北京市中小学心理健康教育工作现状

侯新宇; 杨佳; 李颖; 刘鹏; 高利旺; 顾梅; 赵婧萱

doi:10.16835/j.cnki.1000-9817.2024385

北京市中小学心理健康教育工作现状

doi: 10.16835/j.cnki.1000-9817.2024385

首都医科大学公共卫生学院，北京 100069

基金项目:

首都卫生管理与政策研究基地2023年度开放性课题项目 2023JD05

详细信息

作者简介:
侯新宇(2001-)，女，辽宁锦州人，在读硕士，主要研究方向为卫生政策、学校卫生等

通讯作者:
杨佳，E-mail：yangjiakm@163.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G627.8 G444 G479
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出版历程
- 收稿日期: 2024-10-23
- 修回日期: 2024-12-01
- 网络出版日期: 2025-01-07
- 刊出日期: 2024-12-25

Current situation of mental health education in primary and secondary schools in Beijing

School of Public Health, Capital Medical University, Beijing (100069), China

摘要

摘要: 目的了解北京市中小学心理健康教育工作开展现状，为提升心理健康工作质量提供数据支撑与政策建议。方法 2024年4—5月，采取多阶段随机抽样方法从北京市选取399所中小学进行问卷调查。采用χ²检验比较不同学段、地区学校心理健康教育的资源配置情况、工作开展现状以及开展方式差异。结果不同地区与学段的学校配备专、兼职心理教师报告率差异均有统计学意义(专职：χ²值分别为17.86，20.74，兼职：χ²值分别为13.56，25.63，P值均 < 0.05)；不同学段学校面向学生开展课程频率差异有统计学意义(χ²=12.83，P < 0.05)，不同地区学校面向教职工开展培训频率差异有统计学意义(χ²=17.79，P < 0.05)；其中城区学校(84.13%)和一贯制学校(85.33%)的专职心理教师配备率较好；近郊区学校(68.49%)和小学(71.35%)的兼职心理教师配备率较好；远郊区学校(96.88%)面向教职工开展心理健康教育培训的落实程度较佳，一贯制学校(100.00%)面向学生开设心理健康教育课程的落实程度最好。93.98%的学校开展了心理健康教育活动，90.23%的学校建立了心理健康咨询室，88.97%的学校将心理健康教育融入其他课程。结论北京市中小学心理健康教育开展情况良好，可通过落实心理教师配置要求、家校社协同联动、关注教师心理健康水平等措施，提升北京市中小学心理健康教育工作质量。
- 精神卫生 /
- 健康教育 /
- 组织和管理 /
- 中小学生卫生保健服务
Abstract: Objective To understand the current situation of mental health education in primary and secondary schools in Beijing, so as to provide the data support and policy suggestions for mental health work in Beijing. Methods From April to May 2024, a multi-stage random sampling method was used to select 399 primary and secondary schools in Beijing to conduct a questionnaire survey. Chi-square test was used to compare the differences resource allocation of mental health education, current status of mental health education by regions and educational stages. Results There were significant differences in reporting rates for the allocation of professional and part-time psychological teachers in different regions and educational stages (professional: χ²=17.86, 20.74, part-time: χ²=13.56, 25.63, P < 0.05). There was significant differences the implementation of mental health education courses for students in different educational stages (χ²=12.83, P < 0.05). There was significant differences the implementation of mental health education training for staff in different regions (χ²=17.79, P < 0.05). Professional psychology teachers were well equipped in urban schools (84.13%) and 9-year or 12-year schools (85.33%), and part-time psychology teachers were well equipped in suburban schools (68.49%) and primary schools (71.35%). Schools in the outer suburbs (96.88%) had the best implementation of mental health education training for staff, and the 9-year or 12-year schools (100.00%) had the best implementation of mental health education courses for students. Totally 93.98% of schools carried out mental health education activities, 90.23% of schools established mental health consultation rooms, and 88.97% of schools integrated mental health education into other courses. Conclusions The development of mental health education in primary and secondary schools in Beijing is good. It is suggested that the quality of mental health education in primary and secondary schools in Beijing should be improved by implementing the requirements of psychological teacher allocation, the coordination among family, school and community, and paying attention to teachers' mental health level.
- Mental health /
- Health education /
- Organization and administration /
- School health services
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表 1 不同地区和学段中小学校心理健康教育资源配置情况

