Leadership and Advocacy in Educational Endeavors

TEL 410

Lesson 1: Advocacy and Leadership

Assignment: Community Needs Assessment
Points Available: 60 Points

For this assignment you will be conducting a Community Needs Assessment. During
this assignment you will

● Step #1: Brainstorm a list of educational issues/concerns in your community.

● Step #2: Then you will select three issues from your list to analyze further.
● Step #3: After you select your three issues answer the following questions for
each issue. Strong academic writing is expected. Please use APA Formatting
where appropriate.
○ What is the effect of the issue in my community?
○ What does this mean to my local school, school district, and students?
○ What is the cost of not doing anything on this issue?
○ What possible actions can be taken? What are the consequences of these
actions?
○ Who else cares about this issue in my community?
○ Research one organization that is currently advocating for this education
issue. Summarize the organization’s goals, mission, and the type of
advocacy opportunities the organization provides.
● Step#4: After you have analyzed your three issues (Step #3) Please select one
issue that you are most passionate about to engage in an advocacy project for
this semester. You will need to determine if it is the right and most effective
cause for you to engage in.
● Step#5: Please include your references in APA format.

Attached is a sample template that you can use to complete your work. Be sure to
include references you use to answer the questions.
 Community Needs Assessment
TEL 410
Trina Jhunjhnuwala

Step #1: Brainstorm a list of educational issues and concerns that exist in your
community.

My community is my home and where I plan to become an educator - Hong Kong.

1. Dependent by case, special needs 6. Predominantly Caucasian educators

inclusion into general education in International schools, and local
classrooms varies schools are filled with predominantly
Chinese educators, (divide and lack of
diversity within sectors)

2. Systemic race issues in both local 7. Student mental health issues,

and International Schools suicide rates relatively high

3. Lack of social class exposure in 8. At risk youth, drug usage/abuse,

International schools, does not have underage drinking, teen pregnancy
diversity in terms of students from
different class backgrounds

4. International School students do 9. New National Security Law means

not learn local dialect – Cantonese – talk of democracy and separation can
 in school be punishable. Education sector and
all institutions forced to to respect this
law

(Ideally I would have loved to expand

and possibly advocate for this cause
i.e. freedom of expression in Hong
Kong within the education sector, but
doing so could cause me to get
prosecuted, so I'm choosing to refrain
from this)

5. No Environmental Education 10. Government response to Covid

causing school disruptions, closures,
hybrid learning

Step #2: Choose three areas (from the list above) in which you think you can make a
difference in the next few weeks.

1. Dependent by case, special needs inclusion into general education classrooms

varies

2. Student mental health issues, suicide rates relatively high

3. Government response to Covid causing school disruptions, closures and hybrid

learning

Step #3: After you select your three issues answer the following questions for each
issue. Strong academic writing is expected. Please use APA Formatting where
appropriate.

○ What is the effect of the issue in my community?

○ What does this mean to my local school, school district, and students?
○ What is the cost of not doing anything on this issue?
○ What possible actions can be taken? What are the consequences of these
actions?
○ Who else cares about this issue in my community?
 ○ Research one organization that is currently advocating for this education
issue. Summarize the organization’s goals, mission, and the type of
advocacy opportunities the organization provides.

Issue #1: Dependent by case, special needs inclusion into general education classrooms varies

Special needs inclusion into the general education classroom is dependent on the severity

of the needs of the child, “Wherever possible, attempts will be made to include children with

disabilities in mainstream schools. However, this is not always possible, and Hong Kong does

have a number of specialist schools” (Angloinfo Hong Kong, 2021) leaving some children with

special needs to be separated from their peers without. The effect of this issue is a lack of

inclusion in diverse environments, “As of September 2017, some 42,000 SEN students are in

mainstream classrooms, and another 7,896 are enrolled in 62 special schools” (Tsui, 2018). Lack

of exposure to diverse environments is a disadvantage to both students with and without special

needs and causes a divide in society. I found in a past course conducted interview that parents in

Hong Kong express cultural stigmas against children with special needs. Furthermore, specialists

worry that “Lack of understanding and opportunities confines these children to a future of low-

level jobs” (Tsui, 2018). Upwards social mobility is difficult for individuals with disabilities.

