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Background <p>Adolescents in middle school face rising socio-emotional and academic pressures. Understanding the convergent and grade-specific needs of students, parents, and teachers is essential to designing effective, developmentally appropriate school mental-health curricula in China.</p> Methods <p>A mixed-methods design was used. Semi-structured interviews with students, parents, and teachers (<i>n</i> = 18) from diverse school types informed item generation. A self-developed questionnaire (student/parent/teacher versions) was administered in eight middle schools (students <i>n</i> = 1,510; parents <i>n</i> = 1,337; teachers <i>n</i> = 200). Multiple-response items were summarized using penetration rate and per-respondent normalized share. Grade differences in student penetration rates were tested with R × C chi-square and Bonferroni-adjusted pairwise proportion tests (α = 0.05).</p> Results <p>Across stakeholders, priorities clustered around study-methods guidance, interpersonal communication skills, life education, and emotion management. Clear grade patterns emerged: Grade 1 emphasized transition/adaptation, whereas Grades 2–3 increasingly prioritized stress and emotion regulation as academic pressure rose. Respondents favored interactive delivery (e.g., role-play, scenario work) and qualified instructors.</p> Conclusion <p>Findings support a developmentally sequenced, school-based mental-health curriculum aligned with HPS principles, combining universal and grade-differentiated modules, interactive pedagogy, trained staff, and school–family–community collaboration with referral pathways. Limitations (single-province sample, self-developed instrument, self-report, potential selection bias) temper generalizability; future cross-regional, prospective evaluations should test impacts on wellbeing, help-seeking, academic engagement, and implementation outcomes.</p>

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A study on the needs for mental health courses for middle school students based on qualitative interviews from diverse perspectives

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月7日

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  • Chaochao Lu,
  • Ying Zhou,
  • Xiaoyu Chen,
  • Peixuan Tan,
  • Yuexin Zhang,
  • Zexuan Li,
  • Yuting Wu,
  • Pan Chen,
  • Weihui Li

摘要

Background

Adolescents in middle school face rising socio-emotional and academic pressures. Understanding the convergent and grade-specific needs of students, parents, and teachers is essential to designing effective, developmentally appropriate school mental-health curricula in China.

Methods

A mixed-methods design was used. Semi-structured interviews with students, parents, and teachers (n = 18) from diverse school types informed item generation. A self-developed questionnaire (student/parent/teacher versions) was administered in eight middle schools (students n = 1,510; parents n = 1,337; teachers n = 200). Multiple-response items were summarized using penetration rate and per-respondent normalized share. Grade differences in student penetration rates were tested with R × C chi-square and Bonferroni-adjusted pairwise proportion tests (α = 0.05).

Results

Across stakeholders, priorities clustered around study-methods guidance, interpersonal communication skills, life education, and emotion management. Clear grade patterns emerged: Grade 1 emphasized transition/adaptation, whereas Grades 2–3 increasingly prioritized stress and emotion regulation as academic pressure rose. Respondents favored interactive delivery (e.g., role-play, scenario work) and qualified instructors.

Conclusion

Findings support a developmentally sequenced, school-based mental-health curriculum aligned with HPS principles, combining universal and grade-differentiated modules, interactive pedagogy, trained staff, and school–family–community collaboration with referral pathways. Limitations (single-province sample, self-developed instrument, self-report, potential selection bias) temper generalizability; future cross-regional, prospective evaluations should test impacts on wellbeing, help-seeking, academic engagement, and implementation outcomes.