Teachers' own quality directly determines their educational behavior. Only when teachers master scientific knowledge about the psychological development of children and adolescents, carry out education according to scientific laws and methods, and deal with students' psychological and behavioral problems and accidents in daily life can they really implement mental health education and really promote students' mental health development. For example, a student who usually performs well and is physically and mentally healthy steals money from his classmates on the spur of the moment, and his conscience finds out afterwards that he has to find a teacher to admit his mistake. However, due to the teacher's improper handling, he was labeled as a thief. His parents' scolding, teachers' contempt and classmates' alienation made him bear a heavy psychological burden. From then on, he was depressed and gave up on himself. Not only did his academic performance decline, but he became afraid of dealing with people, and even had auditory hallucinations and hallucinations. He always suspected that others were talking about him stealing behind his back, and eventually he could not go to school and fell into a psychological crisis. Another student who had the same experience got the teacher's forgiveness when he admitted his mistake. Instead of expanding the situation, the teacher gave him the opportunity to trust and correct, and taught him the task of managing class fees. With the constant encouragement and active support of the teacher, the student finally got rid of the shadow left by the last mistake and was able to hold his head high and handle the money problem calmly. The development of other aspects has not been negatively affected, but has been promoted by the enhancement of self-esteem and self-confidence brought by teachers' understanding and trust.
It can be seen that teachers, as the main body of education implementation, their own quality plays a decisive role in carrying out mental health education. It is hard to imagine that teachers with low mental health level and lack of scientific understanding of mental health education can cultivate students with good psychological quality. Therefore, attaching importance to the improvement of teachers' own quality is the premise and guarantee to carry out mental health education in schools deeply and effectively.
2. Pay attention to the combination with school daily education and teaching activities.
At present, although many schools also recognize the importance of mental health education, it is mechanically and simply understood as curriculum education or one or two vigorous activities. Who knows, true mental health education and the cultivation of good psychological quality can never be achieved by having one or two classes or engaging in several activities every week. In fact, a lot of research and practical experience show that mental health education, like other education, needs to be combined with daily education and teaching activities in schools, and needs the consciousness and concept of "moistening things quietly"; It is difficult to cultivate good psychological quality only by limited time and space, and it also needs to be accumulated from a little practical experience in life. Therefore, the daily education and teaching activities in schools should become the main channel of mental health education. Only by infiltrating the concept and content of mental health education into teachers' daily specific education and teaching work can mental health education be truly implemented. Practice has proved that as long as teachers give full play to their initiative, initiative and creativity, encourage teachers to use their brains, pay attention to accumulation and communication, mental health education can be completely integrated into school daily education and teaching activities, and its educational effect will be very remarkable, which will also bring great promotion to school daily education and teaching activities.
3. Pay attention to practice and highlight the characteristics of activity orientation.
Research and practice have proved that the realization of mental health education depends more on the actual operation and experience of individuals in real situations. Therefore, mental health education cannot be a lecture class, nor can it just stay in words, but should go deep into life and be trained and consolidated in practice. To this end, we advocate paying attention to practice, giving students opportunities, and letting students really receive mental health education in participation and doing. Among them, the most important and direct way to realize it is to highlight the active characteristics of mental health education and integrate it into activities, which not only contains and transmits the knowledge about mental health education in activities, but also pays attention to grasping problems as an educational opportunity in daily education and teaching practice, carrying out vivid and intuitive mental health education activities, and consciously organizing students to carry out various activities to practice and experience the learned mental health education knowledge in life. Through these vivid, lively and interesting activities, students are not only given a real mental health education, but also made to realize that mental health education comes from life and is practiced in life, so that mental health education can be truly implemented.
4. Attach importance to the participation of parents and social forces to jointly promote mental health education.
Besides school education, the development of students' mental health is also restricted by other social factors. Among them, parents are important figures in students' growth and development, and their understanding and concept of mental health education will directly affect the development of students' mental health and the development of school mental health education. This is fully reflected in the educational situation that some schools organize hand-in-hand summer camps or juvenile military schools to cultivate students' psychological quality and promote students' psychological health, and activities are spoiled by schoolbags filled with high-quality food and visits every three or two days. In addition, various social phenomena, public opinion, film and television culture, media and other social factors also directly affect the development of students' mental health and the development of school mental health education. It can be seen that mental health education is not only the task of school education, but also the task and responsibility of the whole society; Mental health education can only be really carried out if it is supported and recognized by the society. In other words, when schools carry out mental health education, they should pay attention to mobilizing the strength of the whole society and get the support and recognition of the society. First of all, they should get the support and recognition of parents. Therefore, we propose that when carrying out mental health education, schools must pay attention to reaching a consensus with parents, through various activities and publicity, break the old ideas and prejudices that parents think that they can develop well as long as they study hard, help parents establish a modern and scientific concept of talents, gain their support and recognition, encourage parents to participate, create an environment and atmosphere in which all employees participate in and support mental health education, and carry out mental health education in a down-to-earth manner.