As I plan to teach in an ESF school (an English International school group in Hong

Kong) I have found that “those with more severe learning difficulties or physical disabilities are

catered for at learning support centres within all ESF primary and secondary schools”, which

means that my school foundation is inclusive of students with disabilities. This means that

students in ESF schools will be part of a diverse environment in terms of peers with all abilities.

Of course students with special needs will have to spend varying amounts of time within the

learning support centres as opposed to the general education classroom, however I’m grateful

that some forms of inclusion are taking place.

 The cost of not doing anything on this issue is the lessened quality of life that students

who are separated into specialist schools face. It creates a deep rooted stigma of how individuals

with special needs are viewed in our society. As mentioned in the first paragraph, these children

face cultural barriers and negative stigmas.

I would advocate for integrating the already existing special education, assistive support

and technology from specialist schools, into the general education classrooms. Although this

may be good in theory, I worry that the consequences may be an outcry from students, parents

and educators. Perhaps parents of children with special needs may feel their child is not being

tended to as much as they were in the specialist schools, and parents of children without special

needs may feel their children’s valuable educational time is being divided and shared. Educators

themselves may feel overwhelmed from handling students on a different spectrum of abilities. I

believe the consequences for students with disabilities could be the most valuable in terms of

acceptance, belonging and confidence. As well as their peers “communities that accept people

with disability also gain the huge benefits of the active and valuable contributions of these

people” (End The Cycle CBM, 2013). However, the consequences of full integration and

inclusion for all students is the responsibility of schools, and may require a steep learning curve

of achieving harmony. “Regular schools with this inclusive orientation are the most effective

means of combating discriminatory attitudes, creating welcoming communities, building an

inclusive society and achieving education for all” (Cheung Chiu-Hung & Kwok Hing-Hang,

2019).

“The government has spent more than HK$1.4 billion (US$178 million) on integrated

education in the last school year, in an attempt to bring SEN children into the mainstream

teaching system” (Tsui, 2018). However, policy makers, lawyers and specialists have argued that

policies forcing children with severe disabilities goes against the plans for inclusion. The
Legislative council policy makers, Cheung Chiu-hung & Kwok Wing-hang have written

advocated a report: Supporting Students with Special Educational Needs Policy

Recommendation. Furthermore, parents are concerned and care for their childrens fair and equal

opportunities in education “Due to long waiting lists for basic services, a lack of financial

assistance and schools that seem unable or unwilling to help, parents of special needs children

have to pay for expensive private assessments and specialist therapies” (Cheung, 2017).

Special Needs Network Hong Kong, advocates for special needs inclusion into the

general education classroom as well as provide support for students with special needs and their

caretakers in Hong Kong. “Our mission is to: Connect parents and caregivers of individuals with

special needs in Hong Kong. Support: Be a diverse self-sustaining Hong Kong organisation that

supports parents and caregivers involved with special needs. Empower: Empower parents and

caregivers to become advocates for their children and the Hong Kong special needs community.

Share: Provide a platform for parents and caregivers to access and share information related to

special needs; for example in areas such as education, employment, health, services and therapy”

(SNNHK, n.d.). They offer multiple advocacy opportunities, including an online platform for

sharing information and resources, social media groups for advocates to join and connect with

one another, as well as events, courses and workshops.

Issue#2: Student mental health issues, suicide rates relatively high

“More Hong Kong students taking their own lives, study by Jockey Club suicide research

centre finds” (Zhang, 2018). The issues of students ending their own lives have caused

educational institutions to question the quality of mental health support for students as well as

the competitiveness our curriculums induce. “An increase in the number of youngsters in full-

time education choosing to end their lives highlights the competitive pressures many face, HKU
professor says” (Zhang, 2018). The effect of pressured educational environments “31.6 per cent

of participants suffered from mild to extremely severe stress, while 38.7 per cent had moderate to

extreme anxiety” (Lok Kei, 2018) has caused a negative effect on many students, as well as

traumatic consequences in worst case scenarios for Hong Kong families and communities.

