This article systematically explores the characteristics

existing problems

and optimization paths of the mental health education system in primary and secondary schools. The system features a three-dimensional structure driven by policies

differentiated performance in development stages

and composite indicators for quality evaluation

highlighting the complexity of its institutional design and practical logic. The existing problems focus on structural contradictions

facing policy transmission attenuation

resource imbalance

and cooperation difficulties; Technical shortcomings

facing homogenization of courses

insufficient specialization in consulting

and one-sided evaluation; Mechanistic barriers

facing urban-rural barriers

team conflicts

and lack of evaluation. Optimization measures propose three major paths: building a dynamic adaptive elastic system

creating a professional support guarantee mechanism

and innovating the driving mode of quality improvement. emphasis is placed on promoting the transformation of mental health education from scale expansion to quality improvement through measures such as demand diagnosis

modular resources

hierarchical response

three-level certification

and intelligent monitoring

providing systematic solutions for educational equity and psychological literacy cultivation.