President’s Message
From “Firefighting” to “Fireproofing”:
Building an Early Intervention System for Child and Adolescent Mental Health
Every child deserves to be understood; every soul deserves to be treated with tenderness.
Alarming numbers, a crisis that cannot be ignored
The mental health of children and adolescents in Hong Kong faces multiple risks: academic pressure, disrupted sleep, strained family relationships, parental emotional distress, internet addiction and insufficient social support. These factors often interact, making children vulnerable to anxiety, depression and even self-harm. Early identification and intervention are crucial — families, schools and society must work together to strengthen support systems and prevent problems from worsening. This is no longer an isolated phenomenon but a public crisis that demands society’s urgent attention. According to the Chinese University of Hong Kong’s “Well-being” study (2019–2023), a comprehensive epidemiological survey of 6,082 students aged 6 to 17 found that over the past year as many as 24.4% of respondents had experienced at least one mental illness, with nearly half of them living with two or more at the same time. More worrying still, among secondary school students the proportions who had experienced suicidal thoughts, made plans, or taken action were as high as 8.4%, 3.8% and 2.3% respectively. Behind these cold statistics are real lives enduring pain that is hard to put into words. Yet in reality, many problems are only taken seriously after a tragedy occurs — a “firefighting” approach that is costly and of limited effect. We urgently need to shift our thinking, move the focus upstream, and build an early intervention system based on “fireproofing”.
Early intervention cannot wait
Child and adolescent mental health services today face a stark reality: nearly half of caregivers do not seek professional help even when they notice clinical symptoms in their child — because they believe the problem is not serious, fear stigma, or do not know where to turn. As a result, many problems that could have been addressed early are delayed and escalate into more serious crises. The core of early intervention is “early detection, early identification, early intervention”. Research shows that significant parental emotional distress, sleep disturbance in the child, and academic difficulties (such as repeating a year, suspension or absenteeism) are important risk factors. These signals are often first noticed by the teachers, school social workers or community workers who see the child every day. Empowering these “frontline gatekeepers” to recognise risk, respond initially and refer effectively is therefore the key to building an early intervention network.
Redefining the role of teachers and social workers
Teachers and social workers should not merely transmit knowledge or handle problems — they should become “gatekeepers” and “supporters” of students’ mental health.
Teachers: they need greater sensitivity to mental health, the ability to recognise unusual changes in a student’s behaviour, emotions and academic performance (such as a sudden drop in grades, prolonged absence, low mood, social withdrawal, or frequent expressions of worthlessness), and basic communication skills to build trust without pressure — and to refer high-risk cases promptly to school counsellors or professional services. Schools should also reduce the excessive emphasis on academic results and pay more attention to students’ psychological resilience and overall well-being.
Social workers: at community and school level, social workers can intervene more proactively, providing preventive and developmental psychological support. Through group activities, parent workshops and other formats, they can raise family and community awareness of mental health, teach parents skills for communicating with adolescents, and help students build positive self-perception and the ability to cope with stress. For children from disadvantaged families, social workers should pay particular attention to physical health, family relationships and social support — the most important predictors of their mental health.
From “scores first” to “whole-person development”
Children’s and adolescents’ mental health problems are closely tied to the current education model. A survey by the Hong Kong Federation of Youth Groups shows that depressive mood is common among secondary school students, with Secondary 6 students preparing for the DSE recording the highest depression index. Students’ stress levels at the start of the school year have risen, with concerns mainly related to academic results — falling grades, low motivation to study, and heavy homework and tests. This reflects an education system that over-emphasises academic performance and neglects students’ emotional, social and psychological needs.
Reforming the education model is therefore one of the fundamental ways to address mental health problems:
1. Change the assessment system: reduce over-reliance on a single examination result and establish diversified, process-based criteria that recognise effort, progress, creativity and cooperation as well as academic ability.
2. Integrate mental health education: systematically incorporate mental health education into the curriculum — teaching emotional regulation, stress management, interpersonal communication and self-awareness — rather than treating it as occasional activities.
3. Create a supportive school environment: build a more open, inclusive school culture that encourages students to express emotions and reduces stigma around mental health. Strengthen connections among teachers and students; research shows that stronger connectedness is associated with fewer depressive symptoms.
4. Reduce academic burden: plan curricula and homework sensibly, ensure students have enough rest and recreation, and avoid psychological breakdown caused by excessive pressure.
Taking action: building a psychological safety net for the future
The mental health of children and adolescents affects their own happiness, family harmony and society’s future. It cannot be solved by the medical system alone — it requires collaboration across education, families, communities and government. Moving from “firefighting” to “fireproofing” depends on empowering frontline staff such as teachers and social workers to become vigilant “gatekeepers”; at the same time, we must drive fundamental reform of the education model — from “scores first” to “whole-person development” — creating a healthier, more inclusive environment for children to grow up in. Early intervention is not an extra burden; it is an investment in the future. Let us work together to build a solid psychological safety net for the next generation, so that they can grow up healthy in the sunlight.