The quality of mental health counseling and services provided by ESF, needs to be of

high quality support for students. Stress induced disorders from the amount of pressure students

face has to be supported in proactive and reactive efforts. The ESF school district is likely to

examine their mental health services, as well as it’s educator’s ability to report and support

students who are deemed at risk. With suicide rates amongst students increasing, students will

have to navigate through potentially traumatic experiences and become better supported so not to

become another devastating statistic. As alumni of ESF in Hong Kong, I remember hosted talks

and seminars that all upper class students had to attend, focused on raising this issue and seeking

mental health support when needed. From my personal experience, I believe the seminars were

educational however the follow through support provided from school were limited.

The cost of not doing anything about this issue is extremely high as it’s ultimately fatal.

The avoidable cost are the lives of students as well as the traumatic effects on families, peers, the

school and Hong Kong communities in general.

The possible actions that can be taken is raising awareness of this issue through

curriculums as well as strengthening the outreach efforts and quality of mental health support

within schools. The consequences of these actions may be financially costly for schools,

however it serves to prevent lives lost as well as enriching the quality of lives of students.

Students and teachers can also become better at identifying life threatening behaviors of their

peers or students respectively, and strengthen the community support.

 The Hong Kong Government, The Educational Bureau, schools, educators, students and

parents care about this issue. As mentioned above, the loss of a student’s life has damaging and

lasting effects on the community around them. Mental health counselors who aim to protect the

lives of students also care about the quality of their support system. This fatal issue is

preventable, so everyone in the education sector is concerned about it.

The Samaritans Organization of Hong Kong, provides a 24/7 multilingual hotline to

Hong Kong individuals, in aims to prevent suicide. “Because suicide continues to be one of the

leading causes of death in Hong Kong, we have to do as much as we can, despite limited

resources, to raise emotional health awareness and to encourage people in need to seek emotional

support” (The Samaritans, n.d.). The organization even has an active youth support program.

Young Sammaritans Support Program “aims to train secondary school students provide peer

support to peers in distress. The programme consists of an outdoor activity and a series of

workshop about listening skills, depressions, deliberate self harm and suicide issues. Student will

spread the words in their own schools by organising school-based awareness programmes” (The

Samaritans, n.d.). The types of advocacy opportunities provided include donations, volunteering,

full time positions as well as the suggestion of being an everyday Samaritan i.e. being kind and

supportive to peers.

Issue #3: Government response to Covid causing school disruptions, closures and hybrid
learning

The effects of the issue in Hong Kong has seen a disruption in the education sector due to

Covid. Educators have been forced to keep up to standards of curriculum using hybrid teaching

methods, limited face to face and remaining online classes. Younger students are finding it hard

to cope and learn foundational curriculum through E-learning, as well as students who don’t

have the right learning environment and space in their homes. Special needs children and their

family have recorded as affected the hardest “Parents struggling to provide adequate learning
environments for children who need help from professional educators on a daily basis” (Sun,

2020). Parents and family members are forced to take time off work or hire supervisors, to

ensure their children are home safe and focused on learning, “it is extremely frustrating to not be

able to accomplish the seemingly simple task of having a six-year-old sit still and finish his

homework” (Wai, 2020)

Local ESF schools have been forced to close due to Covid, disrupting educational

progress. In 2020, all ESF schools participating in the IB programme were forced to give all

students a passing grade to receive their diplomas. Recently an ESF school had to plead with

Hong Kong government to protect 20 students aged 9-10 and not be taken into government

quarantine after their teacher was found positive with Covid-19. “Chuang said the authorities had

decided not to send 20 pupils from Kellett School into quarantine after a teacher tested positive.

