Improving Senior Secondary School Students' Academic Performance in HK

Abstract: The New Senior Secondary curriculum in Hong Kong aims to move beyond an examination‑driven culture and promote whole‑person and lifelong learning, yet concerns remain about student engagement, stress, and academic outcomes. Recent longitudinal and cross‑sectional studies show that perceived school support, positive youth development attributes, academic confidence, family functioning, and resilience are key ecological predictors of senior secondary students’ academic satisfaction and performance. This research‑style article synthesises contemporary educational journal review mainly from Hong Kong to analyse determinants of academic performance at individual, family, school, and system levels and proposes a multi‑tiered improvement framework aligned with Education Bureau policy goals. This research paper argues that targeted interventions to reduce stress, enhance school support, cultivate virtues and resilience, and strengthen home–school partnerships can meaningfully improve academic engagement and achievement for diverse senior secondary learners. Practical suggestions are offered for school leaders, teachers, and policymakers, followed by a conclusion highlighting implications for future research and practice in Hong Kong’s senior secondary sector [1-9].