Prof. HUE Ming Tak2024-01-112024-01-112010Educational Planning, 2010, Vol. 19(2), pp. 34-45.2998-70671537-873Xhttps://isep.info/wp-content/uploads/2015/03/19-2reduced.pdf#page=40http://hdl.handle.net/20.500.11861/8851Many Hong Kong schools are concerned about the effective use of educational planning for fulfi lling the diverse needs of ethnic minority students particularly given their growing numbers. No matter what educational plans for ethnic minority students are made, how they are implemented becomes critical. This article examines teachers’ narratives of the cross-cultural experiences of ethnic minority students from India, Pakistan, Philippines, Nepal and Thailand, and the diversity of those students’ different learning needs. Qualitative data were collected from interviews, through which the constructs of thirtytwo teachers from three secondary schools were explored. This paper argues that when devising and implementing an educational plan for promoting the welfare of ethnic minority students, it is not only necessary for the plan to promote the intercultural sensitivity of all practitioners, but it is equally important to develop a connected school system where ethnic minority students and parents can be consistently supported in the subsystems of classroom, school, and home.enPeer Reviewed Journal Article