Data Sheet 1_School mental health promotion in Indonesia: a quantitative survey from Surabaya.docx

IntroductionMost young people live in low- and middle-income countries (LMICs), yet little is known about the implementation of school mental health promotion strategies in resource-poor settings. This study describes the extent of school mental health promotion and its drivers in junior high schools in Surabaya, Indonesia.
MethodsData were obtained from a sample of 161 schools (63 public schools (100% participation), 74 private schools (28.79% participation), and 24 madrasas (42.85% participation)) using an online survey supported by the Department of Education. Descriptive statistics (ANOVA and Chi-square tests) were used to analyse data.
ResultsMost programs addressed mental health as part of comprehensive school health strategies derived from national and local policies. Implementation was reported through five key programs: 1) health-promoting school strategies through the school health unit, 2) safe and healthy school environments through child-friendly schools, 3) support through peer counsellors, 4) mental health as an extra-curricular health education module, and 5) mental health risk assessments to inform school interventions. Public schools reported the highest success in implementing these programs. Madrasas scored lower across all programs.
DiscussionWhile school mental health promotion is acknowledged through national policies, its implementation in Indonesia appears to be challenging. The development of national standards, investment in school leadership, and support for broader collaboration, especially among ministries of education, religion, and health, could enhance the implementation of school mental health promotion in Indonesia.

引言 绝大多数青年生活在中低收入国家（low- and middle-income countries, LMICs），但目前针对资源匮乏场景下学校心理健康促进策略的实施现状仍知之甚少。本研究针对印度尼西亚泗水市的初中，阐述了当地学校心理健康促进工作的开展程度及其驱动因素。
方法 本研究通过教育部支持的线上调研，从161所学校的样本中收集数据：其中公立学校63所（参与率100%）、私立学校74所（参与率28.79%）以及伊斯兰经学院（madrasas）24所（参与率42.85%）。数据分析采用描述性统计方法，包括方差分析（ANOVA）与卡方检验（Chi-square tests）。
结果 多数项目将心理健康纳入由国家及地方政策衍生的综合学校健康策略范畴。本次调研共识别出5类核心实施项目：1）依托学校健康单元开展的健康促进学校策略；2）通过儿童友好学校建设打造安全健康的校园环境；3）依托同伴辅导员提供的支持服务；4）将心理健康内容纳入课外健康教育模块；5）开展心理健康风险评估以指导学校干预工作。调研结果显示，公立学校在上述项目的实施成效方面表现最佳，而伊斯兰经学院在所有项目中的得分均相对较低。
讨论 尽管国家政策已明确认可学校心理健康促进工作，但印度尼西亚的相关实施工作仍面临诸多挑战。若能制定全国统一标准、加大对学校领导层的投入，并支持跨部门协作——尤其是教育、宗教与卫生部门间的协作，将有助于推动当地学校心理健康促进工作的开展。