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Toward Students’ Life-Circle Positive Development: Constructing the “Three Rings and One Window” Systemic Model for School Mental Health Education

Guide to Education Innovation / 2025,5(4): 253-258 / 2025-12-26 16 9

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• Authors: Lingyun Zhuang¹* Hongming Li² Lu Wang¹ Wanling Zhou¹
• Information:

  1. Chengdu Shude High School, Chengdu;
  2. Chengdu Academy of Educational Sciences, Chengdu

• Keywords:
  Three-Dimensional School Mental Health Education Framework; Three Rings and One Window (3R1W); School mental health education; Ecological perspective; Life-course development
• Abstract: To address the challenges in school mental health education, including the focus on short-sighted goals and the lack of coherent and systematic planning, this study develops a systematic model guided by the “Three-Dimensional School Mental Health Education Framework” and supported by the “Three Rings and One Window” (3R1W) practice system. The three-dimensional framework includes the dimensions of student agency, positive qualities, and life-course development, promoting a shift in school mental health education from problem-focused intervention toward lifelong empowerment. The 3R1W system comprises the Direct Intervention Ring, the Indirect Empowerment Ring, and the Collaborative Multi-System Ring, alongside the Time-Sensitive Care Window integrated within them. This system facilitates broad participation within the school environment and continuous support across students’ developmental stages. It effectively mitigates the fragmentation often seen in mental health education, establishes a new holistic and integrated paradigm for positive school mental health, and offers a viable reference solution for the systematic construction of school mental health education.
• DOI: https://doi.org/10.35534/gei.0504027 (registering DOI)
• Cite: Zhuang, L. Y., Li, H. M., Wang, L., & Zhou, W. L. (2025). Toward Students’ Life-Circle Positive Development: Constructing the “Three Rings and One Window” Systemic Model for School Mental Health Education. Guide to Education Innovation, 5(4), 253-258.