The 2018 Organization for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA) results revealed a negative correlation between student academic achievement and wellbeing, indicating that higher academic performance often coincides with lower student well-being. In response to these findings and the broader issues within the Chinese education system, the Double Reduction Policy was introduced in July 2021 to reduce the volume of homework and limit the scope of off-campus subject-based tutoring. This article aims to examine the impact and challenges of this policy within a school by employing semi-structured interviews to gather qualitative data from various stakeholders, including the teachers, students, and parents. This study identified several key findings and challenges, such as inadequacy in the quantity and quality of after-school services provided; the current teacher renumeration system, which is unclear and causes uncertainty and stress among teachers; and a mismatch between the expectations of parents and the goals of the double reduction policy. This study employs the network governance theory and Mohe under the concept of Asia as method to understand how teachers and other stakeholders manage and allocate resources to adapt to the new policy requirements. Resource dependent theory suggests that teachers are willing to collaborate and share their resources to enhance students' learning experiences, despite potential personal and professional sacrifices. This article argues for better after-school services, improved homework setting practices, a clear teacher evaluation system, and alignment of parental expectations with policy goals. It suggests leveraging off-campus resources and fostering collaborative efforts among stakeholders to overcome these challenges. Additionally, a shift from an exam-oriented educational system to a more holistic approach is necessary to address the underlying issues affecting student well-being and academic achievement in China.