A Hong Kong court has handed down an 18-month prison sentence to a former secondary school teacher found guilty of sexually assaulting a 15-year-old student on two separate occasions in 2020. District Judge Gary Lam Kar-yan, presiding at Tsuen Wan Court on Monday, rejected any possibility of a reduced sentence despite this being the defendant's first conviction, underscoring the gravity with which the judiciary views such breaches of trust within educational settings.
Cheng Hon-sze, now 32 years old, faced two counts of indecent assault for groping the victim and coercing her to perform a sexual act in May and October 2020. Although prosecutors brought nine separate charges, the court acquitted him of seven additional indecent assault counts, determining that in those instances the victim had neither explicitly refused his advances nor that the conduct constituted inherently indecent behaviour by law. The judge imposed one year of imprisonment for each of the two proven counts, with sentencing structured as partially concurrent rather than fully cumulative, resulting in the overall 18-month term.
What emerges from court documents is a pattern of systematic exploitation spanning years. Before and after the 2020 incidents that formed the basis of conviction, Cheng engaged in repeated intimate contact with the victim from November 2019 through June 2024, a period during which she progressed from age 14 to 19. As her music teacher and director of the school's marching band—where she performed as a trumpeter—Cheng occupied a position of considerable authority and influence over the young woman. He taught her across multiple form levels, deepening the institutional power differential that made resistance psychologically difficult.
Judge Lam emphasised several aggravating factors in determining the sentence. The 11-year age gap between perpetrator and victim, combined with the inherent power imbalance of the teacher-student relationship, weighed heavily in his reasoning. He also considered the specific nature of the indecency involved and most critically, the documented psychological harm inflicted on the young woman. The judge's articulation of sentencing principles offers important guidance for courts across the region grappling with similar cases, establishing that such transgressions warrant substantial custodial sentences regardless of an offender's prior record.
A trauma psychologist's assessment of the victim reveals the profound and lasting damage such abuse inflicts during formative years. The report indicates she has spent years in a contradictory emotional state, simultaneously viewing the perpetrator as someone who helped and hurt her. This cognitive distortion led her to suppress normal protective instincts, neglect personal boundaries, and develop what the judge characterised as "twisted values"—the willingness to accept harm from someone displaying superficial care. The psychological assessment attributes this pattern to her developmental inability to fully comprehend the impropriety of his conduct, leaving her vulnerable to rationalising abuse as a consequence of care.
The victim's trauma extends beyond the immediate incidents. The assessment notes she has come to perceive the world as fundamentally unsafe and untrustworthy, fearing that individuals regardless of their outward demeanor remain capable of betrayal and harm. This worldview, solidified during a critical developmental window, will likely influence her relationships and sense of security for years to come. Judge Lam acknowledged the lengthy emotional recovery ahead, publicly wishing her well and encouraging her to pursue professional mental health support. His compassionate recognition of her suffering contrasts sharply with the institutional failures that enabled her abuse to persist for five years.
The psychological evaluation of Cheng himself presents a complex picture relevant to rehabilitation considerations. A clinical psychologist's report noted that he struggled to develop age-appropriate romantic relationships and failed to recognise the power imbalance inherent in his position or understand that his behaviour violated social and legal norms. The assessment attributed this deficit partly to his own limited relationship experience, a factor his defence counsel emphasised in mitigation. However, the psychological evidence also indicated a low to moderate likelihood of reoffending, conditional on his willingness to engage with professional intervention.
As part of his sentence, Cheng will be required to participate in rehabilitation programmes involving social worker follow-up and professional psychological support administered through the Correctional Services Department. The judge explicitly adopted the clinical psychologist's recommendation that such intervention form part of his custodial experience, reflecting a modern sentencing approach that combines punishment with targeted rehabilitation. This structured approach may offer some prospect of preventing future harm, though the court's willingness to impose such conditions does not diminish the seriousness of his crimes or the severity of his sentence.
The defence's mitigation arguments centred on Cheng's relative youth at the time of the offences, his lack of prior convictions, and claims the conduct was out of character. His legal representatives submitted letters from his sister and a friend attesting to his good character and noting that he had subsequently applied for postgraduate study at Polytechnic University after being barred from teaching. The defence also stressed his deep regret and the strain his actions placed on his family. While the court acknowledged these factors, they proved insufficient to override the fundamental seriousness of abusing a child under his care.
This case carries significant implications for educational institutions throughout Southeast Asia, where teacher misconduct remains a persistent concern. The conviction and substantial sentence serve as a reminder that positions of authority within schools create profound vulnerabilities for young people. The five-year gap between the abuse's commencement and its legal resolution also raises questions about institutional reporting mechanisms and whether school administrators recognised warning signs. In Malaysia and neighbouring jurisdictions, this case underscores the necessity for robust safeguarding policies, mandatory reporting obligations, and swift investigative procedures to protect students from predatory behaviour.
The psychological testimony demonstrating how prolonged abuse warps a victim's perception of healthy relationships and personal safety offers crucial insight for educators and counsellors working in the region. Young people who experience sexual abuse by authority figures often struggle with precisely the kind of cognitive distortions documented in this case—confusion about whether harm and care can coexist, diminished ability to recognise boundary violations, and internalised self-blame. Recognition of these trauma responses is essential for creating environments where victims feel safe disclosing abuse and seeking support.
