Psychological Determinants of Mental Health Policy Development in Chinese Higher Education from the Perspective of Experts

Abstract: Background: In the evolving landscape of Chinese higher education, developing mental health policies is critical for addressing students’ psychological well-being. As the socio-cultural fabric transforms, it becomes imperative to investigate the psychological factors influencing these policies. This research investigates experts’ perspectives on the variables influencing mental health policies in Chinese higher education. Objectives: This study explores expert opinions on policy creation, cultural stigma, and institutional mental health assistance in Chinese higher education to uncover psychological factors affecting mental health policies. This study examines key challenges, stakeholder collaboration, and effective policy measures to increase student well-being. Methodology: Expert insights were gathered through semi-structured interviews with 30 experts, including university mental health professionals, educational psychologists, and administrators. Thematic analysis identified patterns, ensuring a comprehensive understanding of influencing factors. Ethical standards, including confidentiality and informed consent, were observed. Results: Expert interviews revealed psychological factors affecting mental health policy in Chinese higher education, including cultural stigma, academic pressures, and awareness gaps. Experts emphasized the need for holistic strategies to address these issues and create a more supportive educational environment. Conclusions: The study elucidates psychological dynamics influencing mental health policies. Addressing stigma and awareness were key. Findings emphasize interventions to improve students’ well-being.