Integration of Mental Health Concepts in the Middle School Curriculum

Chunyuan Zhong; Princess Policarpio

doi:10.54097/dswbrq90

Authors

Chunyuan Zhong
Princess Policarpio

DOI:

https://doi.org/10.54097/dswbrq90

Keywords:

Middle School Teachers, Mental Health Education, Middle School

Abstract

This qualitative study explores the experiences of middle school teachers of Liaocheng Vocational and Technical School with student mental health education within their school setting. Drawing on interviews with teachers, supported interviews with school administrators and parents, the study aims to understand the challenges, resources, and support systems in promoting student well-being that teachers believe would be most beneficial in facilitating effective mental health education. Through a qualitative inquiry, and specifically using purposeful sampling, ten participants will be selected to provide rich insights into the phenomenon. Data will be collected through semi-structured interviews and analyzed using thematic analysis. Results may highlight the multifaceted nature of supporting student mental health, encompassing recognition of mental health issues, role breadth, efficacy in providing support, and barriers faced within the school environment. It is hoped that the study contributes to the literature by offering insights into the complexities of addressing student mental health within the middle school context and informing the development of effective interventions and support systems.

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References

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