Keyword: mental health

ABSTRACT: This study examines the educational experiences of Chinese students amid China’s sociocultural evolution from Gemeinschaft (community with informal education, simple technology, rural residence) toward Gesellschaft (society with formal education, complex technology, urban residence, economic prosperity). Through qualitative interviews with 10 high school students (aged 15–16) in Wuxi, China, we investigated differences in teachers’ interpretations of help, student–teacher dynamics, and mental health support across these educational settings. Findings reveal that teachers’ cultural backgrounds more strongly influenced their perspectives on help than did institutional environments. Traditional schools maintained teacher-centered hierarchical structures reflecting collectivistic values, while international settings fostered student autonomy and more egalitarian teacher–student relationships aligned with individualistic principles. Though mental health awareness was similar across settings, international school teachers demonstrated greater concern for students’ overall well-being. Students in international programs initially experienced unique transition stresses but ultimately reported feeling more relaxed than their peers in traditional schools. These findings highlight the complex interplay between educational systems and cultural values in China’s evolving society while underscoring the need for enhanced mental health resources in Chinese schools.

ABSTRACT: In this article, we examine the role and responsibilities of teaching assistants (TAs) in primary schools in England. A survey exploring the health and wellbeing of educators received 244 responses, with 70 TAs eager to share their experiences. While literature indicates that expectations placed upon TAs are often unclear and fluid, our data suggest that this vagueness can be exploited by leaders. In response to our survey, a picture emerges where the responsibilities of TAs increased exponentially during the pandemic and have not lessened since. In a role that is very poorly paid and can be relatively unsupported, the inevitable impact of this is a significant increase in stress and anxiety. This stress not only impacts TAs’ mental health and wellbeing but also affects their family relationships. In this article, we call for a review of this role at school level and for consideration to be given to clearer pay scales and job descriptions. We advise schools to consider actions that create a more respectful school culture, where the skills, knowledge, and wellbeing of TAs are valued on a par with their teaching colleagues.