Yu Ting, Xu Jian, Jiang Yining, Hua Hui, Zhou Yulai, Guo Xiangrong
The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030, China.
MOE-Shanghai Key Laboratory of Children's Environmental Health, Department of Child and Adolescent Healthcare, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, 200092, China.
Child Adolesc Psychiatry Ment Health. 2022 Apr 27;16(1):32. doi: 10.1186/s13034-022-00469-8.
The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies.
This scoping review followed the framework of Arksey and O'Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases.
RESULTS/FINDINGS: After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development.
The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.
促进儿童和青少年的心理健康是全球公共卫生的当务之急，学校已被提议作为促进幼儿园至12年级学生心理健康的主要目标场所。本综述旨在全面了解学校教育模式中影响学生心理健康发展的关键因素、这些因素之间的相互关系以及不同国家和社会之间的跨文化差异。
本范围综述遵循阿克西和奥马利的框架，基于PubMed、科学网、Embase和PsycExtra数据库，全面回顾了近5年学校相关因素或校本干预对学生心理健康潜在影响的现有证据。
结果/发现：在筛选了558篇全文后，本综述共纳入了197篇关于学校教育和学生心理健康的原创文章。根据主题分析确定的学生心理发展中的五个关键因素（包括课程、作业和考试、体育活动、人际关系和课外活动），提出了一个整合学术、社会和身体因素的多成分学校教育模式，以概念化幼儿园至12年级学生促进心理健康发展的五个校本维度。
以往研究的经验教训表明，制定促进学生心理健康的多成分学校策略仍然是一项重大挑战。本综述可能有助于建立适当的学校教育模式，并呼吁不同国家或社会更加重视在幼儿园至12年级学校环境中推进学生心理健康。
