Background and aims: Existing studies that simultaneously consider the effects of lifestyle and family environment factors on mental health problems (MHPs), particularly in preschoolers, are limited. This study aims to explore lifestyle and family environment factors associated with MHPs, externalising problems (EPs) and internalising problems (IPs) in preschoolers. Methods: This territory-wide, school-based study conducted from 2020 to 2022 involved 1926 preschoolers. MHPs, EPs, and IPs and factors such as sleep duration, sleep latency, entertainment screen time, educational screen time, parent-child recreation and learning activities were assessed. Linear and logistic regression analyses were used to explore the relationships between these factors and MHPs, EPs, and IPs. Results: The average sleep duration was 9.94 h per day, average screen time of 2.53 h per day, and 42.6 % experienced sleep latency exceeding 20 min per day among preschoolers (mean age: 4.39 years, 49.1 % female). Adjusted analyses showed that decreased parent-child recreation activities, prolonged sleep latency and excessive entertainment screen time were associated with increased MHPs, EPs, and IPs (β: 0.05 to 0.20, all p < 0.05). Weekend sleep duration of <10 h per day, sleep latency of >20 min per day, and educational screen time of >30 min per day were identified as risk factors for MHPs, EPs, and IPs, with an adjusted odds ratio ranging from 1.32 to 2.32 (all p < 0.05). Conclusions: Preschoolers' lifestyle and family environment factors are associated with MHPs, EPs, and IPs respectively. Ensuring adequate sleep duration, avoiding sleep latency exceeding 20 min per day, reducing entertainment screen time, limiting educational screen time to 30 min per day, and increasing parent-child interactions may help to minimise mental health problems. Copyright © 2025 The Authors. 

Against the backdrop of declining motivation and growing social and emotional challenges in English learning experienced by Hong Kong primary school students, the study aimed to profile an interactive pattern between relevant motivational beliefs (i.e., self-efficacy, interest, and growth mindset), social and emotional learning (SEL) skills and English learning achievements. Data was collected from 913 4th graders with questionnaires and an English test. Results indicated a medium-high level of motivation among the participants, and a high level of self-awareness and social awareness skills but a medium level of self-management and social management skills in terms of SEL. More importantly, structural equation modeling (SEM) analyses confirmed the intricate interplay where the motivational beliefs predicted English learning achievements through the mediation of self-awareness and self-management skills. Our findings also underscore the relatively higher importance of interest and growth mindset than self-efficacy in English learning for young children. Pedagogical implications are discussed. Copyright ©2024 Taylor & Francis.

During the COVID-19 pandemic, numerous schools halted face-to-face teaching and instead resorted to online classes. The impact of online learning on students’ academic worries, social relationships, and psychological well-being has received growing attention. Based on a sample of 1095 students aged 14–16 in 12 secondary schools in Hong Kong, structural equation modeling was used to investigate the association between online learning problems, academic worries and performance, social interaction, and psychosocial well-being during the pandemic. The path relationships among variables were compared by gender groups and socio-economic status (SES). Online learning problems were found to be negatively associated with psychosocial well-being through academic worries and social interaction as mediators. The effect of mediation among female students was larger than that of males, whereas the impact of academic worries on both psychosocial well-being and social interaction was stronger and significant only in the low SES group. As the COVID-19 pandemic significantly impacted the learning and well-being of students, attention should be given to gender and SES difference among students. Copyright ©2024 Springer Netherlands.

Background: It is vital to improve the mental health (MH) of young people in Hong Kong, where the suicide rate has nearly doubled among those aged 15-29 years since 2014. This multi-method evaluation aimed to assess Coolminds, which promoted MH literacy by engaging students, parents, and educators in secondary schools in Hong Kong. Methods: Students, parents, and teachers completed self-report measures before and after attending workshops aimed at raising MH literacy. Pre- and post-survey data were collected between November 2021 and August 2022. Qualitative data from participant feedback and a focus group interview with Coolminds staff were analyzed using descriptive content analysis. Results: The final dataset included 2903 students, 395 parents, and 325 educators from 52 schools. Only 3 schools had engagement with all 3 key groups. Significant improvements in MH knowledge were observed after the Coolminds workshops for all 3 groups. Qualitative analysis identified a reactive approach to MH issues, and bureaucratic and logistical challenges as barriers to implementation. Conclusion: Findings support the effectiveness of the Coolminds curriculum in improving MH literacy for each group and the demand for MH promotions in school settings. The implementation challenges indicate the need for future initiatives to better align with local needs and practices. Copyright ©2024 Wiley.

