The youth in Hong Kong are facing a serious mental health crisis. According to a 2023 study by the Hong Kong Christian Service, over 70% of students believe that “academic issues” are the main cause of suicide. Additionally, family relationships, interpersonal relationships, and other issues also contribute to the stress experienced by adolescents. The study further indicates that about 90% of individuals do not seek help from teachers, social workers, or family members when facing negative emotions.
Adolescents feel disconnected, anxious, and even depressed. Their well-being is a cause for concern, and action needs to be taken to provide them with a stable inner state of mind and resources to cope with and resolve conflicts, addressing the urgent issue of adolescents in Hong Kong facing a crisis in their physical, mental, and spiritual health.
In this context, SouLight Spiritual Education Centre, a social enterprise founded by Dr. Chow from the Department of Cultural and Religious Studies at CUHK, has emerged. Through the “Inner Peace and Outer Peace” curriculum, tutors enter the inner world of young people, providing a safe and inclusive space and equipping them with the wisdom to face conflicts and challenges. This brings healing and transformation to adolescents who are struggling with their mental and emotional well-being.
Peer Pressure – Psychological Distress Among Secondary School Students
As we enter a brightly lit classroom after school, the bell signaling the end of classes has already rung. Students walk out of the school in small groups, occasionally glancing at the classrooms where lights are still on. Inside one of these classrooms, students Tin Tin, Si Hon, Siu Wan from the Buddhist Sum Heung Lam Memorial College are sharing their thoughts and concerns. As Grade 10 students, they face various challenges.
“I think the biggest pressure at school comes from classmates and friends. Some students study for three hours, while others study for six. Everyone is diligent, and in such a comparison, I feel lazy,” says Si Hon. In Si Hon’s perspective, academic pressure comes from peers, causing him to constantly compare himself to others and struggle to focus on himself.
Another student, Tin Tin, adds that peer pressure is not only related to academic performance but also to interpersonal relationships. Tin Tin candidly admits, “I have a very poor relationship with a classmate. He always opposes my opinions, and we often argue.” Similarly, female student Siu Wan faces the same issue. During her adolescence, she often feels insecure and experiences anxiety about her appearance. She says, “Classmates are the reason I feel inferior and anxious.” Being sensitive, she doubts herself due to classmates’ words, “jokes,” or constant conflicts.
In fact, navigating relationships with peers has always been a significant challenge for the adolescent population. In the same school environment, some students are introverted and find it difficult to interact with others, while others lack empathy, making conflict resolution challenging. All of these factors place a heavy burden on their mental well-being.
Even Warm Homes Can Hardly Help Untie the Knots
In addition to peer relationships, the three students also shared a common family environment: in front of their family members, they would put on a smile but hide their sadness.
“I don’t want my mom to worry,” this is a phrase often uttered by Siu Wan. With a good relationship with her parents, she keeps her worries and concerns hidden in her heart to avoid worrying her parents. When faced with unsolvable problems, she shuts herself in her room and faces them alone, unwilling to confide her inner troubles to her family. “I feel like there is a high wall in my heart, and no one understands me, so I lock myself away.”
Si Hon, who is lively, sensible, and often mediates conflicts among classmates, is also burdened with unspoken worries. “I’m the one who takes care of the family.” As the second oldest in the family, he has to take care of his younger brother and look after his older brother who is attending university. However, his own worries can only be buried deep inside with no one to listen. He says, “My biggest wish is to find a safe space.”
Spiritual Education – Learning to Find Inner and Outer Peace
At a time when they needed care the most, Chak Sir (Cheetah) introduced the “Inner Peace and Outer Peace” course. Through eight sessions, students engage in teaching activities such as listening to stories and role-playing, gaining a better understanding of how to deal with themselves and find inner balance. At the same time, they learn to empathize with others and think from their perspective, enhancing empathy and promoting positive interactions with others.
“Chak Sir is particularly interesting. He uses gentle communication methods, and the atmosphere is very relaxed.” Tin Tin really enjoys Chak Sir’s classes. After the mental education course, he started to consider others more in interpersonal relationships. For example, when working in a group, he encourages classmates who are falling behind by saying things like, “Although you may not have done well in this part, you excel in other areas.” This kind of encouragement prevents the person from feeling disheartened.
Siu Wan, on the other hand, smiled and said that after the mental education course, she doesn’t cry as easily, and her inner state has become more stable. “I used to cry almost every day, but now it’s been half a year since I last cried.” Siu Wan also shared how the course has changed her way of dealing with her inner feelings. During the class, Chak Sir leads them to think: if I were a character in the story, how would I choose? This helps her gradually become aware of how to think and make choices, and she will continue to make efforts to slowly express her inner troubles.
Practices of Spiritual Education Worldwide
In fact, spiritual education has already gained attention as an educational approach in various parts of the world. The United States is one of the countries where spiritual education has developed most maturely. As early as thirty years ago, the United States began implementing the “Social and Emotional Learning” (SEL) curriculum in schools, aiming to help students develop self-awareness and self-management skills from the basic level, and then learn social awareness and relationship skills, as well as responsible decision-making.
In Asia, Japan has widely adopted spiritual education in primary and secondary schools. Teachers guide students to immerse themselves in natural environments, experiencing inner calm and harmony. Additionally, Thailand, a predominantly Buddhist country, has implemented “Meditation Education” nationwide, allowing students to find solace in their minds through meditation.
At the end of the interview, Chak Sir invited the writer, teachers, and the three students to engage in a meditation together, closing their eyes and feeling themselves and each other amidst the sound of singing. Outside the window, leaves rustled in the wind, and the light rail passed by with a roar on the tracks. Inside the room, breathing was peaceful, and the singing was calm. Perhaps, in Hong Kong, spiritual education will accompany the growth of young people and provide a healing space for them.
Chinese Text: Coco Wang Zi Meng
Translation: Huang Xiang Kun
