Design and Practice of Integrating Mental Health Education into High School Biology Teaching

Abstract

This study examines the design and practical implementation of integrating mental health education into high school biology teaching. By linking biological concepts such as the nervous system, endocrine system, and immune system with psychological themes including stress recognition, emotional awareness, and relaxation strategies, the approach aims to enhance both students' scientific understanding and psychological awareness. The curriculum emphasizes activities that are feasible within standard classroom settings, such as case discussions, reflection exercises, group problem-solving, and brief mindfulness practices. These activities are designed to foster cognitive engagement while providing opportunities for students to relate biological knowledge to their personal experiences. The study also considers practical challenges, including the need to balance core biology content with mental health objectives, variability in student receptivity to psychological topics, and the limitations of assessing psychological outcomes in a classroom context. By addressing these challenges, the curriculum offers a realistic and implementable model for combining scientific instruction with mental health education. Overall, the integration demonstrates a practical pathway for promoting holistic learning, encouraging critical thinking, and supporting students' emotional well-being alongside their academic development. This research provides guidance for educators seeking to design student-centered lessons that merge cognitive and emotional learning in secondary education.