The Impact of the Double Reduction Policy on Teaching and Learning in a Junior Secondary School in China

China’s public education system has faced persistent challenges of entrenched academic pressures on students. In response, the central government introduced the Double Reduction Policy in 2021 to reduce excessive homework and off-campus tuition while mandating after-school services. This study investigates the stakeholder interactions under the Policy through network governance theory and Asia as method. Drawing on interviews with local officials, the school principal, teachers, students, and parents in a Zhejiang school, findings reveal positive outcomes as well as challenges and strategies. Localised concepts of Mohe (mutual adjustment) and Jiangjiu (unilateral tolerance) highlight collaborative and constrained responses to this education reform.