Eng/S4/2223/Unit 3/News/ Passage

Fung Kai No.1 Secondary School

English Language
Secondary 4
Unit 3 Newspaper Clipping

Name: ____________________
Class : S.4 _____________ ( ) Date: ________________

How exercise and music can promote students’ mental health and academic success
By Paul Yip and Anna L.Y. Wong
Published: 30 Oct, 2021

[1] The beginning of the academic year is a time for starting anew. Tragically, for some, it is a time for
ending their lives. It is tempting to interpret the timing as a sign that school stress is the culprit. However,
there is rarely a single cause of death by suicide since multiple factors are at play over time to influence
suicidal thoughts and behaviour.

5 [2] When we hear about a suicide, attention is often directed towards the individual’s characteristics and
immediate circumstances, but temporal and environmental factors also matter. Instability in the larger
environment is linked to stress and capacity to cope. For example, increased feelings of uncertainty and
anxiety in parents and school staff during Covid-19 can transfer to children and young people in their
care, especially those from deprived backgrounds.

10 [3] Having experienced prolonged class disruption and shortened school days, staff are doing their best
to ensure students’ learning is not compromised. The expectation on all parties to achieve scholastic
targets can be particularly prominent as a new academic year begins.

[4] Without looking after their well-being, those who are already vulnerable will be at high risk of feeling
trapped and unable to cope with their distress – experiences that are strongly associated with the
15 emergence of suicidal thoughts.

[5] In an effort to combat this, let’s look at some examples of how physical education (PE) and music in
schools can help to promote student mental health and well-being. First, take the experience of a special
educational needs coordinator who has, since September, been keeping a close eye on Primary 6 students.
They are in the peak season of preparation for secondary school entry tests and interviews – an intense
20 period, especially for those struggling academically.

[5] On a good day, his pupils would sit through most of the lesson in a calm, engaged manner. On a bad
day, they would chat, act out, scream and even fight. Disciplinary and counselling measures inevitably
followed. However, there was an extraordinary episode after one particularly bad day. At first, students
entered his classroom sweaty and looking tired having finished a 40-minute PE lesson. Within minutes,
25 however, they transformed into bright-eyed and focused individuals.

[6] Throughout the lesson, they asked good questions and gave imaginative responses to a discussion on
C.S. Lewis’ The Lion, the Witch and the Wardrobe. The coordinator attributed the transformation to
exercise, which he found to be effective in helping students focus.

[7] Exercise is crucial for brain health and regulating cognitive and affective functions, all of which play
30 an important role in preventing rather than perpetuating suicidal thoughts and behaviour. Yet, we have
seen a significant reduction in PE lessons in the past two years. Likewise, our review found that the
biological component is often neglected in student well-being programmes.

[8] The teacher’s observation reminds us that students need to exercise in school for better mental health.
While physical exercise and academic study might seem in conflict, they can coexist because good mental
35 health is an essential element for academic excellence.
1 SKl
 [9] Second, as part of a music therapy programme led by our centre, we created a “third space” in school
for at-risk students to find rest, resources and companionship to explore their innermost struggles without
judgment and hopefully reduce suicidal thoughts.

[10] Results were promising. Every student experienced a reduction in negative mood, and many
40 appreciated the freedom to play and express themselves as they wished. They wanted the programme to
last beyond the hour, cover the entire academic year or be available outside school hours. From these
sessions, we can see that the most vulnerable students felt they had nowhere to escape to and no one to
turn to as they experienced difficulties in their family or school lives. When words failed, music became
a tool to connect with and express their feelings.

45 [11] There is great potential for developing “music for well-being” activities to serve the whole school
community. These can be structured so teachers can incorporate them into classes and routines, creating
a universal space for young people to find restoration and support.

[12] Performing in the opening act can be invigorating, yet some will be overwhelmed by stage fright.
Schools and families need to recognise how common these feelings are at the start of the year and make
50 student well-being a top priority. There can be no health without mental health. Pursuit of academic
excellence can happen without sacrificing musical engagement and physical exercise.
Anna L.Y. Wong is a researcher in music for mental health at the HKJC Centre for Suicide Research and Prevention at the University
of Hong Kong. Paul Yip is director of the HKJC Centre for Suicide Research and Prevention at the University of Hong Kong.

2 SKl