Abstract
The high school student body faces a major life transition in the form of university entrance examinations, and as it grows older, the multiple life and academic pressures it has to face increase. The stronger the mental resilience of the students, the stronger the sense of subjective well-being they can generate, and the more relaxed and enjoyable the whole learning and growth process will be. To address the intrinsic relationship between mental resilience and subjective well-being of high school students and the specific teaching influencing factors, we can guide students to form a better mental state by actively enhancing the implementation of aesthetic education, physical education, family involvement and mental health teaching in schools.
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