Secondary Student Development

The Secondary Student Development Team aims to achieve the following goals:

  • To enhance SISHK’s ability to deliver a student-centric and values-driven education
  • To strengthen SISHK’s capability to develop age-appropriate programmes and strategies to support the holistic development of all students
  • To enable SISHK to enhance the quality of school experience for students, with greater emphasis on, and attention to, values education and students' social emotional needs and development

Organisational Structure  



Counselling at SIS(HK) – Secondary Section

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What is Counselling?
When a student comes for counseling, they have a chance to talk about whatever is going on for them. Whether they have problems regarding home or school, or simply want to talk and seek advice from someone impartial.

Our counselor's listen in a non-judgemental way and help students to focus on issues more clearly. They will respect the student's values, lifestyle and culture, and will work to help them make their own decisions, with the goal of a stronger student who feels in control of their life.

Why see a counsellor?
Students can see a counsellor for many reasons, some of which are highlighted below:

    • Bullying
    • Depression
    • Family problems
    • Grief /loss
    • Health worries
    • Isolation
    • Stress
    • Self esteem
    • School problems

Seeing a counsellor is a positive experience as our counsellors are trained to work with adolescents and will support your child in overcoming difficulties. Everyone has issues and concerns at various points in their lives. Some will require additional support in addressing these issues and concerns.

All consultations with the counsellors are confidential. However, some information may be shared with teaching staff and parents if the counsellor deems it appropriate.

If you would like your child to see a counsellor, please email our HOD for Student Well-Being at This email address is being protected from spambots. You need JavaScript enabled to view it.  and the school will get in touch with you to discuss the best possible support for your child.

Our Counselors:

Joyce Chan from Phoenix Practice has a Masters of Counselling with Distinction from City University of Hong Kong. She is the Certified Counsellor of Hong Kong Professional Counselling Association (HKPCA), Registered Counsellor (Level 4) of Australian Counselling Association (ACA), Theraplay® Level 1 practitioner of The Theraplay® Institute (US), member of Association for Play Therapy (APT/US), and an accredited Supervisor of Australian Counselling Association.

Joyce's goal is to support individuals in enhancing their resilience and internal resources to deal with life’s challenges. She has had experience working in the areas of depression, anxiety, behavioural and academic issues, social skills, relationships, self-harm, anger management, effective communication, self image, adjustments and family issues.

Joyce uses an integrative approach adopting Cognitive-Behavioral Therapy, Solution Focused Therapy, Narrative Therapy and Acceptance Commitment Therapy to counselling as an intervention to deal with individuals' concerns. She also has extensive training in using Play Therapy skills (from non-directive Child-Centered Play Therapy to directive Theraplay® and Group Play Therapy) to work with young children with anxiety, ADHD, ASD, grief and loss, anger management and friendship issues.

Joyce has received training in Filial Play to enhance the relationship between parent and child. She has also conducted training, talks and workshops to schools and different organisations, including a Stress Management Talk, a series of workshops on stress management, emotion regulation and effective communication with your own children, and workshop of storytelling for parents.

Joyce is fluent in English and Putonghua and a native Cantonese speaker. She has a good understanding of the diversity of both the Chinese and Western cultures. Joyce's cultural sensitivity helps her have a better perspective to understand the challenges faced by individuals from local and/or mixed cultural families.

Joyce's hours:
Thursday 09:00 – 14:00
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.


Dona Pal, member of Phoenix Practice, has a BSc. (Hons) in Psychology from University of Calcutta (India) and a Master’s Degree in Clinical Psychology from University of Delhi (India). She has undergone personal training in Psychoanalysis and has specialized in Psychodynamic Approaches. She is the Associate Fellow of Hong Kong Professional Counselling Association. She is also an Associate Member of the Indian Psychoanalytical Association and International Psychoanalytical Studies Organization.

