Mental Health Educational Research Of Middle Boarding School In Qinghai-tibetan Autonomous Prefectures

Establishing Boarding Schools is an effective way to solve the educational problem of rural areas, especially for Qinghai Tibet areas in which was sparsely populated. So Boarding schools were integrated and provided better education resource, educational environment, and staffs. Middle school students acquired better education, but they have had to encounter a new challenge – they cannot interaction with their parents as frequently as before, which is very hard for a teenager who is exactly in the stage of adolescence without parents’ care. So school-educators play an important role in boarding schools as that personnel are the only adults who live with them together. We conducted a research to discover the relation between school-educators’ mental health education and students’ mental health in fourteen Junior Boarding Schools in Qinghai–Tibetan autonomous prefectures.The result showed that Teachers’ mental health educational work and ability influenced boarding students’ mental health(β1 =-0.297, p = 0.021; β2 =-0.375, p=0.014). Headmasters’ mental health educational attitude had an effect on students’ mental health(β=-0.395, p < 0.01). And the educational attitude of headmasters could influence mental health of boarding students through teachers’ mental health educational workload and ability(ES=-0.284, 95% Confident Interval [-0.482,-0.112]). However, headmasters’ mental health educational policies couldn’t influence mental health of boarding students(β=-0.023, p = 0.602), but had an indirect effect on it(ES =-0.072, 95% Confident Interval [-0.145,-0.011]), and teachers’ mental health educational workload as the mediator.In conclusion, first of all, mental health of boarding students in Qinghai Tibetan areas are good, but there are still some boarding students who need mental educators’ aid. Future more, headmasters of middle boarding schools plays dominant role in mental health education. Their attitude could promote the formation of mental culture atmosphere in school, which not only benefits students, but also drives mental education motivation of teachers. However, headmasters’ policies don’t have a direct effect on mental health of students, which assign teachers to complete mental educational tasks and influence students indirectly. Last but not the least, teachers are important for both headmasters and students, because they perform headmasters’ idea and interact with boarding students. Their have to finish mental education works that are assigned by headmasters. But the results depend on their mental educational ability.