Source: Hong Kong Government special administrative region – 4
Owing to the thunderstorm warning, the flag-lowering ceremony to be conducted at Golden Bauhinia Square, Wan Chai at 6pm today (June 30) will be cancelled.
If the thunderstorm warning is cancelled and weather conditions permit by then, the flag-lowering ceremony may be resumed without further notice.
Source: Hong Kong Government special administrative region
Government’s financial results for two months ended May 31, 2026
May 31, 2026 HK$ millionMay 31, 2026 HK$ millionand repayment of Government Bondsissuance of Government BondsGovernment Bonds*and repayment of Government BondsGovernment Debts as at May 31, 2026 (Note 3) HK$446,559 million Debts Guaranteed by Government as at May 31, 2026 (Note 4) HK$108,634 million
TABLE 2. FISCAL RESERVES
May 31, 2026 HK$ millionMay 31, 2026 HK$ millionissuance and repayment of Government Bonds(Note 5)Notes:
1. This Account consolidates the General Revenue Account and the following eight Funds: Capital Works Reserve Fund, Capital Investment Fund, Civil Service Pension Reserve Fund, Disaster Relief Fund, Innovation and Technology Fund, Land Fund, Loan Fund and Lotteries Fund. It excludes the Bond Fund, the balance of which is not part of the fiscal reserves. The Bond Fund balance as at May 31, 2026, was HK$153,188 million.Issued at HKT 16:30
Source: Hong Kong Government special administrative region – 3
Following is a question by the Hon Vincent Cheng and a written reply by the Secretary for Education, Dr Choi Yuk-lin, in the Legislative Council today (April 30):
Question:
It has been reported that the Schools Sports Federation of Hong Kong, China (HKSSF) has earlier on launched the inaugural HKSSF Finals, featuring a number of Jing Ying tournaments or inter-area competitions held at the Kai Tak Sports Park, which have brought heightened interest and attention to inter-school competitions. In addition, the Chief Executive has proposed in the 2024 Policy Address to include Physical Education (PE) in the primary school internal assessments starting from the 2026/27 school year, so as to encourage student participation in physical activities on a regular basis. Regarding the promotion of the sports atmosphere in schools, will the Government inform this Council:
(1) as it is learnt that about 30 000 inter-school competitions are currently held each year in Hong Kong, and quite a number of new sports or urban sports have emerged in recent years, whether the authorities have plans to allocate additional resources to the HKSSF to enhance the arrangements of inter-school competitions, thus enabling the school sector to organise more varieties of competitions of high quality;
(2) given that at present there are Jing Ying tournaments and all Hong Kong inter-school competitions in nine and eight sports events respectively for secondary schools, whether the authorities have plans to introduce more territory-wide inter-school competitions (especially elite sports that are popular among students, such as fencing and cycling), so as to enable student participation in more high-level competitions, thereby identifying more athletes with potential for training and better dovetailing with the development of elite sports; if so, of the details; if not, the reasons for that;
(3) as it has been reported that there are four major assessment domains (i.e. physical fitness, attitudes, sports skills and knowledge) for the PE subject in the primary school internal assessments, of the criteria based on which schools are required to determine students’ scores in the subject; how the authorities will encourage schools to make use of this opportunity to further cultivate students’ interest in doing sports; and
(4) whether the authorities have plans to assist schools in organising more new or interesting sports events and allowing students to participate on their own terms, thereby promoting the sports atmosphere in schools; if so, of the details; if not, the reasons for that?
Reply:
President,
In consultation with the Culture, Sports and Tourism Bureau and the Schools Sports Federation of Hong Kong, China (HKSSF), our consolidated reply to the question raised by the Hon Vincent Cheng is as follows:
(1) and (2) The Government actively supports the development of sports and promotes sports in the community through subsidising various national sports associations (NSAs), including the HKSSF. With the completion of the Kai Tak Sports Park, the Government also provides quality competition venues to host different inter-school sports events, with a view to attracting the participation of more young people and students and enhancing the sports ambience in schools.
