Recently, the Beijing Municipal Party Committee's Leading Group for Education, Science and Technology Talents issued the "Several Opinions on Promoting the Physical and Mental Health Development of Primary and Secondary School Students" (hereinafter referred to as the "Twenty Articles on Physical and Mental Health"), which for the first time integrated planning and deployment of students' physical and mental health. This is a positive exploration of Beijing's systematic construction of students' physical and mental health development that meets the needs of the new era. It is also a declaration of implementing the "health first" education concept and mobilizing the whole city to safeguard the healthy growth of students. The "Twenty Measures for Physical and Mental Health" directly refers to the stubborn diseases that currently hinder the healthy growth of children and adolescents. Through systematic design and multiple measures, we strive to break through the systemic health difficulties they face in their growth process. As the main battlefield for educating students, schools must play a leading role closely around the "20 points of physical and mental health", and work together from the aspects of concepts, time, space, resources, etc., continuously optimizing the pace of students' growth, and building a precise support, sustainable development, and diverse collaborative education ecology. From the perspective of ideology, schools need to reconstruct their educational values, abandon utilitarian views on educating people and rushing development, and place students' physical and mental health development in a more prominent position. Specifically, schools should adhere to the principle of "one school, one policy", formulate plans to improve students' physical and mental health, and internalize the scientific concept of education in their hearts and externalize it in their actions. Schools should continue to strengthen the popularization and promotion of the "health first" educational concept, strive for support from various forces such as society and families, and actively guide all parties to care about the healthy growth of children. From the perspective of time dimension, schools need to carry out an integrated design and implementation of "in class, in class, and after class", placing the healthy growth of each student in the complete daily learning life on campus, optimizing the supply of in class, in class, and after class services, and breaking down the barriers of the three acting independently. Firstly, based on the curriculum standards and students' actual learning preparation, design a reasonable learning system, optimize the examination evaluation method and grade presentation form in the construction of an academic advancement system that is suitable for the difficulty, pressure, school age, and stage, reduce the comparability of examinations, and demonstrate the developmental nature of evaluation. Secondly, based on the types of knowledge and differences among students, diverse teaching methods should be adopted to stimulate classroom vitality, activate students' learning motivation, enhance their interest in learning, cultivate core competencies, and enhance their sense of practical learning gains. Thirdly, we should strengthen the top-level design of the concept of educating students during breaks and establish linkage with the classroom. We should attach equal importance to breaks as we do to the classroom, and organically integrate moral education, intellectual education, physical education, aesthetic education, and labor education into the design and implementation of break activities. Fourthly, on the basis of realizing the linkage between in class and in class breaks, we will connect the after-school service time and carry out physical exercise, artistic activities, scientific exploration, class team activities, labor and social practices, etc. according to the needs of students' healthy development, so that students can achieve high-quality and healthy growth in developing their talents. From a spatial perspective, schools should effectively utilize various spaces and fields to carefully create a good environment that supports students' healthy growth. Psychological corners, interactive walls, stress relieving devices, etc. can be set up in public areas to activate the campus health activity practice scene and promote the formation of a positive, open and inclusive campus cultural atmosphere. For example, some schools in Beijing use tent activities to open up new spaces for school education. The school regularly issues solicitation orders to grade groups, and students participating in tent activities can independently design tent themes, content, and prepare learning aids with the assistance of their families. During the implementation process, the homeroom teacher and subject teachers will provide timely assistance based on the problems and needs encountered by students. The small tent has effectively developed children's empathy. From the perspective of resources, schools need to consciously develop and activate internal resources to create more support for students' healthy growth. One is to develop health education resources. Schools need to integrate physical and mental health education throughout the entire process of education and teaching, establish a health education and teaching resource library covering the entire school stage, and carry out health education around lifestyle, growth and development, adolescent health care, exercise health, psychological health, etc. The second is to activate relationship resources. Schools should actively build good peer relationships within the school by organizing various forms of class collective activities, allowing students to participate in class management, cultivate team awareness, and enhance their sense of belonging to the class; We can also establish mutual assistance mechanisms such as study groups, interest groups, student clubs, and "study companions" to provide students with more opportunities for communication and interaction. The construction of harmonious teacher-student relationships is also very important. Schools should uphold the principles of equality, mutual assistance, and common development, build a teacher-student relationship that respects, understands, tolerates, and appreciates, promote mutual acceptance between teachers and students, and grow together in a warm educational atmosphere. The physical and mental health and comprehensive development of students are major issues of concern to the Party Central Committee, the people, and society. From conceptual innovation to spatiotemporal reshaping, from resource integration to ecological construction, the active actions of schools are the key to the implementation and effectiveness of the "20 Measures for Physical and Mental Health". Let us care about and support the reform and exploration of schools together, so that every child can stretch the branches and leaves of life and shine with unique brilliance in a healthy and sunny environment. (New Society)