Abstract

Students’ mental health is closely associated with their learning capacity, participation in school life, and personal development. Although the need for psychological support is becoming increasingly evident, many educational institutions still have limited capacity, particularly in terms of qualified personnel, early identification, confidentiality, and referral to specialist services. Drawing on a review of the literature, secondary data, and current policy documents, this article examines the role of schools from a holistic education perspective. The analysis focuses on five key functions: prevention, education, early identification, initial support, and connection with professional services. The findings indicate that schools’ regular contact with students can be fully utilized only when mental health is integrated into school governance, teaching practices, and school culture, rather than being confined to occasional seminars or case-based interventions. The article proposes four groups of measures: adopting a whole-school approach to governance, strengthening personnel and support procedures, integrating social and emotional education, and enhancing coordination among schools, families, professionals, and community services.

Keywords: Holistic education, mental health, school counselling, schools, students.