The Leisure and Cultural Services Department (LCSD) has allocated around $620 million in 2025-26 as block grant under the Sports Subvention Scheme to various NSAs to promote sports in the community, youth training programmes, community participation, squad training at all levels and overseas exchange programmes and competitions. Over the past six years, the block grant provided by the LCSD to the NSAs has increased from around $300 million per year to over $600 million per year. In approving funding for each NSA (including the HKSSF) each year, the LCSD considers factors including the annual plans submitted by the NSAs, as well as their past performance, expenditure patterns, programme arrangements, and subvention management.
The HKSSF, a recognised NSA of the Sports Federation & Olympic Committee of Hong Kong, China subsidised by government departments including the LCSD and the Education Bureau (EDB), organises and participates in various local and overseas inter-school sports competitions. To better dovetail with the development of elite sports, the HKSSF has established with other NSAs a system of training and selection for elite athletes to provide student athletes with specific sports training of a high standard, thereby feeding potential athletes to relevant NSAs and preparing them for higher-level competitions in future. In the past year, over 1 000 primary and secondary schools across the territory participated in activities organised by the HKSSF, accounting for about 97 per cent of the total number of schools in Hong Kong; around 130 000 students participated in inter-school competitions, covering about 37 sports, approximately 70 per cent of which were elite sports such as fencing, swimming, and athletics. These competitions also involved urban sports such as 3-on-3 basketball and futsal. With dedicated efforts of the Government, there are already a great variety of high quality sports competitions in the school sector, enabling students’ participation in more high-level competitions and facilitating the identification of more athletes with potential.
(3) In October 2024, the EDB announced the optimised arrangement of the weighting of subjects in the Internal Assessments (IA) for the Secondary School Places Allocation. Physical Education (PE) will be included in the IA in the second term of Primary five from the 2026/27 school year, so as to further help students develop a habit of joining sports activities from young age for strengthening their physique as well as provide them with the motivation to understand and improve their physical fitness, thereby achieving the learning goal of “Healthy Lifestyle”. The new measure has received general support from various stakeholders.
Promoting the healthy growth of students is the first and foremost aim of the IA of PE, with an emphasis on foundation skills as well as objective and achievable health ratings. The IA of PE also builds on the domains and standards of PE assessment currently adopted by schools in general, including Physical Fitness, Attitudes, Sports Skills, and Knowledge (abbreviated as F.A.S.K.), and is a regular task of schools. Schools will refer to the relevant curriculum documents published by the EDB, including curriculum guides, the “Physical Education Learning Outcomes Framework”, and the assessment standards for physical fitness specified in the School Physical Fitness Award Scheme (Note 1) in adopting diversified modes of assessment, so as to enhance the effectiveness in learning and teaching through allowing students to demonstrate their learning outcomes in various ways and catering for their diverse potential, abilities and needs. Schools are required to set out clear learning objectives, scope of assessment, focus and format of assessment, and assessment criteria, etc, to enable students and parents to understand the relevant assessment criteria and arrangements.
The EDB will continue to update curriculum documents, develop learning and teaching resources, and organise professional development programmes for teachers. In addition, the EDB will provide a series of support measures to promote PE development in schools with a life-wide learning approach, including organising briefing sessions for schools and parents, and setting up a professional network of “Primary School PE Assessment Learning Circle”, so as to further assist students in developing an active and healthy lifestyle.
(4) The EDB has included the World Health Organisation’s recommendation that children and adolescents aged five to 17 should accumulate at least an average of 60 minutes daily of moderate- to vigorous-intensity physical activities (MVPA60) across the week as one of the directions of the PE curriculum. It has also introduced the “MVPA60 Award Scheme” with the slogan “Let’s exercise every day, exercise together and exercise with others” to encourage students to exercise regularly with their families, classmates or friends. More than 210 000 students have participated in the Scheme since its inception. In addition, the “Active Students, Active People” Campaign (Note 1) has also been launched since the 2021/22 school year to rally the efforts of schools and parents as well as other stakeholders to promote an optimised sports ambience in schools and in society. The Campaign offers a series of PE activities as well as learning and teaching resources to support schools in mobilising students’ participation in physical activities and further engaging them in developing an active and healthy lifestyle. Demonstrations of different sports and experiences of Olympic and emerging sports are featured in these activities to enhance students’ interest and provide them with opportunities in participating in physical activities, thus promoting the sports ambience in schools. The Campaign has recorded the participation of more than 60 000 students since its launch. The EDB will inject new elements into the Campaign in a timely manner so as to meet the needs of schools.
