The International Association for Suicide Prevention has designated September 10 as World Suicide Prevention Day, aiming to raise global awareness of suicide prevention. According to a report from the Centre for Suicide Research and Prevention at the University of Hong Kong [the Centre], Hong Kong recorded 976 suicide cases last year, down from 1,038 cases in 2024. However, the number of suicides among adolescents under 15 rose from 7 in 2024 to 15 last year.
On September 1 this year, hundreds of thousands of students across Hong Kong returned to school. Alarmingly, in the very first week of term, there were at least seven cases of student suicide or self-harm, with three resulting in death raising serious concerns about the well-being of young people.
Adolescence is often seen as a time for growth, friendship, and discovery, as students gain knowledge and experience community life. Yet, for many in Hong Kong, academic achievement has become synonymous with success.
Parents may unintentionally place pressure on their children, while young people often set high expectations for themselves. When these expectations are not met, some may struggle to cope. Data from the Centre reveals that 30 per cent of suicide victims under 15 attended Band 1 schools, indicating that academic peer pressure may be a significant factor.
Student suicides rarely result from a single cause. In addition to academic and social pressures, difficulties with problem-solving and seeking support can play a role. When in distress, young people may turn to parents, friends, social workers, or doctors for help, but increasingly, many are seeking support from artificial intelligence tools.
This reliance on technology can weaken young people’s ability to form interpersonal relationships, making it harder for them to communicate face-to-face. As a result, some may become withdrawn or struggle to express their feelings, making it difficult for family members to spot warning signs.
To tackle the issue of student suicide, the Education Bureau introduced a school-based “Three-Tier Emergency Mechanism” in secondary schools last year. The first tier prioritises early identification and support for students at higher risk, providing prompt assistance and seeking professional counselling or treatment where necessary. The second tier sees the government organising an “Off-Campus Support Network” through cross-departmental and cross-sector collaboration to enhance short-term support for schools.
Social workers have received specialist training to better support students at higher risk, enabling them to offer targeted intervention. The third tier involves referring students at high risk to the Hospital Authority for specialist psychiatric outpatient care.
While expert support is essential for students experiencing mental distress, it is equally important to foster in young people an appreciation for the value of life. As the Catechism of the Catholic Church [2280] reminds us: “Everyone is responsible for his life before God who has given it to him. It is God who remains the sovereign Master of life… We are stewards, not owners, of the life God has entrusted to us. It is not ours to dispose of.” SE
