School guidance and discipline: Challenge of promoting resiliency in Hong Kong secondary schools

Hong Kong secondary schools are concerned about the prevalence of student misbehavior. This paper reports the finding of a study investigating the characteristics of resilient schools and how resiliency was developed. Case studies of four secondary schools were conducted using interviews and textual analysis. Qualitative data from interviews and school texts were collected. The findings have shown that the narratives of school participants revealed the features of school resiliency, which could be built up with the dynamics of school, home, police force and social workers. Implications for the development of guidance and discipline policies and that of resiliency programme will be given. There will also be policy implications for the enrichment of teacher training programs.