In addition, the EDB disbursed a one-off grant of $150,000 to schools in March 2024 to support them in organising various activities, subsidising students’ participation in diversified sports activities (e.g. emerging or fun sports), purchasing or upgrading PE/sports equipment in schools, etc., with a view to increasing opportunities for students to participate in sports and promoting the sports ambience in schools on all fronts.
Regarding teacher training, the EDB collaborates with local universities to organise the annual Hong Kong Physical Education Teachers Conference, which brings together various experts in PE to conduct thematic sharing. Teaching workshops on various sports, including urban sports such as 3-on-3 basketball and sport climbing, and such emerging sports as pickleball, tchoukball, floorball and Baseball5, are also held to enrich teachers’ professional knowledge and assist them in organising diversified activities for students within and outside the classroom, with a view to promoting students’ participation in different kinds of sports activities and enriching their sports learning experiences.
Moreover, the EDB has been collaborating with government departments, relevant bodies and organisations to organise various physical activities and sports programmes, such as the School Sports Programme, as well as “Project MuSE” and “Jump Rope Together” Rope Skipping Scheme 2.0 funded by the Hong Kong Jockey Club Charities Trust, to provide students with more opportunities to participate in sports activities during leisure time, foster a sporting culture in schools and identify student athletes with potential for further training.
Source: Hong Kong Government special administrative region – 3
LCQ10: Joint University Programmes Admissions System Question:
It is learnt that applicants who wish to apply for admission to the programmes under the Joint University Programmes Admissions System (JUPAS) should submit their applications by the deadline in December of the year preceding the intended school year of admission. Applicants who have missed the deadline may typically submit late applications from December of the same year to May of the following year. In this connection, will the Government inform this Council whether it knows the number of applications processed under JUPAS in each of the past five years and this year to date, and the number of late applications among them (with a tabulated breakdown by the type of documents held by the applicants (i.e. LS1 to LS9))?
Reply:
President,
The Joint University Programmes Admission System (JUPAS) is the main application route to assist local students with Hong Kong Diploma of Secondary Education Examination results (past and/or current) in applying for admission to post-secondary programmes. These programmes include the University Grants Committee (UGC)-funded full-time bachelor’s degree programmes, Hong Kong Metropolitan University’s self-financing full-time bachelor’s degree programmes, and the Education University of Hong Kong’s UGC-funded full-time higher diploma programme.
After consultation with the JUPAS Office, our reply to the Hon Gary Zhang’s question is as follows –
Source: Hong Kong Government special administrative region – 3
LCQ5: Boarding facilities in primary and secondary schools Hong Kong’s diverse and quality education is one of the factors attracting talent to Hong Kong. In recent years, the Government of the Hong Kong Special Administrative Region has introduced and enhanced various talent schemes to attract talent conducive to Hong Kong’s development and enrich the local talent pool. The Education Bureau (EDB) provides various educational support services to facilitate the school placement of accompanying children (i.e. dependants) of individuals admitted to Hong Kong under various talent admission schemes, and help them integrate into the local learning environment as soon as possible.
