Group 1 - The phenomenon of students taking leave from school due to mental health issues has shifted from an individual occurrence to a widespread issue, with 14.8% of adolescents showing varying degrees of depression risk and 4.0% at severe risk according to a survey of over 30,000 youths [2] - Among adolescents with depression or mental disorders, 53.85% have experienced school leave, with an average of 1.71 times, and the average age for the first leave is 13.74 years [2] - The current system lacks a comprehensive support mechanism for students transitioning from leave to return, highlighting the urgent need for a closed-loop mechanism from diagnosis to support [2][3] Group 2 - The challenges behind school leave include difficulties in treatment due to mental health issues, weakened family functions, lack of school support, and deficiencies in institutional collaboration [3] - Families often go through a cycle of denial, anxiety, and pressure regarding their child's mental health, which can exacerbate the child's psychological stress [3] - Schools face challenges such as the absence of clear evaluation processes for returning students and insufficient psychological support resources, leading to a focus on academic recovery rather than emotional and social adaptation [3][4] Group 3 - There is a lack of coordination between medical, educational, and social service systems, which hampers effective support for adolescents [4] - The absence of timely information sharing between hospitals and schools can obstruct appropriate recovery arrangements for students [4] - The current situation reflects a failure in the collaborative mechanisms among family, school, and social governance, necessitating a cross-departmental cooperation framework [4] Group 4 - The ecological systems theory provides a structured framework for understanding the interconnectedness of various support systems for students [5] - Recovery support should focus not only on whether the student has recovered but also on the collaboration among different systems [5] - The process of returning to school should be viewed as a collective responsibility rather than an individual burden [5][6] Group 5 - A comprehensive support system is needed to transition from reactive measures to systematic governance, focusing on policy support, mechanism collaboration, and family involvement [6] - Policies should expand the number of dedicated psychological health teachers in schools and ensure that students with mental health issues receive appropriate educational rights during their leave [6][7] - Schools should establish a "return support group" to regularly assess and adjust support for students returning from leave [7] Group 6 - Community platforms can implement low-threshold intervention projects to assist students in their transition from leave to return [7][8] - Parents should be educated to avoid hasty decisions regarding their child's return to school, and support systems should be established to help them recognize mental health signals [8] - A mutual support platform for families of students on leave can help alleviate feelings of isolation and provide emotional support [8] Group 7 - The issue of school leave reflects the serious state of adolescent mental health and the shortcomings of the current educational system in addressing these challenges [9] - School leave should not be labeled as a failure but rather as a critical transitional period for recovery and skill rebuilding [9] - A three-dimensional support system encompassing policy, mechanism, and family involvement is essential for effective transition from leave to return [9]