Leung Kin recalls his fear that the deadly fire at Wang Fuk Court in Tai Po in November last year could leave his family totally broken, and it turned out to be true.
It was the last time the 36-year-old heard the voice of his aunt over the phone, as she got stuck in her home and needed urgent help.
He recalled she was saying that she might never get out of the fire.
"The last family member I had on earth was taken away in the fire, leaving me alone," he said.
In addition to losing his aunt, Leung lost his parents within the past two years.
"After my aunt and my mum passed away, I haven't felt a moment of happiness. I feel like I've fallen into a whirlpool."
Leung lamented he would have felt more ready to face the loss of loved ones if he had received any education or mental sharing in advance.
Grief is an emotion everyone will face, yet for decades death has remained a taboo in Chinese society, where talking about it is often seen as unlucky.
In Hong Kong, life and death education is still treated as optional in schools. Most of the kids in Hong Kong are not receiving proper education on how to deal with grief psychologically.
Life and death education encourages individuals to reflect on the meaning and values of life by first confronting mortality.
Through structured discussion and reflection, it aims to foster both early preparation and a commitment to living well in the present.
Pasu Ng Kwai-lun, founder of Minimal Funeral and a practitioner of life-and-death education
"Many elderly people are not well-informed about what to expect, which creates a lot of anxiety," said Pasu Ng Kwai-lun, founder of Minimal Funeral and a practitioner of life-and-death education. "Especially for grassroots seniors, they may not know what options are available to ensure comfort or reduce difficulties at the end of life."
"So I try to simplify complex knowledge about end-of-life care, helping them quickly understand the solutions to help them reduce their fear," Pasu said.
The taboo of death
In 2025, 92.4% of older adults in Hong Kong have never received any form of life and death education, according to a report by the Our Hong Kong Foundation.
The fire, which killed 168 people at the Wang Fuk Court housing estate and left about 5,000 residents homeless in November in 2025, exposed the need for such education.
On November 26, last year, Leung saw the news on social media that a major fire had broken out at Wang Fuk Court.
He immediately called his aunt, but it was too late.
He rushed to the Wang Fuk Court and waited nearby until midnight before finally hearing her voice.
"I might not get out of the fire, there is a really big fire here" His aunt said.
After she said those words, the call ended.
No matter how many times Leung tried to call back, no one picked up.
A few hours later, Leung received the news that his aunt had died inside the building.
He was later asked to go into a community hall, where staff handed out an album. Each victim had two identical photographs for the public to browse page by page.
Leung had already suffered another devastating loss a year earlier, when his mother died at home and he only found out after returning home.
His mother had collapsed on the floor while he went downstairs to buy groceries. When he entered the flat, the floor was covered in blood.
He immediately called an ambulance, but his mother still passed away.
After her death, Leung was overwhelmed by guilt. The doctor later told him that if his mother had gone to hospital 10 minutes earlier, she might have been saved.
"I always blamed myself. I chose that time to go downstairs to buy things. If I had stayed at home, my mother would not have died. Or if I had come back 10 minutes earlier, my mum would not have died too," Leung said.
For a long period of time, he lived with overwhelming guilt and depression.
At one point, Leung decided to end his life by jumping into the sea.
But at the last moment, his aunt called him to asked him to have a meal with her.
That call saved Leung's life.
"Home is not the same now. I tried not to stay at home as much as I could. Every time I went back, it reminded me of my mum collapsing on the floor, covered in blood," Leung said.
"If someone had taught me how to handle the emotions of loss, I think I could manage better, at least knowing whether my feelings were normal and when to seek help."
Wang Fuk Court, after the fire at the housing estate that killed 168 people.
Why life and death education matters
Chung Check Lam, a funeral planner and chairperson of the NGO Sunlight Action, said life and death education is more about coaching people how to cope with emotions following deaths of loved ones.
"People often think life and death education is mainly about death, but in fact, much of it is about life. A large part of it focuses on how to face emotions while still alive, because many students do not yet know how to express how they feel." Chung said.
He added that with such education, students' suicide rate could be lowered in Hong Kong.
According to the annual reports of The Samaritan Befrienders Hong Kong, the number of suicide crisis intervention service cases rose 14.7 percent to 1,600 in 2024, up from 1,395 in 2015.
The age group of 10 to 19 recorded the largest increase, rising from 6% in 2015 to 20.27% in 2024 and became the biggest service age group in 2024.
