HONG KONG (UCAN): About a quarter of secondary school students in Hong Kong show early signs of dropping out due to various factors, including emotional stress and loneliness, according to a new survey by the Hong Kong Christian Service [HKCS].
The findings of the survey “Hong Kong Secondary Students’ School Life Connectedness” were released during a press conference on May 28, HKCS said in a media release.
The survey was conducted between February and March among 1,988 students.
Over a quarter [25.5 per cent] of the respondents said they “dislike” school life. In addition, 8.4 per cent were found to be at risk of “In-School Hidden Disengagement,” which means 1-in-12 students displays withdrawn or passive behaviour at school.
The study found that students at risk of hidden disengagement scored lower on multiple indicators of school connectedness than their peers. Though the students continue to attend school, they show a significant disconnect from campus life.
Dysfunctional households are cited as a major cause of emotional stress for students
They fail to feel “connected” with the school environment despite being on campus. This impacts their participation in class, social interactions, attendance, feelings of belonging, peer relationships, and experiences with bullying.
The survey found that among those “at-risk” students, 55 per cent are more likely to “spend recess and lunch alone,” and 30.9 per cent more likely to “remain passive during group activities,” and 24.3 per cent more likely to “rarely speak up or respond in class”.
About 30-40 per cent such students show up tardy and absent-minded, and are inclined to leave school early.
About 35 per cent of them are more likely to have “no peer contact after school hours.”
Among the factors driving such behaviours are bullying, lack of Special Education Needs [SEN], emotional distress, and insufficient social and familial support, the survey found.
“Hidden disengagement” is rarely caused by a single, isolated issue. Instead, it often arises from a complex combination of personal traits, mental health, school experiences, and insufficient social and familial support, it added.
About 30-40 per cent such students show up tardy and absent-minded, and are inclined to leave school early
Dysfunctional households are cited as a major cause of emotional stress for students.
About 941 students rated their families “moderately dysfunctional,” scoring 4-6 out of 10 on the family functionality scale. Meanwhile, 306 students rated their families “severely dysfunctional.”
The survey cited the case of 17-year-old Ada [a pseudonym], who admitted to struggling with family issues and emotional distress that impacted her social life and motivation for school.
She began arriving late and skipping classes, eventually dropping out.
“My family issues left me deeply depressed,” Ada said. “I had no energy to make friends and preferred staying at home.”
As time passed, she faced exclusion from peers, deepening her isolation. Despite a teacher’s care about her absences, Ada found it hard to share her struggles. Lacking support and a sense of belonging, she felt lost and eventually dropped out.
Susanne Choi, head of children & youth service at HKCS, said that the issue needs more attention from families and society.
“Disengaged students are often ‘quiet’ and go unnoticed in the classroom, meaning they rarely flag as high-risk cases requiring priority intervention. However, the absence of overt behavioral problems should not be mistaken for a lack of need,” she said.
