Juvenile Hong Kong Political Prisoner Says He Has Been Deprived of Educational Rights by Prison and School

Participant in anti-extradition movement sentenced to 3 months in jail by miscarriage of justice

The Pik Uk Correctional Institution in Hong Kong. Sung Pi-Lung, The Epoch Times

For Cheung Hoi-kit, classic movies such as “The Avengers” are not programs to enjoy in his spare time but tools used to deprive him of his right to receive education. Mr. Cheung was charged with arson and other crimes in 2020 when he was 16. He was arrested in August of that year, refused bail, and detained in Hong Kong’s Pik Uk Correctional Institution for nearly three months. He recalled applying to attend classes during his detention, but the instructor just played movies in each class session.

When he was finally released on bail and planned to return to school, he was repeatedly delayed by the school authority. He suspected he had been targeted because he had participated in the anti-extradition protests and felt deprived of the right to receive a normal education. Although he was ultimately acquitted by the court in 2022 and released, he had already missed the opportunity to receive a proper school education.

Mr. Cheung recalled during an interview with the Epoch Times that when he was remanded in August 2020, he felt helpless because he had been arrested and remanded without any evidence. He was one of the few juvenile political prisoners who had participated in the anti-extradition movement and been remanded without conviction. As far as he knew, he was the only juvenile political prisoner who applied to attend classes in Pik Uk at that time and was arranged to be in the same class as 20 others. Those classes were not graded by educational level. Among the other students, some were two years younger than him, as well as those a few years older. Classes were held two or three days a week for about two hours. Only Chinese and mathematics were taught, and the same instructor led both.

He recalled that the students would gather at 3 p.m., led by Correctional Services Department (CSD) officers. The officers would take a roll call, the instructor would enter, and the officers would leave. The officers would return an hour later for another roll call and leave again, returning another hour later to take the students out. Mr. Cheung said that in every class, after the officers left, the tutor would go to what Mr. Cheung suspected were pirate websites and begin playing movies. When the CSD officers were about to return, the instructor would roll up the screen and write some words or formulas on the blackboard. The students “were pretending to attend classes, and the instructor pretending to give lectures, for the sake of showing something to the CSD personnel.”

He added that he suspected the instructor was an outside employee and not a member of the CSD.

‘Watching Movies Every Day’ In Class Is An ‘Open Secret’

Mr. Cheung said he “watched movies every day” during class time, but “never a day, not even once,” was he given formal instruction. “It was a different movie every day, except for movies like “The Avengers” that last more than two hours and cannot be finished in one session, which are continued the next day.”

How did the “classmates” react? Mr. Cheung said that since not all of them were political prisoners, their sole intention for attending classes was to watch movies, calling this an “open secret” among young prisoners in Pik Uk. He said that when he first applied for classes, he wanted to avoid falling behind in his studies, but he could hardly imagine “there were no real classes at all.” He criticized the CSD for ineffective supervision and for depriving him of his right to education.

CSD: Claim Not True

The Epoch Times reached out to the CSD regarding Cheung’s claim. In response, the department stated that it did not organize any non-learning-related activities during classes and refuted the accuracy of the allegation.

Furthermore, The Epoch Times inquired with the CSD about the existence of similar incidents in the past, the methods employed to assess the educational advancement of detained juvenile students, the criteria for selecting instructors, mechanisms in place to ensure the quality of education provided to detained juveniles, and the procedures for addressing student grievances. In their reply, the CSD only provided a link to the department’s website, which mentioned continuing educational activities among remanded prisoners in correctional facilities. However, no information was provided to address the specific concerns raised above.

Segregated At School After Bail As If  In Prison

Upon his return to school after being granted bail, Mr. Cheung experienced a form of segregation reminiscent of imprisonment. He was initially enrolled at Lok Sin Tong Leung Chik-wai Memorial Secondary School in Tsing Yi. He had been released on bail in November 2020, after his arrest during the summer break when he transitioned from Form Four to Form Five.

Soon after his release, Mr. Cheung and his mother visited the school with the intention of resuming his classes. Although the school’s director assured them of arrangements, Cheung found himself confined to self-study in the library without any organized classes. He described spending several days this way, feeling isolated, without receiving attention or guidance. He highlighted that his movements were closely monitored, even during trips to the restroom. This tight surveillance prevented him from interacting with teachers and fellow students, isolating him from classroom or social engagement.

After a few days, Mr. Cheung told the school his reluctance to continue if he could only study independently in the library. He expressed his desire for proper classroom education. Despite his concerns, the school insisted on library study the following day. When Mr. Cheung inquired about attending regular classes, the school responded with vague assurances of necessary arrangements.

