Volume 87

China’s inclusive education, while progressive in policy discourse, is undermined in practice by a standardised assessment regime that structurally excludes students with special educational needs (SEN). This article conducts a critical analysis of how standardized assessments exacerbate the exclusion of students with SEN through policy analysis and current research, as well as through the perspective of critical disability theory. The research indicates that while policies advocate equity, standardized assessments marginalize students with SEN by emphasizing limited academic criteria, hence perpetuating stigma and epistemic injustice. The critical analysis highlights the paradox between China’s inclusive commitment and standardized assessment mechanism rooted in historical keju tradition. In order to bridge the gap, integrate formative assessment and reconstruct teacher training programs to improve the celebration of cognitive diversity. Otherwise, without systematic shifts towards equity-driven evaluation, the advocacy of inclusive education in China would remain a utopian vision. The article underscores the necessity for meaningful and inclusive structural reforms in primary education in China.

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This article critically evaluates the factors contributing to mental health inequalities through the lens of the social-ecological framework. By exploring interactions across individual, interpersonal, community, societal, and environmental levels, this research highlights how marginalized groups are disproportionately affected by mental health disparities. The study analyzes contemporary issues and trends, emphasizing the complex interplay among factors such as gender, race, socioeconomic status, interpersonal relationships, community cohesion, structural discrimination, cultural contexts, and environmental stressors. A case study examining the impact of the COVID-19 pandemic further demonstrates the significance of these interwoven factors. The study concludes by outlining implications for mental health research and practice, advocating for community-centered, culturally sensitive, strength-based approaches, and systemic transformations to dismantle underlying structures of inequality. Ultimately, the study aims to inform evidence-based interventions, policy changes, and equitable resource distribution, thus promoting both individual healing and broader social justice.

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As a key component of educational modernization, the core of enhancing preschool education quality lies in the professional development of teachers. Although the current kindergarten teacher training system in China plays an important role in building the teaching workforce, its theoretical framework still lags behind practical exploration. In contrast, developed countries, with their mature education systems and advanced educational philosophies, have accumulated rich experience in kindergarten teacher training. Therefore, this study uses the United States, United Kingdom, Japan, South Korea, and Singapore as case studies and applies grounded theory methods along with Nvivo 11 Plus software to code and analyze literature, systematically deconstructing the content system and organizational models of kindergarten teacher training in developed countries. The study finds that the five countries generally construct curriculum frameworks oriented around core competencies, emphasizing the deep integration of practical skills and theoretical knowledge. Additionally, they adopt phased, multi-subject collaborative training models that effectively meet the professional development needs of teachers. Based on these findings, the study proposes four recommendations: (1) constructing a "competency-based" content system; (2) promoting a "multi-cooperative" organizational model; (3) improving the "dynamic closed-loop" quality assurance mechanism; and (4) focusing on "special groups" and "emerging fields," to provide theoretical and practical paths for the systematic reform of kindergarten teacher training in China.

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