Toward Equitable Mental Health Education in Rural China Evidence from a Mixed-Methods Study in Guangxi Province

Abstract

The mental health of school-aged children has become an urgent concern in rural China, where psychological services and educational resources remain underdeveloped. This mixed-methods study examines the current status, challenges, and strategies of mental health education management in rural schools in Guangxi Province. A 32-item questionnaire was administered to 320 primary and secondary teachers across six counties, assessing organizational management, implementation, support conditions, and outcomes. The instrument showed strong reliability (Cronbach’s ? = 0.893) and validity (KMO = 0.902). Quantitative results revealed significant urban–rural disparities, with county town schools outperforming remote areas across all dimensions (p < .001). Support conditions emerged as the strongest predictor of outcomes (r = .682). Qualitative interviews identified barriers including a shortage of trained counsellors, weak parental engagement, and low mental health literacy. The study highlights gaps between policy intentions and implementation, recommending targeted funding, stronger organizational capacity, expanded teacher training, enhanced school–family–community collaboration, and continuous monitoring. These strategies provide actionable insights for policymakers and administrators to promote equitable and effective mental health education in rural China.