This study aimed to evaluate the effectiveness of a wellness programme for preservice teachers, Promoting Educational Excellence through Resilience to Stress (PEERS). The intervention group participants, who took part in the 4-week PEERS programme, and the comparison group participants were recruited online. A battery of self-report scales assessed various psychological constructs, including coping self-efficacy, resilience, mental health, well-being, mindfulness and self-compassion. Data were collected at three time points: before the intervention (T1), immediately after programme completion (T2) and 4 weeks after programme completion (T3). Results suggested that the intervention group participants reported significant improvements in coping self-efficacy, resilience and the nonjudging facet of mindfulness. High programme satisfaction was also reported, with 96% of the participants rating the overall programme as good or excellent. Therefore, the results demonstrate the effectiveness and positive impact of the PEERS programme on the resilience and coping efficacy of preservice teachers in Hong Kong. Copyright © 2025 The Author(s).

Life and Values Education (LVE) should be student-centered, life-oriented and culture-based towards the holistic development of the young generation, especially for primary students who are at the most crucial and foundational stage for their psychosocial, cognitive and moral developmental stage of values formation and independent behaviors. To facilitate the delivery of LVE as a life-transforming journey in love, it is essential to connect students’ prior knowledge to attain new insights for reinforcement and consolidation of positive values in life. This preliminary study is endeavored to explore their perceptions of life so as to broaden the knowledge base for designing and implementing LVE activities for the primary students in the local context.The design of this study has undertaken a mixed methods approach in convergent parallel design for data collection and analysis. ‘Draw and Narrate Approach’ and ‘Semi-structured Questionnaire’ have been respectively adopted in the qualitative and quantitative parts of this study as the major research tools.This study has contributed to fill up the research gap by collecting the firsthand information for generating preliminary insights to explore the perceived perceptions and values of life with aspirations from the local primary students for enhancing LVE. This is an exploratory study rather than a correlational study. The research findings collected from a total number of 606 participating students have demonstrated that their perceptions of life are multi-dimensional to address different areas of human needs while their proposed ways in cherishing life are oriented towards various types of relationships.By the sociocultural review of the major findings, this study also sheds light on understanding how sociocultural factors have profoundly affected the perceptions and anticipations of our local primary students. They have developed the awareness of ecological senses even though they live in a highly urbanized city. Students

The study aimed to test children's subjective perception of participation in decision-making in school and community as protective factors against the negative effects of bullying on child subjective well-being in three East Asian countries and territories--South Korea, Hong Kong and Taiwan. This study is based on the subset of data from the third wave of the Children's World survey that consists of 5717 children 10-12 years of age. Our findings suggest that the children with bullying victimization who experience more participation in decision-making in their school and local community are less likely to have decreased well-being. Copyright ©2025 John Wiley & Sons, Ltd.

This study examined the longer-term individual- and school-level changes in students 7 months after a 1-hour delay in school start time (SST). Two cohorts of grade 11 students (N = 227; 60.8% female, age = 17.0 [0.85]) at a residential high school in Hong Kong completed a questionnaire assessing sleep duration, insomnia symptoms, depression, anxiety, stress, and subjective well-being in 2017 and 2018, respectively. One of the cohorts was reassessed 7 months after the implementation of a delay in SST, from 07:30 am to 08:30 am (n = 83, 65.1% female). School-level data on breakfast consumption, attendance, tardiness, and health clinic visits were collected. Between-group and within-group prospective comparisons suggest that the delay in SST was associated with improved sleep duration, mental health, and life satisfaction. School-level data revealed increased breakfast consumption and decreased unexcused absences, tardiness, and clinic visits. Copyright © 2024 The Author(s).

Limited research has examined the well-being of international preschool teachers, while intervention targeting their well-being is even rarer. The objective of this study was to examine the effectiveness of a 2-month EASP (i.e., Early Advancement in Social-Emotional Health and Positivity) positive psychological intervention program based on the PROSPER—which stands for positivity, relationship, outcome, strength, purpose, engagement, and resilience– framework on international preschool teachers' well-being in Hong Kong. Eighty-three teachers (Mage = 34.44 years, SD = 8.43, range = 19–53; female = 95.18%) were randomly assigned to the intervention (n = 44) and waitlist control groups (n = 39). Teachers completed survey measures of PROSPER well-being at baseline and after the intervention. The results of the multivariate regression analyses revealed that the intervention did not have significant overall effects on the PROSPER well-being, Wilks' lambda F(7, 56) = 1.28, p = 0.28, η2 = 0.14. Yet, findings of univariate analyses suggested the intervention yielded significant medium effects on participants' relationship, outcome, strength and engagement (b = 0.26 to 0.45, 95% CI [0.04, 0.95], p = 0.02 to 0.03, η2 = 0.07 to 0.08). The findings underscore the practical utility of the PROSPER framework in supporting international preschool teachers' well-being but, at the same time, highlight the need to further examine how cultural variations might implicate its effectiveness. Copyright © 2024 The Author(s).