Source: Hong Kong Government special administrative region – 3
LCQ12: Measures to support non-Chinese speaking students Question:
It is learnt that the lack of Chinese language proficiency of non-Chinese speakers has always been the biggest obstacle for them in pursuing further studies, seeking employment and integrating into the community. Although the Government has been providing non-Chinese speaking (NCS) students with all-encompassing learning support through diverse strategies to help them master the Chinese language and integrate into the community, some members of the education sector have reflected that some primary schools still have reservations about admitting NCS students. In this connection, will the Government inform this Council:
(1) of the respective numbers of (a) primary schools admitting NCS students and (b) NCS primary school students, together with a breakdown by school type (i.e. (i) public sector primary school, (ii) Direct Subsidy Scheme primary school, and (iii) private primary school), in each of the past five years;
(2) of the measures currently put in place by the Government to support the pre-primary education of NCS students, so as to assist them in learning Chinese and enhancing their language proficiency, thereby enabling them to articulate more smoothly to the primary school curriculum;
(3) of the measures currently put in place by the Government to encourage primary schools to admit NCS students (e.g. reserving some school places for NCS students), so as to enable their early integration into the community; and
(4) whether the Government has reviewed the effectiveness of the existing measures to support NCS students; if so, of the details; if not, the reasons for that, and whether it will conduct such a review in the future?
Reply:
President,
The Government is committed to encouraging and supporting the integration of non-Chinese speaking (NCS) students into the community, including facilitating their early adaptation to the local education system and mastery of the Chinese language. The Education Bureau (EDB) has been providing NCS students with all-encompassing learning support from pre-primary to secondary levels through diverse strategies to help them master the Chinese language and integrate into the community.
Our reply to the question raised by the Hon Mrs Regina Ip is as follows:
(1) and (3) All eligible children (including NCS students) enjoy equal opportunities in admission to public sector schools. To encourage parents of NCS students to arrange for their children to study in schools which provide an immersive Chinese language environment, the EDB abolished the so-called “designated schools” support system back in the 2013/14 school year. With the implementation of various enhanced support measures, the number of schools admitting NCS students has gradually increased and the school choices for parents of NCS students have also been widened. At present, most of the publicly-funded schools in Hong Kong have admitted NCS students, which account for about 70 per cent of the kindergartens (KGs) joining the Kindergarten Education Scheme (Scheme-KGs) and over 70 per cent of the primary and secondary schools. The number of public sector, Direct Subsidy Scheme (DSS) and private sector primary schools admitting NCS students and the respective number of NCS students from the 2019/20 to 2023/24 school years are tabulated below:
School yearprimary schoolsprimary schools(1) Figures for the 2020/21 school year refer to the position as at mid-October, and others refer to the position as at mid-September of the respective school years. (2) Figures include students whose ethnicity is Chinese but are categorised as NCS students based on the spoken language at home. (3) Figures exclude international schools, private independent schools and special schools.
(2) The EDB encourages parents of NCS students to arrange for their children to study in local KGs for early adaptation to the local education system as well as early exposure to and learning of Chinese. Starting from the 2019/20 school year, the EDB has further enhanced the relevant measures for NCS students by providing a five-tier grant for Scheme-KGs according to the number of NCS students admitted. A KG admitting one NCS student can also receive the grant, and the grant rate for the highest tier is a double of the previous level. All the KGs receiving the additional grant have each assigned a teacher to co-ordinate the support measures for NCS students. The KGs concerned mainly deploy the resources for appointing additional teaching staff, procuring professional services, e.g. translation or interpretation services, organising cultural integration activities, etc. to enhance the support for NCS students in diversified modes.
(4) The Government encourages and supports the learning of Chinese of NCS students (including ethnic minorities students) and the creation of an inclusive learning environment in schools through diverse strategies, including providing additional funding to schools, optimising the curriculum, enriching the teaching resources, enhancing teacher training and professional support and facilitating home-school co-operation.
Regarding the provision of the additional funding, all public sector and DSS schools offering the local curriculum and admitting NCS students can be provided with an additional subsidy according to the number of NCS students admitted. The amount of the additional funding currently ranges from about $0.16 million to about $1.6 million per year for each school. Schools usually use the additional funding to employ additional teaching staff members to teach in diversified and intensive modes, including pull-out learning, split-class/small-group learning, after-school support, increasing the number of Chinese Language lessons, learning Chinese across the curriculum, deploying additional teachers for co-teaching and arranging teaching assistants to provide in-class support.
