A survey recently conducted by Shanghai Pediatrics Hospital and Shanghai Educational Science Institute has found that of the 2,500 high schoolers and primary pupils aged 10 to 17 who were polled in Shanghai's eight districts, 5.85 per cent have planned to commit suicide, and 1.71 per cent actually tried to kill themselves but failed. And 24.39 per cent have had a fleeting idea of "death is better than living," and more than 15 per cent said they had thought seriously about dying. These figures unsettle the whole society, and make us feel uneasy and worried. It is hard to believe, yet most of the parents knew nothing about it.

Childhood should be the happiest and most carefree period of one's life. So how is it possible that an alarming 24 per cent of local children should have been world-weary and had the terrible thought of "death is better than living?" While there are a variety of contributing factors, I believe unreasonably high expectations from their parents, problematic approach of education at schools and some unhealthy social mood should primarily be held accountable for the students' troubled state of mind.

Parents' love and affection for their children are universally the most lofty and dedicated feeling human beings have ever maintained. And Chinese parents in particular are noted for having great love for their children. They would be willing to face all challenges and bear all hardships if they need to, all for the love of their offspring.

However a considerable number of doting parents fail to understand that their love and commitment, unconditional as they are, should not be just as simple a skin-deep feeling as that of a cow licking its young calves. More often than not, dotage, connivance or excessive doses of love are detrimental to their children's growing up in a healthy way, both physically and mentally.

Ironically, going hand in hand with parents' lavish care of their children is their harshness in trying "remould" them into future "dragons" or "phoenixes" according to their one-sided wishes and models. Their major concern seems only to be pushing their children onward forever in their study. They place high - in most cases unrealistic - expectations on their children, but seldom, if at all, engage in any heart-to-heart talks with them and lend an attentive ear to what is really in their minds. These youngsters feel anxious, depressed, even suffocated at home. And the home is no longer sweet to them.

And then, the drawbacks inherent in the current enrollment system employed by schools of different levels should also bear the blame. The loud cry for character education (literally, quality education) has been around for quite some time with promotion of an all-around development of the students playing a guiding role. However the dominant criterion for evaluating students by most schools is still academic performance. Grades are always omnipotent. Students are forced to toil through oceans of exercises and mock exam papers to learn the tricks of gaining high marks. They are always under great pressure to excel or catch up. There is nowhere for them to air their grievances. They are unhappy.

Last but not least, there is no denying that unhealthy social influences subtly shape the character of the underaged, who are easily affected. They are imitative and tend to wish for an early taste of what they believe is chic and cool, like toying with calf love, seeking fashion and enjoyment. In some ways they may feel bad or self-abased in the ever escalating effort to emulate their peers. So I think it advisable that the media scale back the intensity and magnitude of its coverage of extravagant lifestyles that some rich urbanites have the privilege to enjoy. After all, ostentation and luxury do not translate into a truly modern city.

Yes, we do have teachers or professional consultants in charge of psychological advice in a number of middle and primary schools. Unfortunately in the face of an exam-oriented educational system and cruel enrollment pressure, they are more for show than really tackling the psychological problems of the students. Some school leaders treat psychological health instruction merely as an ordinary academic course. They are content to rely on textbooks, imparting knowledge and, above all, having students sit for tests in hopes of solving the psychological problems once and for all through classroom lecturing. No doubt then, such mental health education can by no means satisfy the needs of the increasingly complicated change in the psychology of youngsters.

Mental health is an important part of children's overall health and well-being. It should be given thought and attention and, when needed, professional help.