ArticleBMC psychology2026
A study on the needs for mental health courses for middle school students based on qualitative interviews from diverse perspectives.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundAdolescents 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.
methodsA 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).
resultsAcross 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.
conclusionFindings 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.
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