In respect to curriculum and teaching, the EDB has continually been providing teachers with guidance and support in curriculum planning, learning and teaching and assessment. The Chinese Language Curriculum Second Language Learning Framework, which was complemented by learning and teaching materials, has been implemented in primary and secondary schools since the 2014/15 school year to help NCS students learn Chinese. The EDB has been developing learning and teaching resources for NCS students. These resources have been uploaded to the EDB webpage and dispatched to schools. The Online Chinese Language Self-learning Resources launched in the 2023/24 school year provides diversified learning resources which help NCS students extend their learning; after-school Chinese language courses for lower primary NCS students are offered on a trial basis using adapted learning materials for the Youth Chinese Test; and the Summer Bridging Programme has been extended to cover NCS students to be promoted to Primary Five and Primary Six. In addition, apart from studying Chinese Language for the Hong Kong Diploma of Secondary Education (HKDSE) Examination, NCS students meeting specified circumstances (Note 1) may, taking into account their needs and aspirations, obtain other recognised alternative Chinese Language qualifications through additional channels, including taking Applied Learning Chinese (for NCS students) pegged at the Qualifications Framework Level 1 to Level 3 and other internationally recognised alternative Chinese language examinations supported with Government subsidies (Note 2), for multiple articulation pathways for further studies and future careers.
Regarding teacher training, all Chinese Language teachers teaching NCS students are provided with training opportunities. The EDB continues to organise teacher professional development programmes, provide diversified school-based support services and establish professional learning communities to help teachers enhance their teaching effectiveness.
For parent education, starting from the 2020/21 school year, the EDB has commissioned non-governmental organisations and a post-secondary institution to provide diversified parent education programmes for parents of NCS students, with a view to helping them support their children’s learning, encourage their children to master the Chinese language and have a more comprehensive understanding of the multiple pathways available for their children. The number of schools receiving Life Planning Education support services for NCS students has also increased in recent years.
Generally speaking, the aforementioned arrangements can help NCS students learn Chinese effectively and integrate into the community. The EDB has been monitoring schools through different means to ensure the prudent and proper use of the additional funding, including requiring schools to submit plans and reports on the use of the additional funding and providing schools with professional advice and support through supervisory visits and day-to-day communication to ensure public funds are put to good use.
In recent years, the number of schools admitting NCS students has increased from about 590 in the 2013/14 school year to about 710 in the 2024/25 school year, accounting for over 70 per cent of the primary and secondary schools in the territory. All schools admitting NCS students are provided with the additional funding and have used the funding effectively to implement various school-based measures for providing appropriate support for NCS students. In addition, more than 30 per cent of the NCS school candidates entering for the HKDSE Examination met the general entrance requirements of University Grants Committee-funded undergraduate programmes, which is comparable to the territory-wide rate of about 40 per cent for day school candidates. This demonstrates that the Government’s policy intent of encouraging and supporting the integration of NCS students into the community, including facilitating their early adaptation to the local education system, is being attained progressively. The EDB will continue to collect and take into account of stakeholders’ views in reviewing the implementation of various support measures and enhance the measures as necessary with educational professionalism and having regard to the needs of students.
Note 1: Specifically, these NCS students are those who have learnt Chinese Language for either – (a) less than six years while receiving primary and secondary education; or (b) six years or more in schools, but have been taught an adapted and simpler Chinese Language curriculum not normally applicable to the majority of students in local schools.
Note 2: These examinations include the General Certificate of Secondary Education (GCSE), the International General Certificate of Secondary Education (IGCSE) and the General Certificate of Education (GCE) Advanced Subsidiary (AS)-Level and Advanced (A)-Level. Issued at HKT 15:50
Source: Hong Kong Government special administrative region
6th Anniversary of promulgation and implementation of Hong Kong National Security Law: solid institutional safeguards for good governance “In fact, since the implementation of the HKNSL and the SNSO, the livelihood of citizens and the business environment in Hong Kong have steadily improved while our economic performance is consistently scaling new highs. According to the Economic Freedom of the World 2025 Annual Report, Hong Kong has once again been ranked as the world’s freest economy. In the recently published World Competitiveness Yearbook 2026, Hong Kong ranked second globally, which is the highest ranking achieved since 2019, with the city’s global competitiveness rising for the third consecutive year. Hong Kong also ranks among the top three international financial centres, and we came first in the world in terms of funds raised through initial public offerings in 2025, and have become the world’s largest cross-boundary wealth management centre. All these show that the safe and stable business environment of Hong Kong as protected under the HKNSL and the SNSO is widely recognised by the international community. Recent geopolitical tensions have only further accentuated Hong Kong’s role as a ‘safe harbour’ in the world.”
