Islamic Values and the Development of Mental Health Awareness among School Students
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Abstract
Islamic Religious Education can contribute to students’ mental health awareness by connecting religious values with emotional understanding, coping, hope, and help-seeking. This article examines how patience, gratitude, and tawakkul are internalized through Islamic Religious Education and how such learning supports positive thinking and a mentally supportive school environment. An integrative literature review synthesizes scholarship on Islamic religiousness, religious coping, gratitude, tawakkul, adolescent optimism, and school well-being. The findings indicate that patience can support regulated responses to difficulty, gratitude can broaden attention toward valued aspects of life, and tawakkul can encourage acceptance of outcomes after responsible effort. These values are educationally beneficial when they do not invalidate sadness, fear, or other difficult emotions. Positive thinking should likewise be understood as realistic hope rather than forced positivity. Supportive relationships, non-stigmatizing language, reflective learning, digital literacy, and collaboration with school counseling services strengthen the educational contribution of Islamic values. Islamic Religious Education can therefore support preventive mental health awareness while remaining distinct from professional psychological assessment and treatment.
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