Beyond Problem-Solving: Homeroom Teachers' Reflective Practice as a Tool for Mental Health Support in Chinese Schools

Area of Science:

• Educational Psychology
• School Mental Health
• Teacher Professional Development

Background:

• Limited empirical research exists on the psychological dimensions of homeroom teachers' reflective practice concerning student mental health.
• Homeroom teachers play a vital role in implementing mental health education in schools.

Purpose of the Study:

• To explore the psychological characteristics of homeroom teachers' reflective practice.
• To examine how reflective practice supports student mental health education.
• To evaluate this practice within the framework of multi-tiered systems of support (MTSS).

Main Methods:

• Conducted semi-structured interviews with seventeen Chinese homeroom teachers.
• Applied thematic analysis to interview data.
• Evaluated reflective practice through the lens of MTSS.

Main Results:

• Identified cognitive (focus, process, transformation), emotional, motivational (autonomy, states), and behavioral (silent, written, dialogic) characteristics of reflective practice.
• Student mental health was a central focus of teachers' cognitive reflection.
• Teachers primarily engaged in MTSS Tiers 1 and 2 for mental health, with limited interprofessional collaboration.

Conclusions:

• Homeroom teachers' reflective practice is multifaceted, encompassing cognitive, emotional, motivational, and behavioral elements.
• Reflective practice is integral to enhancing school-based mental health education.
• Current practices align partially with MTSS but require further development in collaboration and distinct approaches.