About JCKAK
Programme Background and Objectives
Students with ADHD face a variety of academic, social and behavioural challenges, and a positive environment is crucial to their growth and development. In addition to medication, the American Academy of Pediatrics (AAP)'s recommendations for support to address the needs of students with ADHD include behaviour modification programmes for students (including academic and social adaptive skills training), academic support, regular follow-up of students' progress, and close collaboration between professional teams and various stakeholders.
In particular, the demand for services for students with ADHD in mainstream schools in Hong Kong has been on the rise in recent years. In view of this, the Hong Kong Jockey Club Charities Trust has started to support the Jockey Club Keen and Active Kids Project (JCKAK) in 2019. The programme aims to apply academic research findings in frontline services and provide a series of scientific, theoretically based and systematic school-based training programmes as well as support services to students with ADHD, their parents and school personnel in mainstream schools in Hong Kong through multi-disciplinary collaboration. In view of the effectiveness of the programme and its popularity, it has been extended for another phase (2023-2026). The objectives of the programme include:
- Through multi-disciplinary collaboration, schools are encouraged to implement a three-tier support model and, in particular, provide Tier 2 school-based support services for students with ADHD in order to establish an evidence-based service model.
- To provide school-based group training and individualised guidance to students with ADHD in mainstream primary and secondary schools, with a view to promoting students' learning effectiveness and self-regulation.
- At the same time, small group or/and counselling services are provided to parents and school personnel so that they can assist students in applying what they have learnt in their daily lives.
- To enhance the understanding and support for students with ADHD by professionals and the general public by developing a wide range of resources.
- Research Office Legislative Council Secretariat (2022). Statistical Highlights, ISSH36/2022.
- Wolraich, M. L., Hagan, J. F., Allan, C., Chan, E., Davison, D., Earls, M., Evans, S. W., Flinn, S. K., Froehlich, T., Frost, J., Holbrook, J. R., Lehmann, C. U., Lessin, H. R., Okechukwu, K., Pierce, K. L., Winner, J. D., Zurhellen, W., & Subcommittee on Children and Adolescents with Attention-Deficit/Hyperactive Disorder. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), e20192528. https://doi.
org/10. 1542/peds. 2019- 2528