Instead, the students, aged nine to 10, would just need to get tested” (Siu, 2021), however other

ESF schools have not been as lucky “A 40-year-old father complained that his wife and 1½-year-

old daughter were told to undergo quarantine after attending a Tuesday playgroup session at

Baumhaus” (Siu, 2021). Precautions in Hong Kong are taken with utmost severity, and

educational boards have argued against the government’s handling of the situation especially

when young children are involved.

Although it is argued that government precautions have curved high death rates, to date

202 deaths in total, tensions have been rising over social distancing measures eased amongst non

educational environments such as restaurants, shops and bars, whilst schools are left closed. The

cost of not influencing how the government deals with this issue means continuing strict

guidelines for families, children, educators and school administrators. The worst outcome, as

seen recently is young students facing harsh government mandated precautions. Students,

educators and parents are forced to continue supporting hybrid learning, lessening the quality of

education since February 2020.

 The possible actions that can be taken, lies in the jurisdiction of the Hong Kong

government. If the education sector is deemed less important than privatized commercial

industries, which recent Covid response policies have shown, schools will continue to have e-

learning and limited face to face time, whilst shops, bars and restaurants remain open. “This is

not an acceptable state of affairs. Closing schools needs to be a last resort, not a first response.

We need to make decisions based on the data on high-risk versus low-risk activities, not

emotions or purely financial considerations” (Matchar, 2021). Schools have argued that the

quality of education will be improved if they can safely open again, however the possible

negative consequence which the Hong Kong government are worried about, are large Covid

clusters emerging in the Education sector.

The Hong Kong Education Bureau has released statements in support of the

government’s Covid plan “Together we fight the virus” (Educational Bureau, 2021) and

continuously updates school guidelines. However, ESF, school administrations, educators,

parents and students have expressed outcry that educational needs are not currently being met,

“children will have more difficulty with online learning, where many of their psychological

needs aren’t met” (Wai, 2020).

Due to the nature of this issue being very recent, there have been no formal organizations

advocating for this education issue. However, many petitions and social media groups have been

circulating for schools to re open in Hong Kong. “My phone vibrates. A friend has texted me

another petition. “Reopen Hong Kong Schools.” I sigh, and add my signature to the thousands of

others. I’ve signed several of these over the past few months” (Matchar, 2021). The goal of these

petitions and groups, is simple – re open Hong Schools. The social media pages and groups

provide an advocacy opportunity to parents, students and educators to raise awareness, express

frustrations, and speak up in hopes of re opening schools. The collective advocacy efforts of

these social media groups and petitions are aimed towards the Hong Kong government.
Step#4: After you have analyzed your three issues (Step #3) Please select one issue
that you are most passionate about to engage in an advocacy project for this
semester. You will need to determine if it is the right and most effective cause for you
to engage in.

The issue I plan to advocate for this semester is Hong Kong student mental health issues

and preventing suicide. Hong Kong has high capital funding and resources already allocated in

the education sector, as well as existing mental health counseling and support groups. I believe

we have all the resources but are not utilizing them to the best of our capabilities. Not enough

stress is given to this avoidable issue, and I would like to focus my efforts towards proactive

mental health curriculums and support within schools. From my reflections I found that this issue

has the most detrimental cost if we plan to do nothing about it, identifying this makes me feel the

most inspired to do something about it. Through my advocacy efforts, I want to enrich the lives

of all students and educational communities in Hong Kong.

Step#5: References

Angloinfo Hong Kong. (2021). Special Needs Education - Hong-kong. Angloinfo.

https://www.angloinfo.com/how-to/hong-kong/family/schooling-education/special-needs-

education

Cheung, R. (2018). Hong Kong students with special needs not properly supported by

government education system. South China Morning Post.

https://www.scmp.com/lifestyle/families/article/2113236/hong-kong-students-special-

needs-not-properly-supported
Cheung Chiu-hung, F., & Kwok Wing-hang, D. (2019, April). Supporting Students with Special

Educational Needs Policy Recommendations (CB(4)810/18-19(04)). Legislative

Counsillors. https://www.legco.gov.hk/yr18-

19/english/panels/ed/papers/ed20190503cb4-810-4-e.pdf

End The Cycle CBM. (2013, March 26). InDepth: SOCIAL INCLUSION and Disability [Video].

