Keyword: teacher-student dynamics

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.