Keywords
Abstract
Under the context of social transformation and the increasing complexity of educational situations in China, psychological crises among primary and secondary school students have shown latent and cumulative characteristics. The traditional school-centered, post-crisis intervention model is no longer effective in addressing these issues. Therefore, this paper, from the perspective of family-school-community collaborative governance, systematically analyzes the structural dilemmas in the current psychological crisis intervention system regarding information integration, division of responsibilities, and resource utilization. Theoretically, the study integrates the ecological systems theory and the public health three-level prevention model to create a multi-level, multi-stakeholder collaborative framework. Practically, it proposes actionable optimization paths focusing on early warning systems, standardized intervention processes, community resource activation, and professional capacity building. The study suggests that institutionalized collaborative mechanisms and a tiered information-sharing platform can significantly improve the timeliness of psychological risk identification and the professionalism of intervention responses, thus transforming psychological crisis intervention from a passive response to proactive prevention. This paper provides theoretical support and practical reference for improving China’s adolescent mental health service system and related policy development.
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