In the traditional model where mental health education in primary, secondary, and tertiary schools operates “independently”, problems such as “delayed” psychological activities, insufficient teaching staff, and overlapping curriculum systems are prominent, resulting in a significant lag between mental health education and students’ actual needs. From the perspective of students’ entire learning career, teachers promote the integrated construction of mental health education in primary, secondary, and tertiary schools in the context of high-quality education and further improve the mental health education system. This is not only an inherent requirement for the advancement of education, but also an important guarantee for building a harmonious campus and guiding students to grow into talents.