The spokesman emphasised, “The geopolitical situation remains complex and volatile at present. The fight to safeguard national security in Hong Kong has never ceased, and we must stay vigilant at all times. Safeguarding national security is not only the responsibility of the HKSAR Government; each and every one in society should also play the role as a participant and a facilitator in order to safeguard our national security in a comprehensive manner. In view of this, the HKSAR Government is committed to stepping up publicity and education efforts to enhance public awareness of their responsibility in safeguarding national security, such that while we focus our energy on pursuing economic growth, seeking development and improving the livelihood of the people, we will not forget that national security risks still exist and can arise all of a sudden, and that we ‘must not forget the pain even though the wounds have healed’. In this regard, the Government continues to enhance and broaden the scope of promotion and education efforts in national security through a multipronged approach. In response to the white paper’s call to advance national security publicity and education in a steady and substantive manner, the Security Bureau has, amongst others, launched a series of programmes to mark the 6th Anniversary of the promulgation and implementation of the HKNSL, so that the concept of ‘security brings prosperity’ will take root in the community, and the general public will consciously safeguard national security, thereby creating a strong, combined force of the entire community safeguarding national security together. Some of these programmes include a five-episode television series entitled ‘NS files: Decoded’, which features in-depth analyses of national security cases and is being premiered on June 30, revealing to members of the public the severe national security challenges that the HKSAR faced in the past. Besides, a national security interactive drama based on the ‘Andy and Security Bear’ series will be presented to the public in early July, and the Security Bureau Youth Uniformed Groups National Security Quiz Competition was held in early June, enabling university and tertiary students to have exchanges in national security knowledge, showcasing the younger generation’s earnest commitment to safeguarding and promoting national security.”Issued at HKT 18:58
Source: Hong Kong Government special administrative region – 3
Following is a question by the Hon Elizabeth Quat and a written reply by the Secretary for Education, Dr Choi Yuk-lin, in the Legislative Council today (May 21):
Question:
It has been reported that according to a survey, more than half of the students surveyed consider that the mental health of young people in Hong Kong is unsatisfactory, and about 14 per cent even consider the situation very unsatisfactory. In addition, between 2013 and 2023, the number of suicide deaths among students in Hong Kong increased from about 10 to 32 per year. Regarding the promotion of students’ mental health, will the Government inform this Council:
(1) as a study has pointed out that 80 per cent of the students who experienced psychological crises had no record of attending psychiatric specialist services, of the authorities’ plans in place to strengthen the training of teachers and school personnel, so as to increase their sensitivity to identifying students in need of support at an early stage;
(2) as some members of the education sector have pointed out that quite a number of students do not have a proper understanding of death, and that work related to life and death education is inadequate, of the authorities’ plans in place to strengthen life education in schools, so as to enable students to treasure life and further cultivate positive values and qualities;
(3) whether it will study the establishment of additional School Life Co-ordinators and two task forces on “suicide prevention” and “bullying prevention” in schools, as well as the implementation of the “one counsellor for each school” measure to complement the work of existing school social workers by identifying high-risk students at an early stage and intervening immediately to provide comprehensive support;
(4) as a survey has pointed out that most students do not take the initiative to seek help from others when faced with negative emotions and difficulties, of the authorities’ plans in place to step up the promotion of a “help-seeking culture”, reduce the labelling of help-seekers, and encourage students to take the initiative to care for others and help one another;
(5) given that the Quality Education Fund Thematic Network on “Promoting Wellness in School” aims to help participating schools (including secondary schools, primary schools and nursery schools) develop into schools where the well-being of students is the top priority, and incorporate mental wellbeing education into the school curriculum, so as to nurture resilience of students, whether the authorities have assessed the effectiveness of such programme, and whether they will study extending similar programmes to all schools in the territory;
(6) as a study has pointed out that more than half of the students with emotional problems come from single-parent or divorced families, whether the authorities will conduct a study on strengthening support for such students in schools and establishing a mechanism for community collaboration, so as to prevent the marginalisation of students with emotional problems; and
(7) as there are views pointing out that the pressure of education progression is one of the major factors affecting students’ mental health, whether the authorities will study reforming the vocational and professional education and training system and promoting the relevant programmes, so as to provide students with diversified pathways, thereby alleviating their pressure of education progression; if so, of the details; if not, the reasons for that?