At the same time, the overall suicide rate in Hong Kong was increased 1.16 per 100,000 people over the past 10 years, from 13.94 in 2015 to 15.1 in 2024, according to the data of Census and Statistic Department of Hong Kong.
At present, life and death education were not compulsory teaching content in schools.
According to The Values Education Curriculum Framework (Pilot Version) in 2021, life education was one of the many topics and life and death education was under the life education.
The Education Bureau encourages schools to integrate and infiltrate the content of different cross-curricular domains in values education.
In a reply to the reporter, the Education Bureau said: "Life education including life and death education is an essential part in Values Education.
"Strengthening life education is one of the main priorities in the values education curriculum framework and according to students' learning stages, suggested learning expectations related to life education are set out, including understanding the life course of birth, aging, illness and death."
The emotional trough of losing loved ones
Leung Kin was not alone in lacking any support on life and death education.
Others such as 31-year-old clerk Pang Pui Lam and Donna Chu, a 34-year-old slasher, faced unimaginable losses without the knowledge to process grief.
This hits their mental state even harder.
"If I had received life and death education before, I think I would know how to cope with loss better. At least I would have known to ask what my mum wanted for her after-death arrangements," Pang, who has lost 4 loved ones in a year, said.
In April 2025, Pang lost her mother to cancer, then her former employer, a buddy and a lifelong neighbour.
Pang's mother had been battling cancer for 4 years. In the last year, her cancer spread to her lungs. After 3 days in the hospital, Pang's mother died.
After her mother passed away, pang said she was busy with taking care of her family members and organizing her mum's funeral. Pang was living like her normal self.
"In the first two weeks, when I listen to my mum's voice messages, I feel so painful in my heart. Even if I see my mum's things at home, something as small as a cup, I still feel so sad. But at that time, I could still live and function like I used be" Pang said.
Three months later, Pang began to feel increasingly overwhelmed by grief and a strong sense of missing her mother began to take over.
"Negative emotions emerge after 3 months," Pang said. "I would start crying, without warning, I felt heartbroken, I couldn't eat and sleep. I felt completely unwell."
Sedatives became her only solution for her mental health and she needed to take it every night for 3 weeks just to be able to get into sleep.
Until now, Pang is still overcoming the grief of the sudden death of her close friend and her neighbour.
Pang and her close friend were met at their previous workplace. In November 2025, Pang received a phone call from her team leader in her previous workplace and asked her whether she had knowledge about the loss of her friend.
" I was frozen at that moment, as the whole thing felt surreal, I couldn't even believe it. I kept telling myself it might not be true until I searched online and found the news that matched her personal information including her age, gender and address," said Pang.
Pang's social worker suggested Pang to take half day leave as she couldn't stop crying and was unable to work. An emergency meeting was also arranged for Pang to relieve her emotions by her social worker.
"During that period of time, I couldn't sleep because of her sudden death, and I had to take sedatives for the whole week just to be able to sleep," said Pang.
When they were colleagues, her friend was the one who introduced Chiikawa, the Japanese cartoon character to her. She was not interested in Japanese cartoon characters at first. But over time they both become fans of Chikwawa.
Since then whenever either of them saw a new post, updates or a new episode of Chikwawa, they would share it with each other.
But since her friend passed away, she lost a person who can share Chiikawa with.
"Every time I saw a new Chiikawa character, episode, or product, I would automatically press the forward button , but after it, I would realise my friend is gone," she said. "There is no one I can share these things with. Moments like that hit me so hard, my sadness feels endless, like a void I can't fill."
Another loss experience Pang was still coming to terms with was the death of a neighbor she had known since childhood.
In December 2025, her neighbor was hospitalized because of cancer. One day, when Pang was going back home and passing through her neighbor's apartment door, she found out her neighbors' home was stuck with a "red paper" which symbolizes the person who lives in the apartment already passed away in Chinese culture.
"When I walked out of the elevator, I saw her door was stuck with red colored paper and inside her apartment, there is white candles on the floor," said Pang.
In Chinese culture, lighting a white candle and sticking a piece of red colored paper cloth on the door of a home in which a family has died. People believe it could help the spirit of the deceased recognize the family home, avoid returning to the wrong place and protect the neighbors by blocking the negative energy.
