Background: School climate has been linked with improved academic achievement, reduced behavioral problems and increased students’ health, especially mental health. So this concept is often a target of school improvement initiatives.Objectives: The goal of this study was to determine the effect of school climate on elementary students’ mental health.Patients and Methods: The study comprised 300 grade 6 elementary school students in Shiraz, including 165 girls and 135 boys selected through multi-stages cluster random sampling. During a 45-min school session, the students completed a self-report questionnaires tapping school climate survey provided by Haynes and his colleagues in 2001 and also the general health questionnaire developed by Goldberg in 1978. All descriptive statistics, regression and confirmatory factor analyses, were performed using SPSS 19.Results: Simultaneous multiple regression of school climate on students’ mental health showed that except for building appearance, other dimensions of school climate were predictors of elementary students’ mental health.Conclusions: According to our findings, it seems that school climate plays a critical role in student’s mental health. In fact caring for and supportive school environment can promote well-being and students’ mental health.

Schools are among the most important institutions that affect the development of modern societies. In most countries, the schools are the first officially and morally accepted communities where a child enters after the periods of babyhood, infanthood and being raised in the family. Even the kindergartens and nursery schools are extensions of the schools. Schools are where children learn to become individuals, to practice independence and to learn systematically and under a common discipline. Therefore, when mental health enters the scene, schools are among the most important institutions for shaping it, providing it with opportunities, and at times regrettably with negative effects. School mental health is among the most important chapters of mental health as a whole. Schools are composed of an environment, a common culture of the community, laws and regulations of the governments, and at least three human elements of Student, Teacher and the Family. How these elements function are different in different conditions and communities. Schools are systems and more so, OPEN SYSTEMS. As such they have levels, inputs, outputs and outcomes. The products of schools are the future of nations. From public and mental health points of view, schools are the most important place that children are found in hundreds and thousands. So, schools are inevitably sites for finding health problems and starting interventions. How different countries deal with these issues is the subject of this presentation. We go from far north in Scandinavia (Finland) to Far south in Sub Saharan Africa; and in the middle we examine a few countries like Cuba, Egypt, Jordan, Pakistan and Tunisia carefully to see where do we stand and what shall we do in our beloved Iran.

Background and Objectives: Enhancing teachers' mental health literacy enables them to effectively participate in school mental health activities and promote students' mental health literacy. Thus, the objective of this study is to evaluate the impact of the mental health curriculum on the knowledge and improvement of mental health literacy of Secondary school teachers. Materials and Methods: This quasi-experimental study assessed the impact of a school-based mental health literacy program, the "Mental Health and High School Curriculum Guide," which consisted of six modules: 1) stigma of mental illness, 2) understanding mental health and mental illness, 3) information about specific mental illnesses, 4) experiences of mental illness and the importance of family connections, 5) seeking help and support, and 6) the importance of positive mental health. The program was implemented in junior high schools in Sirjan County in 2024. Participants included 40 teachers randomly selected from 20 schools and divided into intervention and control groups. Mental health literacy, awareness, and attitudes toward mental illness were measured using a questionnaire in both groups before and after the implementation of the mental health curriculum. Teachers in the intervention group participated in a two-day training workshop to familiarize themselves with the curriculum. Results: The results demonstrated a significant increase in teachers' mental health knowledge and mental health literacy in the intervention group following the program (p < 0.001). Additionally, the intervention group showed significantly higher scores compared to the control group in the following areas after the intervention: the ability to recognize disorders, awareness of causes and risk factors, knowledge of where to seek information, appropriate help-seeking behavior (p < 0.001), self-treatment knowledge (p < 0.023), and awareness of available professional help (p < 0.037). Conclusion: The results reported in this study clearly demonstrate a highly significant positive impact on the knowledge and mental health literacy of teachers who have been trained using the Persian guide to the mental health curriculum. This program contributes to establishing a strong foundation for schools to effectively, efficiently, and cost-effectively enhance students' mental health literacy across schools in Iran.

Background and Aim: The human mental health is a multidimensional and complex issue affected by a wide range of biological, psychological, sociological, economic and cultural factors. Considering the social nature of human life, the purpose of this study was to investigate the relationship between some social variables, e. g., social support, social bond, social trust and social status, and teachers’ mental health. Materials and Methods: This study was a cross-sectional quantitative survey using a questionnaire to collect. The sample included 373 primary school teachers (first and second grades) in Najafabad, Isfahan, Iran selected in 2020 by multi-stage random sampling. Data were analyzed using the structural equation modelling technic, with the SPSS-25 and Amos-23 software. Results: The confirmatory factor analysis of the items showed that they could explain 63. 25% of the variance of the teachers' mental health variable, the social support, social status and social trust variables affecting it (0. 65, 0. 45 and 0. 18, respectively), with a confidence interval of 99% and p<0. 001. On the whole, the independent variables could explain 76% of the variance of the teachers’ mental health. In addition, moderation analysis showed that in general gender moderates the effects of social variables on the teachers’ mental health, the female gender having stronger effects in these relationships. Conclusion: The results of this study show that primary school teachers' mental health, which is an individual/private phenomenon, is greatly affected by their quality of social life, some factors such as social support, social status and social trust potentially influencing it. Moreover, this effect is much more pronounced among women than men.

Background: According to reported research, spiritual intelligence plays an active role in individuals' mental health, and the effectiveness of students' tolerance threshold and resilience on mental health has also been positively reported. In the predominant culture of Iranian universities, there are no indigenous patterns and logic to explain the effective factors on mental health, thus the need for creating a suitable indigenous model in this area is essential. Aims: The aim of the present study was to propose a model for elucidating the mediating role of resilience in the relationship between spiritual intelligence and mental health among students of Tehran's Azad University. Methods: This study was descriptive and of correlational and structural equations type. The statistical population of the study included all students studying at Islamic Azad Universities in Tehran during the academic year 2022-2023. A multi-stage cluster random sampling method was used to select the sample, and a total of 685 individuals responded to the mental health (Goldberg, 1972), spiritual intelligence (King, 2008), and resilience (Connor & Davidson, 2003) questionnaires. Correlation analyses were conducted using SPSS software, and structural equation modeling analyses were performed using AMOS software. Results: Statistical analysis of the data showed that spiritual intelligence has a direct, positive, and significant impact on mental health (p< 0.05). Additionally, spiritual intelligence indirectly predicts students' mental health through the mediating role of resilience (p< 0.05). Conclusion: Given that spiritual intelligence is a trainable attribute, it is recommended that executives and stakeholders plan to enhance this attribute among students, thereby taking steps towards improving individuals' mental health. Therefore, it is necessary to create conditions for students to engage in discussions on life theories, death, and existence, pay more attention to non-material aspects (spirituality), and find meaning and purpose for their daily experiences.