Following is a question by the Hon Duncan Chiu and a written reply by the Secretary for Education, Dr Choi Yuk-lin, in the Legislative Council today (October 7):
 
Question:
 
     According to data from the Hong Kong Jockey Club Centre for Suicide Research and Prevention of the University of Hong Kong, 15 cases of suicide among schoolchildren aged 15 or below were recorded in 2025, with the suicide rate for that age group rising from 0.9 per 100 000 population in 2024 to 2.9 in 2025. In addition, statistics from the Samaritan Befrienders Hong Kong indicate that the number of suicide cases among young people aged 0 to 19 rose to 47 in 2025, representing a significant year-on-year increase of 30 per cent and reaching a 10-year high. It has also been reported that at least eight cases of suicide and attempted suicide among schoolchildren were recorded in the first six days of the 2026 new school year, with the youngest victim being only 10 years of age. Regarding the promotion of the mental health of young people, will the Government inform this Council:
 
(1) given that the suicide rate among schoolchildren aged 15 or below rose by more than twofold in 2025 compared with 2024, whether the Government has conducted a systematic analysis of the causes of suicide cases in that age group; if so, of the findings; whether it will draw on overseas practices and, without infringing the privacy of the persons concerned and their families, allow academic institutions and law enforcement agencies to access specified relevant "digital footprint" data to conduct in-depth research into the psychological causes and early warning signs of youth suicide;
 
(2) whether, since the introduction of the Three-tier School-based Emergency Mechanism in secondary schools in December 2023, the Government has conducted a comprehensive review of the detailed operation of each tier, the collaboration between the three tiers and their effectiveness, which should include the identification of high-risk students, case referral arrangements and average waiting times for medical consultations, in particular the actual effectiveness observed after each adjustment to the Mechanism; whether it will provide schools with more regular resources, including the deployment of allied professionals (such as clinical psychologists or senior social workers) and even the introduction of AI technology, so as to enhance the capability and efficiency of teaching staff and parents in identifying high-risk students;
 
(3) whether, with a view to preventing students from suffering mental breakdowns as a result of excessive competition and heavy academic workload, the Education Bureau has established specific indicators to assess the psychological pressure imposed on students by the existing curriculum and homework load, and whether it will systematically incorporate content such as "emotion management" and "cultivation of resilience to setbacks" into the compulsory curricula of primary and secondary schools;
 
(4) whether it has reviewed the existing interdepartmental collaboration between the healthcare, social welfare and education systems in promoting the mental health of young people, including whether there are inadequacies in various aspects such as information flow and interface; how it will further strengthen tripartite collaborative support services in the future, including whether it will consider establishing a unified interdepartmental platform to track and support young people's mental health, and formulating a unified co-ordination mechanism and a comprehensive mental health strategy covering prevention, early identification, treatment and rehabilitation; and
 
(5) what measures are in place (such as enhancing parents' positive understanding of mental health and helping them acquire skills for positive parent-child communication) to ensure that, upon becoming aware that their children have mental health conditions, parents will not be deterred by stigma but will take the initiative to seek professional assistance at an early stage?
 
Reply:
 
President,
 
     The Government attaches great importance to the mental health of students, and has been providing support for students with mental health needs (including those with suicidal risk) through cross-departmental, multidisciplinary and cross-sector collaboration. Meanwhile, the Education Bureau (EDB) proactively provides support to schools, assisting them in adopting the Whole School Approach directed at three levels, namely "Universal", "Selective" and "Indicated", to promote student mental health by continuously optimising the curriculum, information, activities, training, professional support and parent education, etc. In consultation with the Health Bureau (HHB), the Labour and Welfare Bureau (LWB) and the Social Welfare Department (SWD), our consolidated reply to the question raised by the Hon Duncan Chiu is as follows:
 
(1) The EDB has all along required primary and secondary schools to report fatal suspected student suicide cases in order to provide appropriate professional support to the schools concerned. From the 2023/24 to 2025/26 school years, the respective numbers of fatal suspected student suicide cases reported to the EDB by primary and secondary schools in the territory were 30, 33 and 23 while the respective percentage shares of cases involving students aged 15 or below are 60 per cent, 67 per cent and 65 per cent.
 
     Both international and local studies have suggested that suicide (including attempted suicide) is a complex issue influenced by the interplay of various factors, mainly related to interpersonal relationships (including family, social or relationship problems) and personal issues (such as learning and school adjustment, depressed mood and mental illness). Each case has its unique underlying reasons and the age distribution of students involved may also fluctuate from year to year. The Child Fatality Review Panel has so far published six reports since 2013, which set out its observations and recommendations pertaining to child fatality (including suicide) cases and contain information such as reports of the Coroner's Court and/or death investigation reports by the Police on the reviewed cases.
 
(2) and (4) The Government has been promoting cross-departmental, multidisciplinary and cross-sector collaboration, and established the Advisory Committee on Mental Health (ACMH) in 2017 to advise the Government on mental health policies and assist the Government in formulating relevant policies, strategies and measures, with a view to enhancing mental health services in Hong Kong. In particular, the HHB, the EDB, the LWB, the Department of Health, the Hospital Authority (HA) and the SWD have also appointed representatives as ex-officio members of the ACMH to enhance cross-departmental collaboration and facilitate information sharing and co-ordination among departments for greater synergy.
 
     Meanwhile, the former Food and Health Bureau, in collaboration with the EDB, the SWD and the HA, has launched the Student Mental Health Support Scheme (SMHSS) since the 2016/17 school year to provide services using a medical-educational-social collaboration model. Under the SMHSS, a multidisciplinary team comprising a psychiatric nurse or clinical psychologist of the HA, a designated teacher and a school social worker is formed in each participating school. The team works closely with the psychiatric team of the HA (which comprises a psychiatrist), the school-based educational psychologist, relevant teachers and social workers from relevant social service units to provide support services for students with mental health needs in the schools.
 