YouTube. https://www.youtube.com/watch?

v=sZCYYMeVHNw&ab_channel=EndTheCycleCBM

Lok-Kei, S. (2018, December 29). One in three young Hongkongers suffers from stress, anxiety

or depression, Hong Kong Playground Association... South China Morning Post.

https://www.scmp.com/news/hong-kong/health-environment/article/2149403/one-three-

young-hongkongers-suffers-stress-anxiety

Matchar, E. (2021, February 8). Hong Kong needs to reopen schools and save children from the

‘Covid slide’ in education. South China Morning Post.

https://www.scmp.com/comment/opinion/article/3120169/hong-kong-needs-reopen-

schools-and-save-children-covid-slide

Siu, P. (2021, March 14). Coronavirus: Hong Kong reports two more deaths after Covid-19

shots while growing gym outbreak sparks fears... South China Morning Post.

https://www.scmp.com/news/hong-kong/health-

environment/article/3125311/coronavirus-infections-linked-hong-kong-gym

Sun, F. (2020, March 15). For Hong Kong students with special needs, coronavirus pandemic is

harming more than just education – it... South China Morning Post.
 https://www.scmp.com/news/hong-kong/education/article/3075217/students-special-

needs-hong-kong-coronavirus-pandemic

Tsui, S. (2018). A third of Hong Kong children have special educational needs – and the city is

failing them. South China Morning Post. https://www.scmp.com/news/hong-

kong/education/article/2171293/lack-institutional-support-has-failed-hong-kongs-special

Wai, B. (2020, November 29). How Hong Kong parents and children can survive and thrive

during online learning. South China Morning Post.

https://www.scmp.com/comment/opinion/article/3111013/how-hong-kong-parents-and-

children-can-survive-and-thrive-during

Leadership and Advocacy in Educational Endeavors

TEL 410

Lesson 1: Advocacy and Leadership

Rubric Community Needs Assessment
Points Available: 60 Points
 Fully Developed Developing Absent
7-10 points 5 - 6 points 0 - 4 points

10 issues and 9-7 issues and 0-6 Issues and

Step #1: Brainstorm concerns are listed. concerns are listed. concerns are listed.
a list of educational
issues/concerns in
your community.

Fully Developed Developing Absent

5 points 2 point 0-1 points

3 Issues are 2 Issues are 1 Issue is identified

Step #2: Then you identified from the identified from the from the brainstorm
will select three brainstorm list. brainstorm list. list.
issues from your
list to analyze
further.

Fully Developed Developing Absent

9 -13 points 5 - 8 points 0 - 4 points

Step #3: Analysis of Analysis of each Analysis of each Analysis of each

Advocacy issue is complete issue is complete issue is not
Issues/Concerns #1 with answers to with answers to 5 complete and/or
each of the 6 or 4 of the reflection includes answers to
reflection questions. questions. 3
questions or less.

Step #3: Analysis of Analysis of each Analysis of each Analysis of each

Advocacy issue is complete issue is complete issue is not
Issues/Concerns #2 with answers to with answers to 5 complete and/or
each of the 6 or 4 of the reflection includes answers to
reflection questions. questions. 3
questions or less.

Step #3: Analysis of Analysis of each Analysis of each Analysis of each

Advocacy issue is complete issue is complete issue is not
Issues/Concerns #3 with answers to with answers to 5 complete and/or
each of the 6 or 4 of the reflection includes answers to
reflection questions. questions. 3
questions or less.

Fully Developed Developing Absent

 3 points 1 point 0 points

Step #4: Advocacy focus is Advocacy focus is Advocacy focus is

Identification of identified and identified not
Advocacy Focus connected to a but is not identified.
current education connected to a
concern/issue. education
concern/issue.

All references are Some of the References are not

Step #5: included and in references are included.
References APA format. included and in
APA format.