45 International Journal of Mental Health Promotion VOLUME 10 ISSUE 2 - MAY 2008 © The Clifford Beers Foundation F E A T U R E Debate on the relationship between mental health and envi- ronment is of long standing. Resilience, as a core aspect of mental health promotion, has been described as the inter- action between risk and protective factors present in the environment (Rutter, 1987). Central to the concept is that protective factors – those factors in the individual or the environment that enhance an individual’s ability to resist problems and deal with life’s stresses – can be fostered and promoted. The paper specifies aspects of the school envi- ronment in a holistic, or ecological setting, drawing on a multi-strategy health promotion project in primary schools in Hefei and Nanjing in China. A prospective intervention study design was used to collect data in pre-intervention and post- intervention phases, and to analyse it to establish the effectiveness of the intervention in improving the health- promoting environment in Chinese primary schools. The results indicate a significant intervention effect on the physi- cal and social school environment in primary schools, and these results can be used in forthcoming comprehensive work to improve school mental health and well-being. How can we Improve the Physical and Social Environment of the School to Promote Student Resilience? Evidence from the Resilient Children and Communities Project in China Jing Sun Donald Stewart School of Public Health, Griffith University, Australia Keywords: school environment; health-promoting environment; health-promoting school; resilience; mental health promotion Introduction There is concern about the increasing global prevalence of mental ill-health in children, estimated at between 20% and 30% (Stephens et al, 1999). Many children have multiple problems (Chen et al, 2000; China Internet Information Center, 2003; Falbo & Poston, 1993). China is no exception to this trend, with an estimated 15–20% of children having mental health problems (XY Sun, 2003). Numerous programs have been developed to reduce or alleviate problem behaviour or disorders and/or assist posi- tive youth development (Browne et al, 2004), the majority of these intervention programs focusing on behaviour, or treating child mental health disorders and symptoms such as attention-deficit hyperactivity. Over the last 28 years, a holistic approach has received increasing emphasis, under- pinned by Bronfenbrenner’s ecological theory (Bronfenbrenner, 1979, 1989), and a growing body of evidence indicates that the school environment plays a critical role in children’s A B S T R A C T