Table 1. Resource allocation for mental health education in primary and secondery schools of different regions and stages

组别	选项	学校数	配备心理教师	配备专职心理教师	配备兼职心理教师	负责心理咨询的人员
组别	选项	学校数	配备心理教师	配备专职心理教师	配备兼职心理教师	心理教师	校医	班主任	体育老师	健康副校长	社会机构力量	其他
地区	城区	189	185(97.88)	159(84.13)	92(48.68)	185(97.88)	29(15.34)	46(24.34)	8(4.23)	19(10.05)	25(13.23)	3(1.59)
	近郊区	146	142(97.26)	97(66.44)	100(68.49)	138(94.52)	18(12.33)	41(28.08)	7(4.79)	15(10.27)	18(12.33)	4(2.74)
	远郊区	64	62(96.88)	41(64.06)	39(60.94)	59(92.19)	11(17.19)	22(34.38)	6(9.38)	10(15.63)	3(4.69)	3(4.69)
学段	小学	185	182(98.38)	118(63.78)	132(71.35)	173(93.51)	31(16.76)	60(32.43)	9(4.86)	22(11.89)	36(19.46)	5(2.70)
	中学	139	134(96.40)	115(82.73)	64(46.04)	135(97.12)	18(12.95)	29(20.86)	7(5.04)	15(10.79)	12(8.63)	5(3.60)
	一贯制	75	73(97.33)	64(85.33)	35(46.67)	74(98.67)	9(12.00)	20(26.67)	5(6.67)	7(9.33)	5(6.67)	0
总计		399	389(97.49)	297(74.44)	231(57.89)	382(95.74)	58(14.54)	109(27.32)	21(5.26)	44(11.03)	46(11.53)	10(2.51)
注：()内数字为报告率/%；“负责心理咨询的人员”为多选题；一贯制学校指贯穿小学与中学教育的一体化学校，包括九年制和十二年制。

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表 2 不同地区和学段中小学校心理健康教育课程与培训落实情况比较

Table 2. Comparison of implementation of mental health education curriculum and training in primary and secondery schools of different regions and stages

组别	选项	面向学生开展课程频率				面向教职工开展培训频率					面向家长开展培训频率
组别	选项	不开展	每周1课时	每两周1课时	每月1课时	不开展	每月1次	每季度1次	每学期1次	每年1次	不开展	每月1次	每季度1次	每学期1次	每年1次
地区	城区	2(1.06)	87(46.03)	69(36.51)	31(16.40)	14(7.41)	26(13.76)	17(8.99)	114(60.32)	18(9.52)	10(5.29)	22(11.64)	26(13.76)	114(60.32)	17(8.99)
	近郊区	5(3.42)	57(39.04)	46(31.51)	38(26.03)	8(5.48)	18(12.33)	15(10.27)	76(52.06)	29(19.86)	10(6.85)	20(13.71)	11(7.53)	80(54.79)	25(17.12)
	远郊区	1(1.56)	24(37.50)	27(42.19)	12(18.75)	2(3.13)	9(14.05)	12(18.75)	38(59.38)	3(4.69)	5(7.81)	7(10.94)	14(21.87)	32(50.00)	6(9.38)
学段	小学	7(3.78)	67(36.22)	66(35.68)	45(24.32)	9(4.86)	26(14.05)	17(9.19)	114(61.63)	19(10.27)	8(4.32)	27(14.59)	20(10.81)	113(61.08)	17(9.20)
	中学	1(0.72)	71(51.08)	44(31.65)	23(16.55)	8(5.76)	20(14.39)	17(12.22)	74(53.24)	20(14.39)	9(6.47)	18(12.95)	22(15.83)	71(51.08)	19(13.67)
	一贯制	0	30(40.00)	32(42.67)	13(17.33)	7(9.33)	7(9.33)	10(13.33)	40(53.34)	11(14.67)	8(10.67)	4(5.33)	9(12.00)	42(56.00)	12(16.00)
注：()内数字为构成比/%。

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