Assessing the Effectiveness of Peer Tutoring Programs for Students with Special Educational Needs in Secondary Schools in Hong Kong Special Administrative Region
DOI:
https://doi.org/10.64229/m5k5g748Keywords:
Peer Tutoring, Special Educational Needs (SEN), Inclusive Education, Hong Kong Special Administrative Region (HKSAR), Secondary Education, Social InclusionAbstract
This study evaluated a formal peer tutoring scheme for secondary students with special educational needs (SEN) in Hong Kong Special Administrative Region (HKSAR), where inclusive education is especially demanding. Under a mixed-methods design, 60 SEN Form 3 students were put into an experimental condition, which received 12 weeks of cross-ability Mathematics and English tutoring, and a control condition receiving standard support. Quantitative results showed the tutoring group achieved statistically significant academic improvement compared to the control group. They also demonstrated increased social interaction, improved self-esteem, and an improved attitude towards school. Qualitative results from interviews ranked the following advantages as top priority: forming healthy peer relations, reducing social stigma for SEN students, and building empathy and leadership skills in tutors. Implementation challenges were schedule constraints and the necessity of large-scale tutor training. The findings confirm that systematic peer tutoring holds vast potential for Hong Kong secondary schools, providing significant academic, social, and emotional gains that create a more inclusive school climate. The studies recommend that schools should invest in systematic training and ongoing support to ensure program success and sustainability.
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