THE main purpose of this study was to explore a teacher's and her students' perspectives on practices designed to enhance the self-esteem of students in an aided secondary school in Hong Kong. Interviews were conducted with a local teacher of English and her female students. The findings from the interview with the teacher support a view that teachers do play a vital and planned role in developing teenagers' academic self-esteem. The teacher used a wide variety of methods inside the classroom, such as offering extrinsic rewards and facilitating the process of attaining goals. The students considered that among the teacher's different practices, the facilitation of achieving social goals was the most effective for building their academic self-esteem in the long term. Based on the findings, recommendations are made for teachers to enhance students' academic self-esteem inside the classroom. 是次研究的主要目的是從一位於香港津貼中學任職的教師及其學生的角度，探討其教學方法對提高學生自尊的成效。此研究是透過面談，訪問了一位教授英語的本地中學教師及其十名女學生。從老師的面談結果中，顯示教師於發展青少年的學業自尊過程裡，扮演著一個不可或缺的角色。該受訪教師在課堂中使用多種不同的教學方法，如對學生提供外在的獎勵、協助學生達成目標等。而學生們則認為，最有效建立長期學業自尊的方法，則是老師協助自己實現社會目標。根據調查結果，是次研究會為教師提供建議，以提高學生的學業自尊。
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This study explores school-related issues that cause worry and concern for 590 students, aged 11 to 17, in a typical secondary school in Hong Kong. A 36-item questionnaire in Chinese language was used to probe the extent to which the students worried about apecific matters related to studies, examinations, homework, learning English as a second language, peer-group friendships, teacher-student relationships, and the learning environment in the school. Results indicated that in general both male and female students shared fairly similar concerns, and they worried most about aspects of study and examinations. Males and females also expressed some degree of concern over aspects of homework and learning English as a second language. In general, fewer worries were related to friendship issues, teacher-student relationship, and the learning environment. Our analyses identified a few statistically significant gender differences, and differences related to age and the achievement level of the students.The findings are discussed against the background of literature from over fifty years of research into children's worries, and also in the context of the implementation of comprehensive counselling and guidance programs in the case school. 本研究對香港一間典型中學的 590名年齡界乎11至17歲的學生進行訪問，探討他們有關學校事務的擔憂及關注。本研究採用了一份中文問卷，其中共有36個項目，旨在調查受訪學生對一些特定事情的擔憂程度，包括學習、考試、家課、學習英語作為第二語言、同輩友誼、師生關係和校內學習環境。調查結果顯示男學生和女學生都有相似的關注事項，他們最擔心的是學習和考試；對家課和學習英語作為第二語言亦表示有一些擔心。一般而言，只有少部分學生表示擔心同輩友誼、師生關係和校內學習環境。最後，本研究的結果與過去五十年的文獻資料作討論和比較，當中包括個案學校的全方位輔導計劃的執行情況。
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This report is part of a larger project investigating school satisfaction of early adolescents in Hong Kong. The research questions in this part of the study focused on the school experience of 21 high-ability Chinese students aged 9–14 in Hong Kong primary and secondary schools. Semi-structured interviews were conducted with each of the participants. From the qualitative data collected, six influences on their school satisfaction emerged ― two that could be classified as 'personal influences' (goal-directed thoughts and motivation; self-discipline and self-regulation) and four themes that reflected 'environmental influences' (positive teacher-student relationships, classmates emotional and instrumental support, parental involvement in students' learning, talent development opportunities). The findings from the study can help to inform school personnel on modifiable aspects of school environments that can help high-ability students succeed and at the same time enjoy their school life.
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All students, including those with disabilities, are entitled to participate in outdoor learning. However, previous research has found students with visual impairment in mainstream Hong Kong schools often encounter difficulties (and even exclusion) in learning activities conducted outdoors. The research reported here aimed to explore the reactions of students with visual impairment who participate in outdoor learning, and then to recommend solutions for overcoming any obstacles that they identify. A phenomenological inquiry approach was applied to examine data through the live experiences of the students. Their perceptions of the experiences offered by their schools were also collected. The key findings on the positive side were: First, most of the mainstream schools do provide outdoor learning opportunities to all students, including those with visual impairment. Second, some students with visual impairment love to participate in outdoor learning because they can acquire more real-life knowledge; and they can also socialize with different people. Third, students with visual impairment perceive that they can play a more active role (e.g. as a leader) in outdoor activities to help them learn effectively. Findings on the less positive side were: First, public's noninviting attitudes were perceived to be a difficulty the students encountered. Second, students with visual impairment tend to need more time to deal with other school work, and often reluctantly choose to withdraw from optional outdoor learning opportunities. Third, there are insufficient provisions made for their outdoor learning and community service. Implications of the findings for school policies and practices are discussed.

During the past decade, there has been a rapid increase of immigrants from Mainland China to Hong Kong. It is estimated that there will be altogether at least 64,000 children joining in our society before 1997. It requires approximately 60 new schools to accommodate all the new comers. (Ming Pao, 95.3.15). There is no doubt that all immigrants have to face constellation of problems. They have to face a society with completely different norms and beliefs, different political atmosphere and different culture. This research aims to identify the needs of young immigrants from Mainland China, and factors affecting the adaptation process. Besides, it is also our interest to evaluate the effect of the adaptation programmes funded by the Education Department. The samples consists of 1036 new immigrants aged from 6 to 18 who studied in Sham Shui Po district. Data were collected by a self-reported questionnaire administrated in groups. Findings in this research provide a clear picture about the adaptation of the new young immigrants, and hopefully give useful information to policy makers concerned.