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Trends and Follow-up Actions from Schools' Quarterly Student Well-being Surveys

Published on: 08 Sep 2026

NewsParliamentary replies

Name and Constituency of Member of Parliament

Ms Eileen Chong Pei Shan, Non-Constituency Member of Parliament

Questions

To ask the Minister for Education regarding students flagged as requiring support by the quarterly well-being surveys (a) what proportion of students were flagged in each of the past five years and at which school levels were these the highest; (b) whether schools are required to follow a standard follow-up protocol; and (c) who is accountable for these follow-ups.

To ask the Minister for Education (a) what specific indicators comprise the suite of mental health indicators that the Ministry tracks across the school system; and (b) based on these indicators, whether the results of the quarterly student well-being surveys show that student well-being have improved, worsened or remained unchanged since the surveys began, at (i) primary (ii) secondary and (iii) pre-university levels respectively.

To ask the Minister for Education regarding quarterly student well-being surveys (a) in which year were they introduced; (b) whether they are administered in all primary and secondary schools and pre-university institutions; (c) which published or validated instruments are the questions based on; (d) whether teachers or students complete them; and (e) whether school-level results are shared with the Ministry.

Combined Response

  1. Mr Speaker, may I have permission to answer oral Question No. 2914 and 2967, and also written Question No. 2007 on today’s Order Paper?
  2. The Ministry of Education introduced online check-in sessions in 2020 to better support student well-being across primary, secondary and pre-university levels during the COVID-19 pandemic. Since then, MOE has provided schools with age-appropriate resources comprising student check-in surveys and activities, conducted every school term. The survey responses enable teachers to better understand their students’ well-being, and to provide appropriate support. This could be in the form of a conversation with the Form Teacher or further intervention when more serious concerns are raised.
  3. The survey questions are designed by MOE. A small number of questions are adapted from established instruments, but the survey is not a clinical diagnostic or screening tool. As the surveys cover a range of items, the proportion of students flagged through them should not be interpreted as overall well-being levels or prevalence of mental-health concerns. It is therefore also not a measure of whether student well-being has improved or worsened over time. School-level results are available to MOE and are considered alongside other indicators in informing MOE’s support for schools.
  4. At the system level, MOE monitors youth well-being trends through a range of indicators, including local research studies, such as the Youth Epidemiology and Resilience (YEAR) Study and the Institute of Mental Health's National Mental Health and Well-being Survey.