Development of a teacher-delivered, school-based mental health promotion programme for adolescents in China: a Delphi study.
7 affiliations
- 1Peking University Huilongguan Clinical Medical School, Beijing, China.
- 2Department of Clinical Psychology, Beijing Huilongguan Hospital, Beijing, China.
- 3WHO Collaborating Center for Research and Training in Suicide Prevention, Beijing, China.
- 4Shanxi University of Chinese Medicine, Jinzhong, Shanxi, 030619, China.
- 5Peking University Huilongguan Clinical Medical School, Beijing, China. [email protected].
- 6Department of Clinical Psychology, Beijing Huilongguan Hospital, Beijing, China. [email protected].
- 7WHO Collaborating Center for Research and Training in Suicide Prevention, Beijing, China. [email protected].
Abstract
Background
Strengthening social and emotional competencies (SECs) is a promising upstream strategy for adolescent suicide prevention. However, the existing school-based programmes cannot be directly transplanted into the Chinese school environment. It could be attributed to the different psychosocial challenges faced by adolescents, educational structures, and implementation constraints in China. To address this gap, this study developed a culturally adapted, teacher-delivered, school-based mental health promotion programme to enhance adolescents' SECs and support suicide prevention in China.Methods
This study involved a needs assessment and pilot implementation to inform the development of a school-based mental health promotion programme. Drawing on these preliminary findings, two rounds of Delphi consultations were conducted to assess the programme. The experts assessed the importance and appropriateness of the core modules and sessions, as well as the feasibility of the standardised session structure and teacher training strategies. In both Delphi rounds, the experts independently rated each item on a five-point Likert scale (1-5) and provided open-ended comments. For each item, consensus was defined as a mean score ≥ 4.0, a coefficient of variation (CV) ≤ 0.25, and an agreement rate of ≥ 80%. A total of 25 experts participated in the evaluation, including psychiatrists and child and adolescent clinical and educational psychologists.Results
The final programme comprised three parts: core modules and sessions, session structure, and teacher training strategies. The five modules-emotion regulation, interpersonal relationships, self-confidence, resilience, and crisis prevention-consisted of 25 sessions (45 min each). Each session was structured into seven steps: warm-up; theme introduction; boundaries and rules in discussion; scenario presentation; group discussion; summarisation and feedback; and emotional relief, if necessary. The training strategies for teachers consisted of instructive lectures on key points, core modules, and sessions of the proposed programme; demonstration of proposed sessions; on-site supervision of sessions conducted by trained teachers; online discussion and communication; and continued feedback and encouragement.Conclusion
This study developed a teacher-delivered, school-based mental health promotion programme for adolescents in China. The proposed programme is culturally adaptable, has the potential to be integrated into routine school practices, and holds promise for supporting adolescent suicide prevention.
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BibTeX
@article{li2026development,
title = {{Development of a teacher-delivered, school-based mental health promotion programme for adolescents in China: a Delphi study.}},
author = {Peiyao Li and Jianlan Wu and Xiaoquan Liu and Yang Luo and Yongsheng Tong},
journal = {BMC pediatrics},
year = {2026},
month = aug,
doi = {10.1186/s12887-026-07362-9},
url = {https://europepmc.org/article/MED/42968088},
note = {CC BY-NC-ND},
}
RIS
TY - JOUR
TI - Development of a teacher-delivered, school-based mental health promotion programme for adolescents in China: a Delphi study.
AU - Peiyao Li
AU - Jianlan Wu
AU - Xiaoquan Liu
AU - Yang Luo
AU - Yongsheng Tong
PY - 2026
DA - 2026/08/03
JO - BMC pediatrics
DO - 10.1186/s12887-026-07362-9
UR - https://europepmc.org/article/MED/42968088
AB - Background Strengthening social and emotional competencies (SECs) is a promising upstream strategy for adolescent suicide prevention. However, the existing school-based programmes cannot be directly transplanted into the Chinese school environment. It could be attributed to the different psychosocial challenges faced by adolescents, educational structures, and implementation constraints in China. To address this gap, this study developed a culturally adapted, teacher-delivered, school-based mental health promotion programme to enhance adolescents' SECs and support suicide prevention in China.Methods This study involved a needs assessment and pilot implementation to inform the development of a school-based mental health promotion programme. Drawing on these preliminary findings, two rounds of Delphi consultations were conducted to assess the programme. The experts assessed the importance and appropriateness of the core modules and sessions, as well as the feasibility of the standardised session structure and teacher training strategies. In both Delphi rounds, the experts independently rated each item on a five-point Likert scale (1-5) and provided open-ended comments. For each item, consensus was defined as a mean score ≥ 4.0, a coefficient of variation (CV) ≤ 0.25, and an agreement rate of ≥ 80%. A total of 25 experts participated in the evaluation, including psychiatrists and child and adolescent clinical and educational psychologists.Results The final programme comprised three parts: core modules and sessions, session structure, and teacher training strategies. The five modules-emotion regulation, interpersonal relationships, self-confidence, resilience, and crisis prevention-consisted of 25 sessions (45 min each). Each session was structured into seven steps: warm-up; theme introduction; boundaries and rules in discussion; scenario presentation; group discussion; summarisation and feedback; and emotional relief, if necessary. The training strategies for teachers consisted of instructive lectures on key points, core modules, and sessions of the proposed programme; demonstration of proposed sessions; on-site supervision of sessions conducted by trained teachers; online discussion and communication; and continued feedback and encouragement.Conclusion This study developed a teacher-delivered, school-based mental health promotion programme for adolescents in China. The proposed programme is culturally adaptable, has the potential to be integrated into routine school practices, and holds promise for supporting adolescent suicide prevention.
SN - 1471-2431
ER -