Facilitators and barriers to the implementation of school mental health collaboration in Sichuan province, China: a descriptive qualitative study.

Abstract

Purpose: This study aimed to interview stakeholders who participated in school mental health inter-professional collaboration (IPC) and determine the facilitators and obstacles for the development of school mental health inter-professional collaboration in Sichuan province, China.

Method: Semi-structured interviews were conducted with 22 stakeholders, including psychiatrists, nurses, school mental health teachers, community workers, and hospital administrators. Data were analyzed using content analysis guided by the Exploration-Preparation-Implementation-Sustainment (EPIS) framework. This study adhered to the COREQ checklist for reporting qualitative research.

Results: The analysis yielded 248 open codes, categorized into 10 barriers and 5 facilitators. Key barriers included insufficient funding, lack of intermediary organizations, interdisciplinary differences, communication gaps, and concerns about intellectual property rights. Facilitators encompassed policy support, existing cooperative frameworks, interprofessional education, perceived value of collaboration, and adequate infrastructure. Stakeholders emphasized the need for standardized processes and sustainable resource allocation to enhance the efficacy of IPC.

Conclusion: Systemic obstacles, such as fragmented administrative systems and limited funding, hinder the sustainable implementation of IPC in Chinese school mental health services. Strengthening policy advocacy, establishing intermediary platforms, and prioritizing interprofessional training are critical to improving collaboration. This study highlights the urgency of integrating mental health resources across education and healthcare sectors to address the growing psychological needs of adolescents.