The Role of Symbolic Interaction Communication in the Prevention and Treatment of Mental Health (A Case Study of Student Suicide at Magenta International Middle School)
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Background: Student mental health represents a critical challenge in educational settings, particularly in international schools characterized by high academic pressure and cultural diversity. The suicide of a student at Magenta International Middle School underscored the vital role of symbolic interaction and communication in the school environment.
Objectives: This study aims to analyze the role of symbolic interaction communication in shaping students' mental health, identify communication factors contributing to feelings of isolation and mental distress, explore the application of symbolic interaction theory in mental health intervention programs, and formulate strategies for improving interpersonal communication between students
Method: This research employed a qualitative approach with a case study design at Magenta International Middle School, an Islamic-based international school.
Finding and Implications: The study revealed that symbolic interactions between students and teachers significantly impact student mental health. Seventy-eight percent of students reported increased motivation and confidence when receiving personalized attention and empathetic communication from teachers, while 22% of students who felt neglected experienced heightened stress and anxiety. Implementation of symbolic interaction-based mentoring and counseling programs resulted in a 30% reduction in student anxiety within six months and 40% increased closeness with teachers.
Conclusion: Symbolic interaction communication plays a pivotal role in student mental health within international school contexts. The application of Herbert Blumer's symbolic interaction theory provides an effective framework for designing preventive interventions, emphasizing the need for empathetic teacher-student interactions, structured mental health support systems, and collaborative engagement among students, teachers, and parents to create safe, inclusive, and mentally supportive educational environments.
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Copyright (c) 2026 Rokibullah Rokibullah, Abdu Rokhim
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