The roles of mental health education teachers (MHETs) in China: A content analysis of policy documents

In China, Mental Health Education Teachers (MHETs) are the primary agents responsible for implementing school-based mental health education, yet growing policy attention has intensified ambiguity and conflict regarding their roles. Although previous studies have explored these role-related challenges, most rely on personal experiences and lack alignment with current policy frameworks. We thereby investigated the roles prescribed to MHETs in national mental health education policies through a content analysis of 29 policy documents issued between 2012 and 2024. Findings reveal five core roles: Instructor, Guide, Monitor, Counselor, and Collaborator. The emphasis on each role varies according to the psychological needs of three student groups: all students, students with general psychological problems, and students with severe psychological problems. While policy has long prioritized instruction, guidance, and counseling, recent documents increasingly highlight psychological monitoring and home–school–community collaboration. We have also made comparisons with school counselors in Western countries, which provide additional context for understanding the unique aspects of the MHET roles in China. These findings help clarify MHET responsibilities, mitigate role ambiguity and conflict, and promote more effective mental health education practices. The study also calls for more comprehensive policy frameworks that articulate the roles and responsibilities of MHETs, as well as enhanced pre-service and in-service training to support their professional development.