Reply:
President,
The Education Bureau (EDB) attaches great importance to the mental health of students, and has been proactively providing support for schools in adopting the Whole School Approach (WSA) at three levels, namely Universal, Selective and Indicated, to promote student mental health and enhance support for students with mental health needs (including those with suicidal risks). The EDB also collaborates with other bureaux/departments and different stakeholders to take care of students with mental health needs and provide them with support in different aspects through cross-departmental, multi-disciplinary and cross-sector collaboration. In consultation with the Social Welfare Department (SWD), our reply to the question raised by the Hon Elizabeth Quat is as follows:
(1) The EDB has been continuously enhancing training to strengthen school personnel’s knowledge and skills in early identification and support for students with mental health needs. The core elements of the Guiding Framework for Teacher Education Programmes formulated since 2023 have included supporting students with various learning and developmental needs. The programmes have also enriched the content relating to special education, which includes knowledge and skills for supporting students’ mental health. Regarding in-service teacher training, the EDB provides teachers with structured programmes, i.e. basic, advanced and thematic courses to enhance teachers’ professional capacity in catering for students with special educational needs, including those with mental health needs. One of the thematic courses focuses on delving deeply into the characteristics of students with mental illness, practical strategies and skills, as well as effective support measures and practices. Moreover, the EDB also organises thematic teacher training for school personnel from time to time, and provides gatekeeper training for teachers on a regular basis so as to strengthen their ability to identify and support students with mental health needs.
In addition, the EDB has launched parent gatekeeper training and the Peer Power – Student Gatekeeper Training Programme to enhance parents and students’ knowledge, confidence and practical skills as gatekeepers, thereby assisting in early identification and support for students with emotional distress, enabling them to seek help when encountering difficulties. Schools also organise various mental health promotion activities to enhance all teachers and students’ understanding and awareness of mental health.
(2) Life education (including life and death education) is an indispensable part of values education in schools. The Values Education Curriculum Framework (Pilot Version) published in 2021 has identified “enhancing life education” as one of the key emphases of the curriculum. It sets out the expected learning outcomes related to life education at different key learning stages, including understanding of the life cycle – birth, ageing, illness and death. The EDB has all along supported schools in integrating the learning context and content of life education into various subjects and life-wide learning activities through the approaches of organic integration, natural connection, diversified strategies, mutual co-ordination, learning within and beyond the classroom and whole-school participation. These help students cultivate proper values, understand the finiteness of life and learn to face challenges in life with a positive and optimistic attitude, as well as perseverance from an early age. Many schools have developed school-based life education curriculum and organised various thematic experiential learning activities. For instance, rearing small animals on campus, or, where appropriate, arranging for students to visit hospitals or to learn about the funeral industry. These activities help students understand the nature, values and meaning of life from the cognitive and affective perspectives with first-hand experiences, thereby learning to respect and cherish their own lives and those of others. Through these activities, students may learn to face loss and separation and handle the emotions that arise from such experiences. (3) The EDB cultivates a healthy, harmonious and safe school environment through the implementation of the WSA, multi-disciplinary collaboration (including teachers, student guidance personnel (SGP), school social workers and school-based educational psychologists) and home-school co-operation. Currently, public sector primary schools and secondary schools implement the measures of “one school social worker for each school” and “two school social workers for each school” respectively. According to students’ needs, schools may also flexibly deploy grants provided by the Government or pool together other school resources to employ appropriate SGP outside the regular staff establishment (such as employing teachers or professionals with qualifications in guidance or other equivalent qualifications) to provide additional guidance services or procure related services from organisations.
