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“双减”政策下的教师心理健康：风险因素的识别与保护机制的研究

Teacher Mental Health under the“Double Reduction” Policy: A Study on Risk Factor Identification and Protective Mechanisms

Psychology of China / 2025,7(11): 1380-1385 / 2025-11-20 12 8

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• Authors: 易之瑶
• Information:

  重庆工商大学，重庆

• Keywords:
  “Double Reduction” policy; Teacher mental health; Risk factors; Protective factors; Social support
  “双减” 政策; 教师心理健康; 风险因素; 保护因素; 社会支持
• Abstract: Since the implementation of the “Double Reduction” policy, teachers’ workload and role complexity have increased significantly, posing new challenges to their psychological well-being. This paper systematically reviews relevant studies from CSSCI and core journals published since the introduction of the policy, aiming to explore the current state of teacher mental health, its influencing factors, and protective mechanisms under this context. The study finds that the overall detection rate of mental health issues among Chinese teachers is 16.1%, with obsessive-compulsive tendencies, depression, and anxiety being prominent problems. These issues exhibit marked disparities across educational stages, regions, and demographic groups, with risk factors identified at the macro, meso, and micro levels. Meanwhile, internal protective factors such as psychological resilience and emotional intelligence, alongside external protective factors like institutional safeguards and social support, can effectively mitigate stress and promote mental health. Finally, this paper proposes multi-dimensional support strategies-targeting the individual, school, community, and policy levels-to contribute to the construction of a healthy educational ecology that fosters teacher psychological well-being, offering both theoretical insights and practical guidance. “双减”政策实施后，教师工作负荷与角色复杂度显著提升，使其心理健康面临新的挑战。本文系统梳理了“双减”政策出台后至今CSSCI与核心期刊的相关研究，旨在探讨该背景下教师心理健康的现状、影响因素及保护机制。研究发现，我国教师心理健康问题总体检出率为16.1%，强迫、抑郁、焦虑等问题突出，且在不同学段、区域和群体间呈现显著差异，其风险因素分布于宏观、中观与微观多个层面。与此同时，心理弹性、情绪智力等内部保护因素，以及制度保障、社会支持等外部保护因素，能有效缓解压力，促进心理健康。本文最后从个体、学校、社会及政策多维度提出教师心理健康的支持策略，以期为构建促进教师心理健康的良好教育生态提供理论参考与实践指引。
• DOI: https://doi.org/10.35534/pc.0711225 (registering DOI)
• Cite: 易之瑶. (2025). “双减”政策下的教师心理健康: 风险因素的识别与保护机制的研究. 中国心理学前沿, 7 (11), 1380-1385.