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Coronavirus Hong Kong
OpinionComment
Yvette To
Yvette To

Opinion | How Hong Kong school closures have robbed students of critical life experiences

  • Each time schools have been shut and timetables trimmed, extracurricular activities that aid personal development have been the first to go
  • While e-learning may make up for gaps in academic teaching, there is no substitute for team-building and problem-solving at school

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Students attend in-person lessons at Scientia Secondary School in Ho Man Tin. Photo: Winson Wong
Yvette To
Hong Kong has experienced repeated school closures during the Covid-19 pandemic. While many studies and commentaries have drawn our attention to the learning losses and mental health issues resulting from the prolonged shutdowns, little has been said about the impact on students’ personal development, particularly among those in their final years of secondary school.
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“Suspending Classes without Suspending Learning” was the slogan used by the Education Bureau and educators to promote continuous e-learning during Covid-19 outbreaks. In some ways, the availability of digital tools to facilitate teaching and learning outside classrooms has allowed policymakers to use class suspensions as a core measure for controlling infection.

However, schools are more than just institutions for acquiring knowledge; they offer a relatively safe environment for young people to try new things, build confidence and develop social skills. This is particularly relevant for upper-secondary school students, who tend to take up important roles in organising functions and interschool activities.

Running the student council, being a school prefect, joining clubs and societies – all these offer valuable opportunities to develop teamwork, leadership, organisation and problem-solving skills. These experiences help young people stretch themselves and discover personal strengths and interests, preparing them for tertiary education and their future careers.

Unfortunately, the decision to shut schools during the pandemic meant these crucial learning experiences were relegated to the lowest priority. Even when in-person teaching for secondary school students partially resumed, schools could typically only open for half a day to comply with the government’s infection-control policies. This left little room for non-academic activities.

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On an average half-day at most local schools, students attended face-to-face lessons in the morning, then rushed home for lunch before joining remote zoom classes (and sometimes, additional private tuition lessons) in the afternoon.

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