The phrase "persistent discrimination" was used. The committee found children that were excluded and discriminated against by teachers, and bullied by peers. The system was criticised for being so competitive that it spurred anxiety and depression disorders in students, and that it infringed on their right to play and rest.

It wants the government to do more to make education in mainstream schools more inclusive for children with special educational needs (SEN), and to end the "designated schools" system for minorities.

How does this tally with empirical data showing Hong Kong does well in catering for all students, regardless of socioeconomic background or academic ability, and that schools have received substantial funding and professional support to meet the needs of these groups?

Success in testing reflects more than schooling. The family and the work children do outside the classroom help. While test results should be celebrated, they should not be used to mask the negatives many families experience.

The experiences of minorities and SEN families should be heeded. For example, last year's Equal Opportunities Commission report on integrated education for SEN students presented detailed research echoing the UNCRC conclusions.

The truth may be that, despite the reforms, competitive pressures remain on schools and students. Because schools are still informally measured by exam results and where their students go next - including secondary school and university - they are desperate to attract the brightest, to the point they do not want a reputation for catering to students with learning difficulties.

Teachers have reportedly struggled with the greater diversity in their classrooms after school admissions were reformed. It is not clear if that is due to the big class sizes they complain about, too little time to cover curriculum, or a lack of experience in teaching children as individuals, rather than groups. These pressures should diminish as the policies to address them take effect.

The lingering prejudices are more worrying.

Top schools in the Direct Subsidy Scheme admit they cannot take many non-Chinese students, apparently because they cannot keep up in Chinese and mathematics. And few children from "vulnerable groups" can access the better resourced schools and government secondary schools.

Many parents have met these prejudices. The Education Bureau assures families that all children will be catered for at primary and secondary schools. But I am aware of non-Chinese families being turned away from kindergartens. Some primary schools do all they can to discourage expatriate professionals from enrolling their children. What is abhorrent is the assumption that a student that is not Chinese, who has a disability or is poor, will bring problems.

This type of attitude was displayed in a 2010 research paper. "No matter how well you cook it, dead fish smells bad," one school principal said about their school's pupils.

Government, legislators and a range of non-government organisations gave evidence to the UNCRC. Its report should not be seen as the whole story, nor detract from the reforms bringing improvement. The report is a wake-up call.

Discrimination can no longer be covered up. In part, it is a deep cultural problem that will not disappear overnight. It can only be addressed if we reflect on our hidden prejudices and how they manifest in the type of children we may want to teach, who we want our children to learn with, and the education outcomes we want to celebrate.

Welcoming pupils who are different benefits all children, by making them more tolerant and compassionate, and opening their eyes to hidden talents and traditions they bring to a school. Katherine Forestier is director of the consultancy Education Link