Dona has fourteen years of experience working in schools as a school counsellor. She believes in a comprehensive, holistic and eclectic approach towards counselling, in which the therapeutic alliance, the need and the personality of the individual are imperative. She uses integrative counselling skills of Psychoanalysis, Narrative Approaches, Systemic Family Therapy, Cognitive-Behavioural Therapy and Positive Psychology to work with young adults, parents and families. Her expertise is mainly in the areas of self-growth and self-identity, depression, anxiety, coping with stress, relationship, substance dependency, motivation, learning difficulties, and parent counselling.

Dona is also experienced in conducting Life Skills Training to varied age groups. The topics covered include self-awareness, critical thinking, problem solving, interpersonal relationship, and emotion regulation to self-growth.

Dona derives strength from working with young adults. Her life experience facilitates her to empathise with different cultural backgrounds. Dona is proficient and fluent in English, Hindi and Bengali.

Dona's hours:
Monday 10:30 – 12:30, 13:00 - 16:00
Email:  This email address is being protected from spambots. You need JavaScript enabled to view it.


Student Management at SISHK – Secondary Section

Most students do not misbehave out of deliberate, intentional and calculated decision. Misbehaviour is often a symptom of an inability to respond effectively to various physical, emotional, cognitive and social stressors. Just as in all other areas of learning and development, students need guidance from teachers to develop greater awareness of internal and external stressors, learn what helps them cope and recover from being stressed and return to a state of calmness and clarity in their learning journey towards self-discipline and in their interaction with others.

The purpose of student management is to develop independent lifelong learners imbued with sound moral values who are caring, respectful, responsible, reflective and principled.

Our approach to student management:

  • is a shift from punishment-oriented approach to a holistic development approach in managing misbehaviour,
  • is value-based and needs-led,
  • recognises the inherent value of misbehaviour as an opportunity for social and emotional learning,
  • focuses on authentic dialogue and self-reflection leading to insight, action to set things right, and repair and restore relationships, and
  • is three-pronged, focusing on Prevention, Intervention and Restoration.

 student management

Preventive strategies may include

  • PC curriculum and Form Teachers’ mentoring
  • Assembly talks
  • Mindfulness practice
  • Daily Physical Activity
  • Year Heads’ support for Subject Teachers and Form Teachers in classroom management
  • Information sessions to teachers and parents
  • Meeting with the School Counsellor

 Intervention strategies may include:

  • Detention Practice
  • Making right what was wrong
  • Corrective work that fits
  • School-improvement works

Restoration strategies may include:

  • Help students own the problem
  • Learn strategies to prevent repeated offences
  • Reflections and action plans
  • Monitoring by Form Teachers
  • Counselling
  • Collaboration with parents
  • Reinforcing positive behaviours

If you have any queries about Student Management, please feel free to contact our Subject Head (covering) of Student Management, Mr David Cheung, at This email address is being protected from spambots. You need JavaScript enabled to view it. .


Pastoral Care – Secondary Section

The Pastoral Care (PC) Programme at SISHK aims to create a Culture of Care in the school and strengthen Self and Social Awareness, and Self-Management in our students through PC lessons, co-curricular activities, school-wide events and academic subjects.

The programme focuses on three key PC areas, anchored by the three main concepts, with the six core school values as the cornerstones of the programme:

pastoral care

In PC lessons, Form Teachers lead and facilitate discussions on topics under the 3 key PC areas.  Guest speakers are invited to share their expertise and knowledge occasionally.  Some topics may be revisited at higher levels to build and strengthen good habits and/or explore the topics in greater depth.

Personal guidance and mentorship will also be provided by Form Teachers for Secondary 1 to 4 students and Diploma Programme (DP) Mentors for DP students. Form Teachers and DP Mentors meet students on a 1-to-1 basis to provide guidance to students on self-management and well-being matters, such as to find out how students are managing their time, coping academically, socially and emotionally, and provide education and career guidance.

If you have any queries about the Pastoral Care Programme, please contact the Head of Student Development, Ms Lee Rui Jun, at This email address is being protected from spambots. You need JavaScript enabled to view it. .