Left School After Repeated Attempts to Get Into Regular Classes Failed

Six months later, in April 2021, the school informed Mr. Cheung that no suitable courses were available for him. He had no option but to discontinue full-time schooling. Subsequently, he focused on trial preparations and engaged in part-time work and tattoo lessons.

Mr. Cheung criticized the school for pre-judging him before trial and perceived discrimination against political detainees. However, he felt helpless and uncertain about seeking external assistance during that time. Also, as an individual unvaccinated against COVID-19, he refrained from considering other educational institutions due to prevailing government vaccine policies for campus entry.

Reflecting on past events, Mr. Cheung recounted that the principal had singled him out for his involvement in spreading protest messages and advocating for a strike at the school during the 2019 anti-extradition movement. During the November PolyU siege, he found himself trapped within the university. Eventually, school principals were allowed to enter PolyU for student evacuation. Mr. Cheung alleged that when the vice principal of his school came to the PolyU campus and saw him, he verbally berated him using inappropriate language and derogatory terms, like “thug.” Mr. Cheung was eventually guided out by another Tsing Yi district principal.

No Response from School Before This Article Going to the Press

Mr. Cheung mentioned that despite this, he never received any communication from the school regarding his expulsion.

As stated in the “School Administration Guide,” educational institutions are required to inform the Education Bureau if a student remains absent for seven consecutive days. The Epoch Times reached out to the Education Bureau for insights into Mr. Cheung’s case. The bureau responded by asserting its commitment to investigating instances where schools fail to report suspected absences as stipulated by regulations.

The bureau emphasized that upon learning of the incident in 2020, it took immediate actions to comprehensively grasp the situation. This included collaborating with the school to uphold students’ rights to education and furnish the necessary support. It was highlighted that the school promptly initiated a crisis team to address the situation and arranged for counselors to assist the student in need. The Education Bureau expressed its intention to maintain ongoing communication with the school to provide suitable guidance.

Responding to the Education Bureau’s statement, Mr. Cheung expressed unfamiliarity with the existence of a “crisis team.” He pointed out that his basic request to return to regular classes had been disregarded. He acknowledged that social workers engaged with him during his initial return to school, but he regarded those conversations as lacking substance. He iterated his preference for resuming normal classes rather than seeking counseling.

Additionally, The Epoch Times inquired with the Education Bureau about guidelines for reintegrating students on bail into the classroom setting. The bureau’s response highlighted comprehensive guidelines that outline schools’ approach to student behavioral concerns. It stressed that school disciplinary actions should hold educational value and consider factors such as students’ self-worth, educational entitlements, individual differences, and physical, psychological, and emotional well-being. These actions must align with existing legal frameworks.

The Education Bureau recommended that schools swiftly devise personalized support plans for students suspected of illegal involvement. The overarching objective is to foster positive life values, constructive thinking, and appropriate interpersonal attitudes. Schools are encouraged to collaborate closely with parents to address students’ behavioral and emotional challenges effectively.

While The Epoch Times sought comments from Lok Sin Tong Leung Chik Wai Memorial School on Mr. Cheung’s situation, no response was received before publication.

Disruption in Resuming Classes Hampers Career Plans

Mr. Cheung expressed that he maintained a positive rapport with his classmates during his school days and felt disheartened by his inability to continue attending classes with them. Despite the deadlock with the school, he managed to stay connected with his peers, engage in sports activities, and share meals. He opted for physical education as an elective in secondary school due to his interest and decent grades. He intended to pursue sports-related subjects and forge a career in that domain. However, the failure to resume classes significantly derailed his aspirations.

In May 2022, Mr. Cheung was acquitted of three charges of arson, criminal damage, and possession of offensive weapons. The court ruled that he had no case to answer and released him. Following this, he left Hong Kong to seek refugee asylum in the UK. He is currently applying for English language studies and aims to continue his involvement in the tattoo industry.

According to the United Nations, every child (under 18) has the fundamental right to education. Mr. Cheung’s account was brought to light earlier this year during the United Nations Committee on Economic, Social and Cultural Rights review on the situation in Hong Kong, presented by a British Hongkonger group named “Scottish Hongkongers.” The group highlighted the Hong Kong government’s shortcomings in overseeing and ensuring the quality of education within correctional facilities, thereby depriving minors of their educational entitlements. The report further underscores instances of arbitrary school closures without communication with absent students, as the Hong Kong government maintains a passive stance, allowing such occurrences to persist.