In Hong Kong, educational success is often measured through examination results, university admissions, and the lingering influence of school banding. While official banding information is no longer publicly released, labels such as “Band 1” and “Band 3” continue to shape how schools and students are perceived.

Yet across Hong Kong, many schools support students and families from diverse social, economic, cultural, and learning backgrounds. They have provided care, guidance, stability, and a sense of belonging for young people. These contributions, however, often remain under-recognised in conventional measures of success.

Supported by The D. H. Chen Foundation, Beyond the Band is a 24-month research and narrative-building initiative led by distinguished scholars in sociology and education, including Professor Stephen Chiu Wing-kai, Professor Lui Tai-lok, and Dr. Benjamin Li. In partnership with The Education University of Hong Kong, the initiative explores a fundamental question: What does success in education look like when we move beyond banding and examination results?

Through student wellbeing data and conversations with school leaders, educators, students, parents, and community partners, the project examines how schools contribute to young people’s growth, wellbeing, and development. It helps focus our attention on the everyday work of care that schools undertake, while documenting educational and leadership practices that foster dignity, belonging, agency, and opportunity.

Rather than viewing schools through a narrow or deficit-oriented lens, the research recognises them as places of strength, innovation, and community value. It explores how schools create supportive environments for students and families, and how success can be understood not only as academic outcomes, but also through wellbeing, inclusion, contribution, and the ability to thrive.

Research findings will be shared through a Chinese-language publication, feature articles, and public learning events. By amplifying the stories and experiences of schools that are often overlooked, the research aims to foster a more compassionate and nuanced understanding of educational success in Hong Kong.

At The D. H. Chen Foundation, we believe education should enable every young person to discover their potential, build meaningful connections, and contribute to society. Through this collaboration, we hope to encourage a broader conversation about what success in education truly means, and how we might view and understand success through a more compassionate and inclusive lens.