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: χ 2=17.86, 20.74 , part time: χ 2=13.56, 25.63, P <0.05). There was significant differences the implementation of mental health education courses for students in different educational stages ( χ 2=12.83, P <0.05). There was significant differences the implementation of mental health education training for staff in different regions ( χ 2=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.