Research on the Long-Term Mechanism of Mental Health Education for Primary and Secondary School Students under the Background of Family-School Collaboration

{'en': 'The detection rate of mental health problems among primary and secondary school students has shown an upward trend in recent years, and neither schools nor families alone can cope with it; family-school collaboration has thus become an explicit requirement at the policy level. In practice, however, such collaboration mostly remains at the level of activities, with prominent problems including vague assignment of responsibilities, superficial ways of cooperation, mutual isolation of information, insufficient professional capacity, and the absence of assessment and incentives, presenting the features of being campaign-like, fragmented, and reactive. On the basis of sorting out the practical difficulties, this paper proposes that a long-term mechanism should replace campaign-style activities with institutionalization, replace fragmentation with continuity, be underpinned by professionalism, and center on developmental goals. It then discusses the paths for building such a mechanism from the aspects of establishing two-way information sharing and screening linkage, constructing an institutionalized collaboration framework with clear rights and responsibilities, improving a professional support network linking family, school, community, and medical institutions, perfecting evaluation, supervision, and resource guarantee, cultivating parents\' mental health literacy, and carrying out tiered and categorized precise collaboration, so as to provide a reference for moving mental health education in primary and secondary schools from "campaign-style" to "routinized" under the background of family-school collaboration.'}