健康学校建设中的学生焦虑治理 ——基于身心平衡视角的学校支持机制分析

中文摘要

学生焦虑、厌学、情绪失控和学习动力下降等现象，已成为学校心理健康教育和学校治理需要共同回应的重要问题。现实干预中，学生焦虑常被归入心理问题，主要通过情绪疏导、心理咨询和个体调适处理，但容易忽视身体消耗、学习压力、生活节律和学校支持不足等结构性因素。基于身心平衡视角，可将学生焦虑理解为身体基础、压力负荷、积极体验、恢复状态与理性调节之间长期失衡的综合表现。学生焦虑治理应转向学校系统支持：通过恢复身体基础、重构压力边界、培育深层积极体验、创造恢复空间和训练理性调节能力，帮助学生恢复身心平衡。该框架有助于推动学校心理健康教育从“心理疏导”走向“身心系统治理”，为健康学校建设和学校治理能力提升提供分析路径。

Abstract

. Student anxiety, school aversion, emotional dysregulation, and declining learning motivation have become important issues that require joint responses from school mental health education and school governance. In practice, student anxiety is often treated as an individual psychological problem through counseling, consultation, and adjustment. Such approaches are necessary, yet they may overlook structural factors such as physical exhaustion, academic pressure, disrupted life rhythms, and inadequate school support. From the perspective of mind–body balance, student anxiety can be understood as a comprehensive manifestation of long-term imbalance among bodily foundation, pressure load, positive experience, restorative state, and rational self-regulation. The governance of student anxiety should therefore shift toward systematic school support. Schools need to restore students' bodily foundation, reconstruct the boundaries of academic pressure, cultivate deep positive experience, create restorative space, and train rational self-regulation, thus helping students regain mind–body balance. This framework provides an analytical path for healthy school construction and the improvement of school governance capacity.

关键词：学生焦虑；心理健康教育；健康学校建设；身心平衡；学校治理

Keywords: student anxiety; mental health education; healthy school construction; mind–body balance; school governance