Civic-moral education is a topic that has been widely discussed globally. In China, civic-moral education has a long history and presents different characteristics and methods from other countries due to political, economic, and cultural factors. To summarize the current status of research on civic-moral education in China, we identified 715 papers in 30 years (1992–2022) under related topics and selected a total of 72 papers for further analysis. To show the study trend more clearly, we divided the result section into three parts: the historical and cultural resources of education, the current educational approaches, and the existing challenges in civic-moral education. China is rich in historical resources for civic-moral education, which had an impact across generations. Currently, Chinese educators employ many approaches to improve civic-moral education: building a civic-moral curriculum system, transforming the social climate, and making the most use of the campus. The emphasis on intelligence over morality and the emphasis on knowledge over action, however, may undermine the effectiveness of civic-moral education. To conclude, China attaches great importance to civic-moral education and has come up with many approaches inspired by ancient cultural resources.

Despite empirical findings that prosociality can prevent elementary and secondary school students from developing psychological maladjustment, little is known about the underlying mechanisms. The goal of the present study was to examine the mediating effects of peer preference and self-perceived social competence on the associations between prosociality and psychological maladjustment (i.e., depressive symptoms and loneliness). Participants were 951 students (Mage = 11 years, 442 girls) in Grades 3~7 from Shanghai, China. They completed peer nominations of prosociality and peer preference and self-report measures of self-perceived social competence, depressive symptoms, and loneliness. Multiple mediation analyses revealed that: (a) both peer preference and self-perceived social competence mediated the relations between prosociality and psychological maladjustment, and (b) a serial indirect pathway (i.e., prosociality → peer preference → self-perceived social competence → psychological maladjustment) emerged when controlling for age group and gender. These findings point to potential targets in the prevention and intervention of Chinese students’ internalization of problems.

Student mental health is vital to the growth of students and there have been continuous efforts made in improving student mental health in China. This chapter aims to introduce the overall Chinese students’ mental health condition as well as the relevant practices and policies that support student mental health. Next, the highlighting data section compares the suicide rates and prevalence of psychological problems among Chinese students with other countries. The next section designs 10 indicators tapping on student mental health, campus safety, and school support for student well-being. Scores on these indicators for seven countries were computed, and the results show that Chinese students’ mental health condition and support are roughly at the same level as other countries. Parallel to quantitative data, three successful national influential practices and three inspiring stories shed light on how Chinese educators and psychological professionals promote student mental health through various approaches. Finally, the latest research published in high-level Chinese academic journals and the latest leading national policies are reviewed to complement the comprehensive picture of student mental health in China. Keywords Student Mental Health Mental Health Service/Psychological Service Mental Health Education Psychological Support School-Family-Community Collaborations