The sudden death of Pang's neighbor left Pang in shock.
"We would meet every day and would chat with each other before she passed away. Now, she is gone," said Pang.
"Until now, I still feel very sad and can't face the fact that she is gone"
Donna Chu the slasher also has a similar experience of having a hard time accepting the loss of her friends and family.
Chu experienced 5 losses in 4 years. In 2020, during the COVID-19 pandemic, one of her theatre friends died by suicide due to financial pressure. A few months later, in the same year, her grandmother, who had been stranded in mainland China because of pandemic restrictions, died at home.
In 2021, Chu lost her ex-boyfriend, who died due to mental health struggles. In the next year in 2022, another friend she met through theatre passed away from illness. In 2023, yet another friend lost his life from suicide, again linked to financial difficulties.
Among these losses, the death of her ex-boyfriend was the most difficult for Chu to cope with.
At that time, Chu recalled receiving the news of her ex-boyfriend's death from a friend. She initially held onto a glimmer of hope that it was not true.
"I didn't believe the news at all," Chu said. "I couldn't accept that he would end his life by jumping from a building."
Hoping to find proof that the news was false, she searched online using keywords. But her ex-boyfriend's death was later confirmed in news reports and in a condolence post shared by a friend on Facebook.
The confirmation left Chu in shock. For nearly a year, she struggled to process her emotions and accept the reality of his death. During that period, she kept replaying memories of their relationship in her mind. Whenever she saw something related to him, it would quickly bring a wave of sadness.
"I kept thinking about how desperate he must have felt, walking up the stairs to the top of the building before jumping," Chu said. "I kept wondering what was going through his mind in those final moments."
She also carried a deep sense of guilt, blaming herself for not noticing how serious his distress had become or helping him sooner.
As her ex-boyfriend had been struggling with mental health issues, and he had attempted suicide multiple times before his death.
"At the time, I even thought that if I had a time machine and could go back to his childhood, maybe I could change something so he would not choose suicide today," Chu said.
The grief even affected her sleep. During that period, Chu also suffered from insomnia.
For a period of time, she would lie awake for three to four hours at night, unable to sleep and left alone with her thoughts, until she finally realised something was wrong and sought help from a mental health doctor, and was later prescribed sleeping medication to help her get to sleep.
Now, copying sutras has become a way for Chu to express her grief for her ex-boyfriend.
When she returns home, she focuses on copying as much as she can, and uses it as a source of spiritual comfort.
Chu thinks earlier learning of loss or death related topics would help her cope with emotions better.
"Everyone will definitely experience loss in life, even children. But we are never really taught how to deal with those emotions. Learning about life and death would definitely help us prepare for loss earlier." Chu said
Let's talk about death
In Hong Kong, life and death education is mostly promoted by non-profit organisations, and its promotion in wider society remains challenging.
For decades, death has been regarded as a taboo in Chinese culture, a perception that still lingers today.
"Older generations tend to avoid the topic and are reluctant to talk about it," said Chung of Sunlight Action. "In many cases, families end up organising funerals based on what they think the deceased preferred, because they never had the conversation. Some clients tell me they simply don't know what their parents would have wanted."
This fear of discussing death often comes from a lack of understanding.
Hong Kong's fast-paced lifestyle also makes it difficult for discussions about life and death to take root in society. With many people occupied by tightly packed daily schedules, few have the time or space to reflect on death, which often feels distant, despite its inevitability.
In a society that prioritises efficiency, even grief is often expected to be brief. When death occurs, there is an unspoken pressure to recover quickly and return to normal life.
Agnes Fong Tin, an Honorary Lecturer specialising in life and death education at the University of Hong Kong
"Take sudden incidents like the Tai Po fire , you feel the shock, the sadness, and the need to support those around you," said Agnes Fong Tin, an Honorary Lecturer specialising in life and death education at the University of Hong Kong. "But not long after, people are expected to 'move on' and resume their normal routines, like going back to work."
She said that in reality, grief is a lifelong process.
"From my experience working in bereavement support, healing takes time. The idea that people should immediately return to normal life is a misconception," Fong said.
Compared with other countries such as Taiwan, Japan and Malaysia, Hong Kong still has no statutory bereavement leaves. Some companies in Hong Kong voluntarily offer staff compassion leaves.
Taiwan offers three to eight days of paid leave for close family members, while Japan and Malaysia provide up to five days and two days respectively.
