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Exploring Hong Kong‘s One School, Two social Workers Policy
SOCIAL
Ryan Cheng, Alvin Cheng
6/24/20245 min read
Over the last few years, there has been increasing interest in the health and well-being of adolescents around the world. Hong Kong in particular, health and well-being issues facing the young people in the country is being addressed through policy interventions such as One School, Two Social Workers. The "One School, Two Social Workers" policy, developed and implemented by the government of Hong Kong in 2012, is one of many preventive measures by local authorities to help young people deal with multi-dimensional problems within the school system.
By means of the relevant statistics data, performance of international comparisons with the similar policies set in other regions, and making use of the academic literature, it will find out whether the "One School, Two Social Workers" policy made a difference and how it can be further developed to meet the needs of the upcoming generations in Hong Kong.
The policy of "One School, Two Social Workers" developed in Hong Kong in 2012 was practically a show of goodwill towards the diversified spectrum of requirements of students under the educational systems perspective. The policy, for instance, requires that two social workers are available full-time in each primary and secondary school, and these workers are supposed to be offering extensive support for students regardless of complicated academic, emotional, and social issues they may be facing. There is evidence that this policy has been successful in meeting the needs of young people in Hong Kong (Wilson & Kelly, 2010).
The first problem that the mental health of adolescents in Hong Kong points out is the rising rate of psychological issues among the youth in Hong Kong. The Department of Health study carried out in 2019 showed that the common mental disorders among young people aged 13-18 was 13.3% according to the Hong Kong Mental Morbidity Survey, which once again verified the gravity of the problem suffered by the youth today. (Hong Kong`s Health Department, 2019). Full-time presence of two social workers in each school takes care of the timely detection and the treatment of students grappling with mental conditions, making for a better overall wellness.
Not only did the Hong Kong Government's Education Bureau data reveal this increasing demand for support services within schools, but also it indicated the educational policy changes necessary as well. In contrast, the figures of students requesting referrals from the school social workers increased by 7.5% from 2019 to 2020 year (Education Bureau, 2020). This sharp rise of demand is a manifestation of the relevance of alternative programs like "One School, Two Social Workers" in order to meet young people modest needs. Further, the social workers were in all the schools with the aim of giving more one on one and detailed assistance to the learners who faced complex issues, which lead to improved performance in academics and the overall well-being.
Based on Maslow’s Hierarchy of Needs theory proposed by Abraham Maslow, it provides a framework for school social workers to address the various needs of students. On physiological and safety needs, school social workers can help apply food aid for students in need and provide a supportive, non-threatening and safe place free from violence and abuse. In aspect of Love and Belongingness Needs, social workers can help students develop positive peer relationships and feel integrated into the school community through organising peer support groups or fun fair. On the side of esteem needs and self-actualisation needs, social workers help build self-esteem by recognition of achievements, then encourage them to pursue their interests and potential. This involves career guidance and college planning.
As a result, the "One School, Two Social Workers" policy has proven to be efficient. Operating through timely interventions, individual help, and increased accessibility, this policy plays a major part in ensuring the identification, well-being, and academic success of students.
Many nations have opted to use the same solutions with focus on obtaining better support for students in educational institutions. For instance, in the United Kingdom there is the "Mental Health Services for Schools and Link Pilot Program" where mental health professionals are stationed in schools and they include school counsellors and psychologists, with the aim of addressing mental health issues among students (Department of Education, 2019). The effect of this program was assessed with notable positive outcomes including decreased absenteeism and enhanced academic performance among the students (Department of Education, 2019).
In Australia, there is the "Head Space" initiative that assists youngsters, aged between 12 and 25 years, with integrated mental health services. This initiative involves counselling, psychotherapy, among others aimed at achieving early intervention and prevention (Rickwood et al., 2014). Researchers have found that digital campaign such as Head Space help in enhancing the accessibility of mental health services and psychology stigma which hampers young people from seeking help (Rickwood et al., 2014).
In response to the escalating psychological issues among students in Hong Kong, causing by intense academic pressures, familial expectations, and socio-economic challenges. Integrated Student Wellness Framework is proposed to provide a holistic approach to student well-being.
There are three elements in the framework: Curriculum Reform for Stress Reduction, Parental Engagement Programmes, and Mentorship Programmes.
To address the root cause of academic pressure, a curriculum reform is recommended to balance academic pressure with student well-being. This includes integrating life skills training into the school curriculum. For instance, stress management, resilience building and emotional intelligence. Adjustments (diversified teaching methods, project-based learning) could be made to reduce workloads and create flexible learning environment. Workshops and support groups for parents are suggested because family dynamics are essential in student mental health. These programs will educate parents on recognising stress signals and managing expectations, so parents can gain deeper understanding of the underlying emotions affecting their children. About the mentorship programmes, older students alumni, and volunteers from the community could serve as mentors to younger students. These mentors will provide guidance, support, and encouragement, helping to foster a supportive network within the school. From gaining insights into life experiences from mentors, students may be clearer of their own life paths.
Collaboration with schools and community stakeholders will ensure the reforms and programs are appropriately tailored to meet the specific needs of students in Hong Kong. Integrated Student Wellness Framework creates a more supportive educational environment where students can thrive both academically and personally, ultimately contributing to a healthier, more resilient future generation.
For Hong Kong policymakers "One School, Two Social Workers" policy could be of paramount help to the young people in the community with high needs and self-realization by giving them improved mental and health services within the schools. Comparison with areas in other parts of the world where the mental health care is integrated into schools’ environment illuminates its prominence. Governed, tailored interventions like the case of preventing cyber bullying can be put in place to handle the specific problems young people face therefore contributing to their total well-being.
References
Department for Education. (2019). Mental Health Services and Schools Link Pilot Program: Evaluation Report.
Hong Kong Bureau of Education. (2020). Statistics on social workers in schools.
https://www.edb.gov.hk/en/about-edb/publications-stat/figures/index.html
Health Department Hong Kong. (2019). Hong Kong Morbidity Mental Survey.
Rickwood, D., Telford, N., Parker, A., Tanti, C., & McGorry, P. (2014). Headspace - Australia's innovation in youth mental health: who are the clients and why are they presenting? Med J Aust. 3;200(2):108-11.
Chen, J. (2018). Cyberbullying Among Secondary School Students in Hong Kong. The Hong Kong Journal of Social Work, 52(3) 49 - 62.
Wilson, G. & Kelly, B. (2010). Evaluating the Effectiveness of Social Work Education: Preparing Students for Practice Learning. British Journal of Social Work, 40(34) 101- 150.
Bob Poston. (2009). Association of Surgical Technologists. https://www.ast.org/pdf/308.pdf