重新思考学校缺勤：从个体诊断到人群预防
本文评述了新冠疫情后全球学校缺勤问题，关注中国青少年因心理健康问题导致的临时休学现象。2024年中国数据显示，超过80%患有抑郁或焦虑的青少年至少请假一次，超过半数临时离开学校。文章呼吁从个体医疗化诊断转向人群预防策略，强调教育、卫生和社会系统的整合支持。
要点
- 2024年超过80%患抑郁或焦虑的中国青少年至少请假一次
- 超过半数有心理健康问题的青少年临时休学
- 疫情后学校缺勤成为全球教育和卫生系统的核心挑战
核心结论
- 学校缺勤已从疫情临时现象演变为教育、卫生和社会系统支持儿童福祉的深层脆弱性问题
- 需要从个体心理健康诊断转向人群预防策略应对学校缺勤
研究设计与样本
- 针对中国青少年临时学校缺勤与心理健康关系的观点评述
- 基于2024年中国青少年抑郁和焦虑患者的请假和休学数据
主要发现
- 2024年超过80%患有抑郁或焦虑的中国青少年至少请假一次
- 超过半数患有抑郁或焦虑的中国青少年临时休学
- 因心理健康需求获得正式「病假」认可的情况快速增加
临床怎么用
- 关注青少年心理健康问题导致的学校缺勤
- 整合教育、卫生和社会系统对儿童福祉的支持
局限性
- 疫情作为催化剂，学校关闭、社交隔离、常规中断和数字暴露增加了焦虑、学业压力和脱离感
以上解读依据论文摘要（全文未开放获取或许可不允许翻译转载）。
原文
Introduction School absence has emerged as a defining post-pandemic challenge for education and health systems worldwide. 1 Even as schools reopened and programming resumed, many countries struggled to return to pre-COVID-19 attendance levels. What initially appeared to be a temporary disruption now reveals a deeper fragility in how education, health and social systems support children’s well-being. The pandemic likely acted as a catalyst; prolonged school closures, social isolation, disruption to routines and increased digital exposure intensified anxiety, academic stress and disengagement. In their accompanying Viewpoint, Cheng and colleagues examine temporary school absence among Chinese adolescents, focusing on the role of mental health and well-being. 2 In 2024, more than 80% of Chinese adolescents with depression or anxiety requested at least one leave of absence and over half took a temporary absence from school. Formal recognition of mental health needs through sanctioned ‘medical leave’ has expanded rapidly. ...
引用
- Archives of Disease in Childhood：Rethinking school absence: from individual diagnosis to population prevention
供执业医师工作参考，不替代临床判断；数值与分级以指南原文为准。