Prevention of school bullying and student suicide are both important components in cultivating a healthy, harmonious and safe school environment. The EDB has all along been adopting a “zero tolerance” policy, requiring all public sector schools to implement proactive measures and adopt the WSA in formulating and implementing anti-bullying policies, as well as handle and follow up cases in accordance with the School Administration Guide and EDB circulars. In addition, the EDB adopts a multi-pronged approach, including school curriculum, teaching materials, diversified activities, teacher training and sharing of successful experiences, to assist schools in implementing their anti-bullying measures more effectively.
Source: Hong Kong Government special administrative region
Activities in celebration of 105th anniversary of founding of Communist Party of China The HKSAR Government will organise a series of activities in celebration of the 105th anniversary of the founding of the Communist Party of China. The launch ceremony will kick off this series of celebratory activities to enable more members of the public to appreciate the nation’s achievements and to promote patriotism.
Prior to the launch ceremony, the HKSAR Government will arrange for guests to watch the event on the celebration of the 105th anniversary of the founding of the Communist Party of China held in Beijing. Arrangements have also been made for Radio Television Hong Kong to broadcast live the proceedings in full on RTHK TV 31 and 32 for the public to watch. Issued at HKT 19:45
Source: Hong Kong Government special administrative region
CHP investigates two cases of severe paediatric influenza A infection The first case involves a 12-year-old boy with underlying illness. He presented with a fever, cough and shortness of breath on June 27. He was brought to the Accident and Emergency Department of Tuen Mun Hospital for medical attention on the same day and was subsequently admitted to its paediatric intensive care unit (PICU). His respiratory specimen collected on June 29 tested positive for the influenza A virus. His clinical diagnosis was influenza A infection complicated with septic shock. He remains hospitalised in serious condition.
Another case involves a 6-year-old boy with good past health. He presented with a fever on June 27, and attended a private hospital the next day (June 28). Due to persistent seizure, he was transferred to the PICU of Pamela Youde Nethersole Eastern Hospital for treatment. His respiratory specimen collected on June 29 tested positive for influenza A virus and Haemophilus influenzae. His clinical diagnosis was a co-infection of influenza A and Haemophilus influenzae complicated with severe pneumonia and septic shock. He remains hospitalised in critical condition.
The CHP’s preliminary investigation revealed that both boys had received the 2025/26 seasonal influenza vaccination. They had no travel history during the incubation period. There have been no recent influenza outbreaks at their schools. One of the household contacts of each boy developed upper respiratory symptoms and fever respectively but their conditions were mild and required no hospitalisation. The CHP will continue to investigate the cases.
According to the surveillance data, seasonal influenza activity has been increasing over the past few weeks. Although it still remains slightly below the baseline levels at present, based on past experience, Hong Kong typically experiences a flu season between July and August. Hence, the CHP anticipates a further rise in influenza activity with arrival of an influenza season shortly.
The CHP reminded members of the public, especially children, the elderly and those with underlying illnesses, to seek medical advice promptly for early treatment if they present with fever and respiratory symptoms. As the health condition of children with influenza can deteriorate rapidly, parents must pay close attention to their condition, and visit an accident and emergency department immediately if the child’s condition deteriorates with symptoms such as shortness of breath, wheezing, blue lips, chest pain, confusion, a persistent fever or convulsions.
Separately, the public should maintain good personal and environmental hygiene at all times to prevent contracting influenza and other respiratory illnesses. High-risk individuals should wear surgical masks when staying in crowded places. People with respiratory symptoms, even if mild, should wear a surgical mask and seek medical advice promptly. They should also consider whether to attend work or school.