As cats cautiously roam a cafe, watchful students provide their analysis of how the animals are feeling and what their actions could indicate.
At this cat cafe located in a secondary school – the Yuen Yuen Institute MFBM Nei Ming Chan Lui Chung Tak Memorial College – the animals lend a comforting paw to pupils as they practise their conversational English.
“Speaking here doesn’t feel like a test ... because the cats give me the reason to talk,” said 13-year-old Form Two pupil Hei Hei Chan Ka-hei. “At first, I was nervous because I thought people would judge me, but now, I feel calmer.”
The idea for this space started about two years ago when Yen Chan Yuen-yan joined the school as its English language panel head for junior forms.
“The cat cafe idea was ... inspired by using a more relaxed, social space to make English feel less like a test and more like real communication,” Chan said.
“The problems it ... aimed at solving are common in traditional English learning – too little speaking time, too much memorisation and correction, weak pronunciation practice and student anxiety about making mistakes.”
Since the cafe’s opening in March, its role in the school has blossomed: English learning, life education and student well-being have all fallen within the purview of the cats in this space.
How the cafe got its start
When Chan learned about Charlie, an injured stray cat the school had adopted, she noticed how he would often wander outside. She worried that he might encounter rat poison or suffer further injuries.
Thus, Chan, who has long been an animal volunteer, proposed providing Charlie with a dedicated indoor space. With the principal’s approval and guidance, the cafe opened, and the teachers added two kittens, Coco and Lala, who were rescued and adopted by the school.
“Their cuteness gives students an extra reason to come to the cafe, stay longer and talk more,” Chan said.
“That makes the environment more inviting and helps create more opportunities for spontaneous English use.”
Students are encouraged to speak English when chatting with teachers, ordering drinks or taking part in activities. A reward system even allows them to collect stamps that contribute to their English marks.
The cafe is also connected to the school’s English curriculum through a module that introduces the story of the school cats and teaches students to care for animals.
During every lunch period, the English panel head serves drinks as a barista, while other teachers gather with students. On some days, English songs play in the background, while others have film screenings and games.
The atmosphere is very different from an ordinary school canteen.
Hei Hei recalled a funny interaction with one cat.
“One memory that still makes me smile to this day is when one cat looked at me, like it was judging me. Then, it came closer,” he said. “Then, I was like, ‘OK, you’re not scary at all.’”
Form Two pupil Yanis Tsang Yu-ying, 16, said she liked watching the cats climb their wooden structure: “It feels respectful – like we are guests, and the cats are hosts, who look at us from above.”
Yanis noted that the start of most conversations in the cafe would revolve around the cats.
“But we also talk about daily life and school topics.
For example, if we are waiting while petting, I will mention a class topic or a school event, and teachers usually join us,” she said.
The cafe has helped her feel more confident in English.
“Normal English lessons are scheduled. Teachers correct you; you practise sentences,” she said.
“Inside the cafe, it’s easier to think in English because there’s something happening immediately, like cats moving ... and students reacting.”
She added: “English feels like a tool I’m using, not just something I study.”
The cafe has only been open for a few months, but Chan has already noticed pupils using English more often.
“Some students ... continue conversations that started in the cafe when they are outside the room,” she said.
Well-being and life skills
But this cafe is not simply about language learning – its furry mascots are also soothing companions who teach lessons that extend beyond the classroom.
Yanis said she learned how to understand cats’ body language and respect their feelings.
“Cats communicate through body language more than sound,” she said. “When I notice any uncomfortable signals, I adjust immediately, reduce touch, slow down or let the cat rest. Respect is the main rule.”
The cats have become a source of comfort as well.
“School stress is real ... but spending time with cats lowers the pressure in a positive way. I commit more patience, and honestly, it improves my focus,” Yanis said.
Hei Hei felt the same way.
“It honestly changes my whole mood. Before, school stress would build up in my chest, and I [would] feel irritated,” he shared.
“When I play with the cats, I calm down. Then, I go back to class feeling more ready.”
As a frequent customer of the cafe, Hei Hei said it taught him a new perspective on animal welfare.
“It makes me understand adoption is better than buying because you’re giving an actual solution to someone who’s suffering,” he explained.
For Chan, teaching students to care for animals is just as important as teaching grammar.
“The goal was to help students develop empathy and responsibility by caring for stray animals,” she said.
“English education can be combined with life education, animal care and student well-being in a creative way, instead of staying only in the traditional classroom.”
