Comparing the Curriculum Standards on Student Psychology in Finnish, Chinese and British Education Systems

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The necessity of incorporating mental health into educational frameworks has been acknowledged on a global scale, particularly in light of the intensification of student mental health crises due to academic pressure and crises such as the ongoing pandemic of the novel coronavirus (2019-nCoV). This paper presents a comparative analysis of the integration of mental health education in the Finnish, Chinese and British education systems. The Finnish education system demonstrates an exemplary approach to integrating mental health into its curriculum. It places a strong emphasis on student well-being, adopting a supportive, student-centred methodology that encompasses community-oriented learning and teacher engagement. In China, recent efforts have concentrated on curricular interventions and teacher support. However, the pervasive academic pressure remains a significant obstacle. The UK system demonstrates a balanced approach between academic rigour and the integration of wellbeing programmes, including personal, social and health education, peer mentoring and library support. The findings of this study indicate that the Finnish model is the most effective in promoting mental resilience, while the Chinese approach demonstrates the challenges posed by cultural attitudes and academic expectations. The UK approach demonstrates the potential for institutional support, although it is constrained by the influence of systemic academic pressures. These insights offer valuable insights into the creation of a balanced educational environment that balances academic and emotional health.