Reconstruction of Mentally Friendly School Culture Through a Multicultural Approach

Abstract

Rapid social change in the globalization era has increased the complexity of students’ psychosocial challenges, making mental health a crucial issue in education. Schools are expected not only to develop academic competencies but also to create safe, inclusive, and psychologically supportive environments. This study aims to develop a conceptual model for reconstructing a mentally friendly school culture through a multicultural approach. The research employed a qualitative method with an exploratory case study design based on educational design research. Data were collected through in-depth interviews, participant observation, and document analysis involving school leaders, teachers, counselors, and students. Data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing.

The findings reveal that leadership support and counseling services are the strongest components in promoting a mentally friendly school environment, while the integration of multicultural values in classroom practices remains relatively low. Students generally perceive the school climate as inclusive and respectful, although instances of bullying are still reported. The study concludes that reconstructing a mentally friendly school culture requires an integrated strategy involving leadership, policy, classroom practices, psychosocial support, and multicultural engagement. This research contributes a conceptual framework that can guide schools in developing inclusive, culturally responsive, and psychologically safe learning environments.