十大傑出青年廖書衡博士

訪問廖舒衡時，最令人印象深刻的，不是她如何以創辦人身份描述成果，而是她如何坦然談及自己的成長經歷。她提到自己有 ADHD 及 ASD 相關特質，小時候曾經不容易理解別人的意思，也需要透過觀察和模仿，學習如何與外界相處。那些不被理解的時刻，曾經是壓力，也是孤獨；但當她長大後，這些經歷反而成為她理解別人的入口。

When interviewing Ed, what was most striking was not how she, as a founder, described her achievements, but how candidly she spoke about her own upbringing. She mentioned having traits related to ADHD and ASD, and how as a child, she often struggled to understand others' intentions, needing to observe and imitate to learn how to interact with the outside world. Those moments of misunderstanding were once stressful and lonely; but as she grew older, these experiences became her gateway to understanding others.

她知道，一個人在群體中顯得「不同」，未必代表他不努力或者沒有能力。很多時候，他只是沒有遇上一個合適的環境，沒有遇上願意先了解、再判斷的伯樂。正因如此，廖舒衡所談的共融，並不是簡單的同情，也不是把服務對象長期放在受保護的位置。她更關心的是，社會能否停止過早定型，改為看見每個人背後的特質、限制與強項。

She knows that someone appearing "different" in a group doesn't necessarily mean they are not trying or lack of ability. Often, they simply haven't encountered a suitable environment or a mentor willing to understand before judging. For this reason, the inclusion Liao Shu-hing speaks of is not mere sympathy, nor is it about keeping beneficiaries in a protected position long-term. She is more concerned with whether society can stop premature stereotyping and instead see the unique qualities, limitations, and strengths behind each individual. 創造機會之前，先創造自信 Before Creating Opportunities, Create Confidence First

在 Work For All 的工作中，廖舒衡接觸過不少 SEN 青年。她發現，很多青年並非沒有能力，而是在成長過程中承受太多否定。他們可能經常被指出做得不夠好，久而久之便不再相信自己能夠勝任工作。對廖舒衡而言，支援他們的第一步，不是立即把他們送進職場，而是協助他們重新建立自我價值。

In her work at Work For All, Ed has encountered many young people with SEN. She found that many of them are not lacking in ability, but have endured too much negativity during their upbringing. They may have been constantly told they weren't good enough, and over time, they stopped believing in their own competence. For Liao Shu-hing, the first step in supporting them is not to immediately place them in the workplace, but to help them rebuild their self-worth.

她形容，平台需要先讓學員知道自己有值得被看見的能力，再透過訓練和實際工作，讓他們逐步累積成功經驗。這種方法並不浪漫，也不寬鬆。相反，它非常接近商業世界的現實：工作需要標準，職場需要效率，僱主也有營運壓力。真正的共融，不是要求企業無條件遷就，而是在要求與支援之間建立橋樑。

She describes that the platform first needs to let trainees know they possess valuable abilities, and then, through training and practical work, allow them to gradually accumulate successful experiences. This approach is neither romantic nor lenient. On the contrary, it is very close to the realities of the business world: work requires standards, the workplace demands efficiency, and employers face operational pressures. True inclusion is not about demanding unconditional accommodation from businesses, but about building bridges between demands and support.

因此，廖舒衡的團隊會協助僱主理解每位學員的特質、可勝任範圍及需要注意的地方。她曾以「說明書」作比喻，指出如果僱主能先了解一個人的工作方式，便更容易安排合適崗位，避免雙方因誤解而受挫。這種配對工作看似細微，卻是創造價值的關鍵。因為當一個人被放在合適的位置，他的能力才有機會被市場、企業與社會真正看見。

Therefore, Ed's team assists employers in understanding each trainee's characteristics, scope of competence, and areas requiring attention. She once used the analogy of an "instruction manual," pointing out that if employers first understand an individual's working style, it becomes easier to arrange suitable positions, preventing both parties from being frustrated by misunderstandings. This matching work may seem minor, but it is crucial for creating value. Because when a person is placed in the right position, their abilities have the opportunity to be truly recognized by the market, businesses, and society. 社會創新，不只靠善意 Social Innovation, Not Just Relies on Good Intentions

廖舒衡對社會創新的理解，亦帶有鮮明的商業思維。她並不認為社企可以只靠善意或短期資助長久運作。若一個項目沒有市場價值，沒有清晰的服務模式，也沒有可持續的營運能力，它最終難以真正承載社會使命。

Ed's understanding of social innovation also carries a distinct business mindset. She does not believe that social enterprises can operate long-term solely on good intentions or short-term funding. If a project lacks market value, a clear service model, and sustainable operational capabilities, it will ultimately struggle to truly fulfill its social mission.

