Fuel Stations (加油站) ️

Department: CCE

Leaders: Annie Koh

Members: Tye Seck Moy

1.  What was the current need/gap that you were addressing?

During the examination period, students experienced heightened stress levels while their usual support structures were disrupted. Students were skipping essential meals (breakfast and lunch) to focus on last-minute studying, missing out on both proper nutrition and food as a source of comfort. Concurrently, the absence of regular classroom lessons meant there were fewer natural opportunities for teachers to provide encouragement or check on student wellbeing, though students could still seek out their teachers individually. This created a gap where students were most vulnerable - dealing with peak stress whilst lacking adequate nutrition and reduced touchpoints for pastoral support - precisely when they needed these resources most.

2.  How had it been experimented and enacted?

The initiative was implemented through a student-led approach in partnership with the CCE team. A group of Secondary 3 ABOM1 students volunteered to champion the project, collaborating to identify healthy snacks that would provide comfort during the stressful exam period. The students designed colourful snack boxes and launched the initiative through a skit during morning assembly, communicating positive messages about resilience, self-care, community support, and the "power of yet." Five snack stations were strategically positioned at different school venues, with snacks replenished daily throughout the entire exam period. The support continued beyond the initial exams - when students returned on 27 October to receive their results (another high-stress moment), the ABOM1 team presented another assembly skit focusing on resilience and managing ANTs (Automatic Negative Thoughts), ensuring sustained wellbeing support during multiple stress points in the academic calendar.

3.  Which group(s) had benefited?

Students (Entire Cohort)

4.  What was the positive impact?

The initiative generated positive responses across multiple dimensions. The launch skit received positive feedback from the school community, setting the positive tone for the initiative. The high uptake of snacks demonstrated strong student engagement - snack boxes were completely emptied daily for lower secondary students, with minimal leftovers for upper secondary students, indicating widespread participation across levels. The Year Head also observed students queuing up to take snacks from the stations, further evidencing the snacks popularity. Beyond the practical benefit of nutrition, students reported meaningful emotional impact during focus group discussions, specifically noting that the snack stations provided them with emotional support during the stressful examination period, and students looked forward to the initiative and requested to have this again next year. The positive notes and words of encouragement shared at the snack station locations further reinforced the supportive intent, serving as reminders and motivation for students. The initiative created anticipation and positive moments, with students looking forward to visiting the snack stations, transforming what could have been purely functional food distribution into a source of comfort and community connection during a challenging time.

5.  What is a future need that this IdEas@work could meet?

This initiative demonstrates potential to address broader student wellbeing needs beyond examination periods. The initiative revealed that students deeply value tangible expressions of care from teachers - even small gestures created meaningful emotional support and appreciation. The initiative also integrated resilience education and self-care practices during high-stress periods, suggesting it could be expanded to support students during other challenging times such as major project deadlines, transition periods between academic years, or personal difficulties. Additionally, the student-led model through ABOM1 champions proved effective, indicating this approach could be scaled to address various school community needs whilst developing student leadership and empathy skills. The strong student demand for continuation ("requested to have this again next year") suggests this initiative could evolve into a sustainable peer-support system that proactively addresses student mental health and builds a more caring school culture year-round.