike. The intensity is especially harmful even for the academically oriented.
With the support of Quality Education Fund and our advisory committee, our centre has developed 10 principles for building a “Well-being First” school to help students do well academically and mentally.