這種想法，正是她作為新一代社會創業者的獨特之處。她不是把弱勢群體單純視為「受助者」，而是希望把他們的能力轉化為市場可理解、可使用、可持續支持的價值。這是一種更成熟的共融觀：共融不是降低標準，而是重新設計參與條件；不是把人留在邊緣，而是讓更多人可以在主流經濟與社會生活中找到位置。

This perspective is precisely what makes her unique as a new-generation social entrepreneur. She doesn't simply view vulnerable groups as "recipients of aid," but rather aims to transform their abilities into value that is understandable, usable, and sustainably supported by the market. This represents a more mature view of inclusion: inclusion is not about lowering standards, but about redesigning the conditions for participation; it's not about keeping people on the margins, but about enabling more individuals to find their place in mainstream economic and social life.

在香港，許多人都習慣在有限空間中尋找出口。廖舒衡的故事，正好呼應這座城市的精神。香港人擅長在限制中轉身，在壓力中尋找方法，在不被看好的環境中創造可能。她所推動的，不只是 SEN 青年的就業支援，也是對城市人才觀的一次提醒：價值不應只由單一標準定義，能力也不應只用一種速度或形式衡量。

In Hong Kong, many people are accustomed to finding solutions within limited spaces. Liao Shu-hing's story perfectly echoes the spirit of this city. Hongkongers are adept at adapting within constraints, finding methods under pressure, and creating possibilities in environments that are not initially promising. What she promotes is not just employment support for SEN youth, but also a reminder to the city's perspective on talent: value should not be defined by a single standard, nor should ability be measured by only one speed or form. 差異，也可以是一種創造力 Difference Can Also Be a Form of Creativity 談到自己的神經多樣性特質，廖舒衡沒有把它完全標籤化 。她承認，這些特質有時會帶來專注、社交或決策上的挑戰；但同時，它也讓她能快速切換不同任務，對新想法有強烈行動力，甚至能在很短時間內把概念變成實際計劃。她的創造力，並不是來自完美無瑕的個人條件，而是來自對自身限制與優勢的誠實理解。

When discussing her neurodivergent traits, Ed does not fully label them. She admits that these traits can sometimes present challenges in focus, social interaction, or decision-making; however, they also enable her to quickly switch between different tasks, possess strong initiative for new ideas, and even transform concepts into practical plans in a very short time. Her creativity does not stem from flawless personal conditions, but from an honest understanding of her own limitations and strengths.

這份理解，也使她面對學員時更直接、更真實。她明白他們平時遇到的困難，但不會把所有行為都合理化。她會指出不合適的表達，提醒學員現實世界有其規則，亦鼓勵他們學習如何與別人相處。這種教育方式，讓共融不只是溫柔的口號，而是一種能夠讓人真正走進社會的訓練。

This understanding also makes her more direct and authentic when interacting with trainees. She comprehends the difficulties they typically face but does not rationalize all their behaviors. She points out inappropriate expressions, reminds trainees that the real world has its rules, and encourages them to learn how to interact with others. This educational approach ensures that inclusion is not just a gentle slogan, but a training that truly enables people to integrate into society. 結尾總結 「創造」在廖舒衡的故事裡，不是一個抽象的詞。它是一份工作配對、一場職場訓練、一段重新建立自信的過程，也是一個人由被誤解走向理解他人的生命轉化。她創造的不是掌聲，而是機會；不是短暫的感動，而是可以持續運作的橋樑。

In Ed's story, "creation" is not an abstract word. It is a job matching, a workplace training, a process of rebuilding self-confidence, and a life transformation from being misunderstood to understanding others. What she creates is not applause, but opportunities; not fleeting moment, but bridges that can operate sustainably.

當她獲選香港十大傑出青年，這份肯定並不只屬於她個人，也屬於所有曾被低估卻仍努力尋找位置的人。她讓我們看見，香港的光不只來自高樓與海港，也來自那些願意在裂縫中創造可能的人。即使環境不完美，只要有人願意看見他人、成就他人，城市便會因這些微光而繼續明亮。

When she was selected as one of 'Ten Outstanding Young Persons (Hong Kong Selection) in 2025, this recognition belongs not only to her personally but also to all those who have been underestimated yet continue to strive for their place. She shows us that Hong Kong's light comes not only from its skyscrapers and harbor but also from those willing to create possibilities in the cracks. Even if the environment is imperfect, as long as there are people willing to see and empower others, the city will continue to shine brightly because of these faint lights.