Optimizing College Students’ Mental Health Education from the Perspective of Positive Psychology

Abstract

College mental health education in China has developed rapidly in recent years, but most programs still emphasize psychological problems and neglect students’ positive growth. Many courses remain theoretical, lack practical value, and fail to inspire students to build resilience or well-being. This study aims to explore how positive psychology can optimize mental health education for college students. Based on literature review and survey findings, it identifies several key issues: limited integration of positive concepts, insufficient teacher training, and low engagement in learning activities. The research suggests that incorporating positive psychology into course design, promoting interactive learning, and creating a supportive campus environment can help students form optimistic attitudes and strong coping abilities. The study finds that when colleges shift from a problem-centered to a strength-based approach, students show higher motivation, better emotional balance, and improved social adaptation. These findings highlight that positive psychology is not only a useful theoretical framework but also a practical tool for reforming college mental health education. It provides new insights for universities to enhance students’ well-being and to cultivate a culture of positivity and growth in higher education.