Other places, including Australia, Croatia, France and the UAE, also have statutory bereavement or compassionate leave, workplace support for grief is already recognised in many countries.
Over the past five years, the public awareness of death has gradually increased, yet progress within the education system remains limited.
Arnold Leung, director of the HK Life and Death Studies Association, is holding a loss-education workshop at a secondary school.
“From kindergarten to primary, secondary, and even tertiary education, we haven’t seen any obvious progress or development within the school system,” said Arnold Leung, the director of HK Life and Death Studies Association. “Some schools may touch on the topic occasionally, but most do not.”
Currently, life and death education is not part of the compulsory curriculum, leaving individual schools to decide whether to include it. As a result, most schools avoid the topic, with the exception of those with religious backgrounds, which tend to be more open.
“In religion, discussions about death are essential, so schools with a religious background are more willing to invite NGOs or teach these topics themselves,” Arnold Leung explained.
One of the key challenges in teaching topics related to death is the lack of training provided to teachers, leaving many unsure of how to deliver the content to students.
“In most cases, teachers are not familiar with life and death education. They don’t know how to approach it, so they don’t know how to teach it,” Arnold Leung said.
Parental concern is another major factor discouraging schools from introducing the subject. As death remains a socially avoided topic, many parents worry about how students might react, including fears that exposure could increase suicidal thoughts.
“If parents have concerns and the subject is not compulsory, schools tend to avoid it to prevent potential issues,” Arnold Leung noted. “Often, schools are not opposed to life and death education—they are just hesitant. When stakeholders hesitate, inaction becomes the safer choice.”
Chung of Sunlight Action, challenged common misconceptions surrounding life and death education.
“People are afraid that talking about death will negatively affect children emotionally, or that they won’t be able to handle it,” Chung said. “But in fact, if children are given the opportunity to understand these topics from a young age, they may become more resilient and less likely to choose extreme solutions when facing difficulties later in life.”
Source: Report by Our Hong Kong Foundation (2025)
The hesitation of learning topics related to death contributes to a broader vicious cycle in society.
According to a report of Our Hong Kong Foundati
The hesitation of learning topics related to death contributes to a broader vicious cycle in society.
According to a report of Our Hong Kong Foundation in 2025, nearly 70% of the public have never heard of end-of-life care.
The knowledge gap would foster negative attitudes, framing the topic as something to be feared or avoided.
Therefore, Hong Kongers including patients are reluctant to discuss, plan for, or seek information about end-of-life care, such as advance directives.
The same hesitation would reflect in schools and among educators. Even within the healthcare system, limited knowledge and communication barriers may prevent timely referrals to palliative care, leading patients to undergo unnecessary and potentially painful treatments, placing additional emotional and physical burdens on both patients and their families.
Now, Arnold Leung has shifted his focus from life and death education to loss education in an effort to ease concerns among schools and parents.
Strong demand for life and death education in schools: survey
To look into the public's perception on life and death education, the reporter conducted a questionnaire on life and death education in Hong Kong in March through social media platforms of Threads and Instagram.
With 120 responses, the findings suggest that awareness of the topic is growing, but experience in schools remains limited.
Nearly half of the respondents were aged 15 to 24, while 30.8 per cent were aged 25 to 34.
Most were students, with 36.7 per cent studying at undergraduate level and 29.2 per cent in secondary school.
The survey found that 57.5 per cent of respondents had heard of life and death education before, with social media and school emerging as the two main channels through which they learned about it.
However, 71.7 per cent said they had never received any form of life and death education, and 75 per cent said their school had never offered related courses or activities.
Even among the quarter of respondents whose schools had provided such lessons or activities, participation was low which 90 per cent said they had not taken part.
Still, 60 per cent of those who had been exposed to these activities said they found them somewhat helpful and 82.5 per cent of respondents felt life and death education in schools was insufficient.
The findings also point to a strong perceived need for life and death education.
More than 80 per cent of respondents said they had experienced the death of a family member or friend, and more than half had gone through such a loss within the past three years.
More than 60 per cent said coping with sudden death was difficult, while over 70 per cent agreed that learning about death could help them manage negative emotions better.
At the same time, more than half strongly agreed that discussing life and death openly is better than avoiding the subject.
More than 70 per cent said life and death education should be taught in schools, and 90.8 per cent said there is a clear need for it.
