Student Anxiety Governance in Healthy School Construction An Analysis of School Support Mechanisms from the Perspective of Mind–Body Balance

. Student anxiety, school aversion, emotional dysregulation, and declining learning motivation have become important issues that require joint responses from school mental health education and school governance. In practice, student anxiety is often treated as an individual psychological problem through counseling, consultation, and adjustment. Such approaches are necessary, yet they may overlook structural factors such as physical exhaustion, academic pressure, disrupted life rhythms, and inadequate school support. From the perspective of mind–body balance, student anxiety can be understood as a comprehensive manifestation of long-term imbalance among bodily foundation, pressure load, positive experience, restorative state, and rational self-regulation. The governance of student anxiety should therefore shift toward systematic school support. Schools need to restore students' bodily foundation, reconstruct the boundaries of academic pressure, cultivate deep positive experience, create restorative space, and train rational self-regulation, thus helping students regain mind–body balance. This framework provides an analytical path for healthy school construction and the improvement of school governance capacity.