     Through further collaboration among the EDB, the HHB and the SWD, the Government has been implementing the Three-tier School-based Emergency Mechanism (the Mechanism) in all secondary schools since December 2023, with a view to pooling together the schools' multidisciplinary teams, the off-campus support network and medical services to facilitate early identification of and support for students with higher suicidal risk. The Mechanism has been regularised in all secondary schools in the territory since December 2025, and extended on a trial basis to Primary Four to Six in the 2025/26 and 2026/27 school years. From December 1, 2023, to July 31, 2026, under the Mechanism, a total of 855 cases were referred to the off-campus support network teams (i.e. the second-tier mechanism) for follow-up, while a total of 547 cases were referred by school principals to HA's psychiatric services (i.e. the third-tier mechanism). The Government has also commissioned a university to assess the effectiveness of the Mechanism. According to the assessment findings, schools generally welcome the Mechanism, considering it necessary and helpful to those students who have been identified as suffering from mental distress. To enhance the effectiveness of the Mechanism, the Government will optimise relevant support services, including strengthening training for school professionals (such as school social workers, student guidance personnel and school-based educational psychologists), so as to facilitate early identification of and support for students with higher suicidal risk, as well as enhancing the function of the Cyber Youth Support Teams by strengthening their co-operation with schools and community networks to support the emotional and psychological needs of students, conduct assessments and take follow-up action immediately after receiving cases involving students with higher suicidal risk and in emotional distress.
 
     All along, the schools' multidisciplinary teams, comprising school-based educational psychologists, school social workers, student guidance personnel, etc, have been providing intervention services ranging from assessment to support and counselling services for students with mental health needs. The teams will also match the students' needs to relevant services available in the community by referring students to, among others, HA's psychiatric units, Integrated Family Service Centres and Integrated Community Centres for Mental Wellness for diverse and appropriate follow-up services. In parallel, school personnel will continue to maintain close communication with professionals of relevant departments or organisations and parents and work with each other in catering for students with mental health needs. To provide off-campus support for students in need, starting from 2024, the EDB has been collaborating with the Hong Kong Police Force (the Police) and the SWD. Upon obtaining the consent of parents/guardians, the Police will refer students who attempted suicide outside schools to receive follow-up services at the students' attending schools or appropriate social services units arranged by the SWD. To make every effort to support the students and parents/guardian concerned, the Police will provide them with information for seeking support or assistance even if the parents/guardians decline the referral.
 
     The Government will continue to strengthen the synergy through cross-departmental and cross-sector collaboration and conduct timely reviews and studies as necessary, with a view to enhancing the effectiveness of the support provided and preventing student suicide.
 
(3) The EDB has all along been emphasising that primary and secondary schools should adopt the principle of "quality rather than the quantity that matters" in the design and arrangement of homework. Schools should formulate a school-based co-ordination mechanism to avoid assigning excessive homework to students in light of their needs for balanced development and a healthy lifestyle. Schools should also monitor the implementation and effectiveness of the measures in an ongoing manner, with a view to creating space for students. To cater for students with diverse learning needs, primary schools should arrange a tutorial session in the afternoon as far as possible for students to finish some or all of their assignments under teachers' guidance. In addition, the EDB has been continuously promoting the above messages and good practices to schools through various channels, such as circulars and teacher professional development programmes.

     Furthermore, the EDB has been continuously encouraging schools to strengthen values education, with a view to helping students cultivate proper values, a positive attitude, as well as an optimistic disposition and the spirit of perseverance. Learning content relating to emotion management and the handling of setbacks and stress have long been embedded in the primary and secondary school curricula. The Values Education Curriculum Framework (2026) also sets out suggested expected learning outcomes for students in respective key stages, which include facing stress with a positive and optimistic attitude and alleviating it through appropriate means. Schools also support students in learning to face setbacks and stress with a positive attitude through activities within and beyond the classroom.
 
(5) Regarding parent education, the EDB has launched the Curriculum Frameworks on Parent Education applicable to kindergartens, primary schools and secondary schools, enabling parents to acquire the knowledge and skills for nurturing their children in a more systematic manner. One of the core strands of the Curriculum Frameworks is the promotion of healthy, happy and balanced development of children/adolescents. In addition, the EDB runs the territory-wide Positive Parent Campaign every year to promote parent education through extensive and diversified channels, with a view to fostering positive thinking among parents to help children grow up happily.
 
     The EDB is also committed to providing the "gatekeeper" training for parents to help them identify early and cater for students with mental health needs. Every year, the EDB organises the Online Workshop on Parent Gatekeeper Training, which aims to enhance parents' awareness of mental health and their own mental well-being, strengthen their knowledge and capacity in identifying early children with mental health problems and offering them support, as well as introduce relevant resources in the community for parents' reference. The EDB will develop the Mental Health Literacy Resource Package for Parents in the 2026/27 school year to assist school guidance personnel in providing relevant training on mental health literacy for parents. Furthermore, the EDB has produced short educational videos for parents and provided the "Prevent Youth Suicide" factsheet and pamphlets giving a brief introduction on various types of mental illness for parents. Also, through the one-stop student mental health information website "Mental Health @ School", and the one-stop parent education website Smart Parent Net and its social media platforms, parents may continuously obtain information on supporting the physical and psychological development of their children for early identification of their emotional issues and catering for their mental health needs.

Ends/Wednesday, October 7, 2026
Issued at HKT 16:45

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