But how to push education?
As life and death education remains an optional part of the curriculum, many schools lack the incentive to teach it proactively. Instead, they are often more focused on student intake, avoiding the risk of school closures, or improving academic results.
Chu Kwok-keung, vice-president of the Hong Kong Federation of Education Workers and a former Legislative Council member representing the education sector, estimated that only about 100 schools in Hong Kong have offered life and death education.
"Whether schools truly value the subject is the key issue. The Education Bureau should put more effort into it and consider including life and death education in school assessments to encourage greater attention to the subject." Chu said.
Arnold Leung, the director of HK Life and Death Studies Association, suggested three steps to help introduce life and death education in schools.
The first step is to establish a life and death education research center to conduct studies on the subject, noting that there is currently no research on this topic in Hong Kong. Also, no local scholar dedicated specifically to the field. Without evidence, he said, it is difficult to convince the government.
"To lower the concerns of all stakeholders, we need evidence before urging the Education Bureau to include it in the curriculum," Arnold Leung said.
Also, there is no clear leader driving the promotion of life and death education at present. Through a research center, he believes scholars could serve as credible representatives to advocate for making the subject compulsory in schools.
The second step is to build a certification system by setting up training programs and issuing licenses or certificates after completion, to ensure the quality of professionals in the field.
Continuing public education on life and death is the third step, including publishing books and other educational materials on the topic.
"We need these three things so that we have the bargaining power to talk to the government," Arnold Leung said.
Fong of the University of Hong Kong, suggested that the topic should be integrated into existing lessons rather than taught as a separate subject.
Hong Kong's intense academic pressure means a standalone subject could feel forced, making students less engaged.
"Integrating the content, for example, in biology class, when students learn about the human body, they can also learn about death as part of the life cycle," Fong said.
"That way, the topic feels more natural, and students may connect with it more deeply."
Fong also suggested experiential learning as an effective way to teach life and death topics. Activities such as visiting elderly people or cemeteries can help teenagers feel more emotionally connected to the subject and make it more memorable.
At the emotional, cognitive, and behavioral levels, experiential learning can help create meaningful change among teenagers.
Educators should also use more interactive approaches, Fong suggested, such as sharing personal stories or leading workshops where students are encouraged to share or discuss their thoughts openly and explore answers together. It can help students form their own understanding of life and death.
Apart from teaching methods, expanding collaboration among different stakeholders is another way to raise awareness of life and death education.
"Organizations that promote life and death education can only reach a small group of people in society," Fong said. "If more stakeholders get involved—for example educators, funeral industry professionals, advertisers, artists and others, it can help reach different communities."
Among all age groups, middle-aged people are the age group that is afraid of death the most and also the hardest group to reach, according to the research conducted by Fong.
“Middle-aged people often carry heavier responsibilities than other age groups. Many are caring for both their children and their parents, which makes the topic feel frightening and difficult to face,” Fong said.
Loss education can also be introduced to children through gentle, everyday examples, according to Chung of Sunlight Action.
“Children can be given examples that are more relatable and less intimidating, so they understand that everyone goes through loss and death,” Chung said.
“It could be the loss of a person, or even something as simple as a pet cat. Children may experience these kinds of parting too. But sometimes people avoid talking about it because they think death is too serious or too complicated,” he added.
The reluctance is common in Hong Kong, where many people spend their lives chasing material goals.
From a young age, people are constantly pushing themselves, studying hard, trying to get good grades, finding a job, and earning more money.
“Some people are afraid of death as death means losing everything they are attached to. They are trapped in that attachment and do not know how to let go. They also do not know how to live in the present. It is very important to live in the moment and that is exactly one of the purposes of life and death education,” Chung of Sunlight Action said.
Sam Chan, service manager of Funeral Navigation Service at St James’ Settlement
Sam Chan, service manager of Funeral Navigation Service at St James’ Settlement, said stakeholders should avoid approaching life and death education with curiosity or novelty-seeking attitudes.
“Labeling life and death education as something unusual can actually reduce the opportunities and time we talk about it in everyday life,” Chan said. “In fact, life and death education, or loss education, is something that keeps happening throughout our lives.”
According to the 2025 report by Our Hong Kong Foundation, setting up an online lesson-sharing platform was suggested to strengthen life and death education in schools.
