Anxiety Disorders and Adolescent School Aversion: An Analysis of the Phenomenon in Chinese Mainland and Intervention Approaches

In the context of rising academic pressure and increasing emotional distress among adolescents in mainland China, anxiety disorders and school aversion are becoming increasingly prevalent, comoirbid, and younger in onset. This study applies the 4PPredisposing, Precipitating, Perpetuating, and Protective factorsto explore the psychological mechanisms underlying this comorbidity. Results showed: (1) Predisposing factors such as only-child status and conflict-driven parenting significantly amplified risk; (2) Precipitating factors such as frequent test rankings, peer comparison, and high parental expectations trigger negative emotions quickly; (3) Perpetuating factors including learned helplessness and negative self-schema reinforce school aversion through feedback loops; (4) On the protective level, growth mindset, emotion-regulating strategies and teacher-student attachment relationships can effectively buffer the above risks. Based on these findings, a four-dimensional intervention model is proposed across school, family, individual, and societal levels: optimizing supportive classroom environments, training teachers in positive psychology, enhancing home-school communication, promoting cognitive behavioral therapy and mindfulness training at the student level, and expanding access to psychological services through community networks and hotlines. The study aims to offer evidence-based, culturally appropriate intervention pathways to break the vicious cycle of anxiety and school aversion and promote the synergistic development of lifelong learning ability and psychological resilience among adolescents.