广西边境地区中小学生心理健康状况调查OA

Objective To understand the current status of mental health,existing problems among primary and secondary school students in the border areas of Guangxi,so as to develop educational strategies.M ethods The Mental Health Diagnostic Test(MHT)was used to conduct a questionnaire survey among 4 443 primary and secondary school students in Daxin County and Napo County,located in the border areas of Guangxi.Results The detection rate of severe mental health problems among primary and secondary school students in the border areas of Guangxi was 6.82%,with rates of 4.32%for primary schools,9.09%for junior high schools,and 7.27%for senior high schools.Among the 8 subscales,the detection rate of learning anxiety was as high as 57.21%,while the detection rates of allergic tendency,self-blame tendency,and physical symptoms were all higher than 30%.Additionally,the proportion of students with at least one mental health problem across the 8 subscales was as high as 72.67%.Significant differences were observed in the mental health of primary and secondary school students in the border areas of Guangxi across multiple demographic variables,including gender,school stage,left-behind experience,household registration location,boarding status,parents'marital status,family economic conditions,and academic performance ranking(P<0.05).Students with characteristics such as being female,having left-behind experiences,rural household registration,boarding status,from widowed families,in junior high school,from low-income families,or with the lowest academic rankings exhibited significantly lower mental health levels compared to their respective groups.Conclusion The mental health issues among primary and secondary school students in the border areas of Guangxi are relatively severe,with junior high school students being particularly affected.Learning anxiety is a prominent issue,and student groups such as females,those from rural areas,with divorced or widowed parents,from low-income families,boarding students,and those with poor academic performance face higher risks.The targeted intervention strategies should been developed based on school stage characteristics and group differences to improve their mental health status.