The report pointed out that although Hong Kong’s curriculum structure is similar to that of nearby regions, teachers often face heavy workloads, a lack of clear guidance, and have limited chances to exchange ideas with one another.
In practice, schools are left to develop their own materials, and the absence of concrete examples can make it even harder for them to know where to begin.
The report also noted that the lack of concrete examples makes the challenge even greater.
Without ready-made lesson plans, clear direction or opportunities for professional exchange, schools and teachers can struggle to find a starting point.
At the same time, the Education Bureau faces real limits in designing a single curriculum for all schools, since students differ in age, background, emotional maturity and personal experience.
To address this, the report proposed an online platform where teachers could upload and share lesson plans and practical strategies. Such a platform, it said, could encourage exchange and fresh ideas in teaching death and loss-related topics.
Teachers could share ways to extend these discussions within existing subjects, use age-appropriate multimedia resources and guiding questions, design activities that support emotional understanding and resilience, and work with non-governmental organizations to strengthen implementation and provide emotional support.
What Hong Kong can learn from Taiwan?
Taiwan is often seen as one of the more developed places in Asia when it comes to life and death education. Life education has been woven into the school curriculum in a systematic way, from primary school through high school.
Hong Kong educators believe Hong Kong can learn from Taiwan's culturally open and integrated approach to life and death education.
“Taiwan has done this exceptionally well, their entire cultural atmosphere embraces open discussions on life and death, and they have also built a mature system for education," Fong of University of Hong Kong said.
According to Taiwan’s 12-year Basic Education Curriculum Guidelines, life education has been promoted since 2001.
It is built around five core areas: philosophical thinking, humanistic exploration, ultimate care, value speculation and spiritual cultivation. Rather than being taught as a separate subject, it is integrated into existing lessons, with teaching activities adapted for different age groups.
In early childhood settings, primary schools, junior high schools and senior high schools, educators can use stories, films and other classroom activities to guide discussion.
The curriculum also develops gradually with students’ age and maturity.
In primary school, students are encouraged to observe everyday experiences of birth, ageing, illness and death, and reflect on the value of life. In junior high school, they begin to think more deeply about the uncertainty of life, exploring its meaning, purpose and value. By high school, students are introduced to broader questions about the meaning of death in human life, its impact on the value of living, and religious perspectives on suffering and death.
“Taiwan did a great job on life and death education,” Fong of University of Hong Kong said. “Their whole cultural atmosphere is more willing to talk about it. In the education system, they place much more emphasis on integration, and they do better than us in that respect.”
Death, memory and the digital trail we leave behind
As social media becomes an inseparable part of daily life, digital legacy is likely to become a new topic in life and death education.
A digital legacy refers to the digital information left behind after a person dies, including social media profiles, photos and conversations.
“People in their 50s today will be in their 60s or 70s ten years later, and many of them are already using Facebook and other digital tools. But people who are now in their 70s or 80s do not have this background. So, people in their 50s today will probably have many digital issues when they eventually face death,” Fong of University of Hong Kong said.
Platforms such as Facebook, Instagram, LinkedIn and Weibo allow others to report a user’s death and, in some cases, turn the account into a memorial or protected account. These accounts preserve the deceased’s content for loved ones to remember, while also being locked to prevent misuse.
On platforms other than Weibo, additional measures are often taken to avoid unintentionally upsetting bereaved family members, such as hiding memorial accounts from friend suggestions, advertisements and birthday or anniversary reminders.
According to a Consumer Council report, memorial accounts can provide the deceased and their loved ones with a continuing bond.
Studies have shown that maintaining a symbolic connection in moderation can help the bereaved process grief, especially after sudden loss. Memorial accounts can also support digital mourning by allowing people to comfort one another and ease loneliness.
However, deleting a deceased person’s account may also help the bereaved accept the reality of death, avoid becoming overly attached to virtual interaction and reduce the risk of account misuse.
Leung, who lost his aunt in the Wang Fuk Court fire, began planning his own digital legacy only after experiencing multiple family losses.
"I never thought of this problem before experiencing losses. My preferred way is either to delete the account or turn it into a memorial account to protect my privacy from hackers," Leung said.
Leung also believes life and death education must address digital legacy urgently.
"At the same time as Hongkongers learn to face death, they must also learn to manage these 'enduring' digital footprint, otherwise the pain of loss may never truly come to an end."