Policy analysis of family-school-society collaboration mechanisms for promoting students physical and mental health
10.16835/j.cnki.1000-9817.2026291
- VernacularTitle:家庭学校社会协同促进学生身心健康的政策机制分析
- Author:
GUO Xiaoting, LIU Yunfei, DANG Jiajia, CAI Shan, LI Jiaxin, HUANG Tianyu, YANG Ruolan, CHEN Qiuyuan, SONG Yi
1
Author Information
1. School of Public Health/Institute of Child and Adolescent Health, Peking University, Beijing 100191, China
- Publication Type:Journal Article
- Keywords:
Health promotion;
Cooperative education;
Health policy;
Students
- From:
Chinese Journal of School Health
2026;47(9):1240-1245
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To analyze the text structure, temporal evolution, and mechanism related shortcomings of policies related to family-school-society collaboration in promoting students physical and mental health in China, thereby providing a reference for improving collaborative mechanisms in the context of health promoting school development.
Methods:The PKULAW Laws and Regulations Database was used as the data source. A total of 115 relevant policy documents issued by relevant departments from the founding of the People s Republic of China to May 7, 2026, were included. Drawing on the adolescent health policy analysis framework and adapting it to the Chinese contexts of family-school-society collaborative education, health promoting school development, and interdepartmental collaborative governance, policy text analysis was conducted. Multi label coding was applied to 629 semantic units, and fractional counting was used to calculate the weights of 6 main dimensions and 31 subdimensions and to describe the dimensional composition of the policies and its changes over time.
Results:Policies related to family-school-society collaboration in promoting students physical and mental health gradually evolved from early principle based collaboration centered on the ideological and moral development of minors into institutional arrangements supported by the Healthy China initiative, the legal institutionalization of family education, collaborative education mechanisms, and health promoting school development. Among the 6 main dimensions, policy features and costs accounted for 54.8% of the total weight, followed by implementation considerations (22.9%), monitoring and evaluation (9.5%), policy appropriateness (5.6%), inclusion and coverage (4.8%), and participatory approach (2.5%). At the subdimension level, proposed interventions, target population characteristics, intersectoral linkages, consideration of adolescents social ecology, and goal setting accounted for 18.7%, 16.0%, 12.0%, 9.6%, and 9.4% of the total weight, respectively, whereas adolescent participation and the incorporation of young people s voices accounted for only 0.3% and 0.1% , respectively. These findings indicated that the policy texts focused primarily on problem identification, target population specification, and implementation arrangements, while provisions concerning students active participation, identification of differentiated needs, and support from disaggregated data remained relatively limited.
Conclusions:China has established a policy framework for family-school-society collaboration in promoting students physical and mental health that emphasizes goal setting, responsibility division, and organizational implementation, while gradually extending to specific health promotion tasks. Nevertheless, policy provisions concerning students active participation, the identification of differentiated needs, stratified and category specific monitoring, and the use of evaluation feedback require further specification.
