Over the past few years mental health problems in middle school and high school students have gained increased attention from both the academic community, teachers, and the public. Adolescents are at an age of change when they are more concerned about approval from peers and acceptance from the group. As their social attention shifts more towards peers, peer interaction becomes an important source of emotional support, social belonging and interpersonal feedback. Peer relationships can be a source of social pressure and have a detrimental impact on students' mental health, while positive peer relationships can reduce social pressures and contribute to psychological well-being. The method of this research is literature review which is used to sort out the results of existing studies in China and abroad to uncover the inherent correlations among peer interaction, social anxiety and mental conditions. The findings show that healthy peer relationships reduce adolescents' social anxiety, and promote their psychological health, while peer problems typically exacerbate anxiety symptoms and negatively impact on children's psychological state. The obtained conclusions can provide the theoretical foundations for the implementation of mental health education and peer interaction counseling for adolescent groups.

The U.S. education and insurance systems are shaped by distinctive historical and ideological foundations. Both fields reflect the tension between market-driven principles and evolving efforts to address inequality, despite persistent structural gaps. This study aims to conduct a comparative analysis of American education policy and insurance policy, focusing on their societal goals, implementation mechanisms, and policy outcomes. The analysis adopts literature reviews, case studies, and horizontal and vertical comparisons to identify similarities and differences. Findings show that U.S. education policy is characterized by decentralized governance, where federal authorities provide broad frameworks but local governments and school districts hold primary responsibility. It emphasizes diversity, inclusivity, and the cultivation of critical thinking through flexible curricula and student-centered practices. By contrast, the U.S. insurance system is divided into public and private sectors, is not universally free, and often ties access to employment. While education-related financial policies such as student loans mitigate risks, they do not function as insurance in a strict sense. Comparatively, both systems aim to promote social stability but differ in scope and implementation. Education policies prioritize management and resource allocation, while insurance policies emphasize financial risk-sharing under social security or commercial frameworks.

At present, digital transformation, intelligent construction and the restructuring of engineering supply chains are changing the form of engineering project management, promoting its transformation from single-subject control to multi-subject collaborative governance. In view of the shortcomings in the cultivation of engineering management majors in terms of supply chain collaboration, digital platform application, data-driven decision-making and cross-organizational communication, this paper constructs a D-KCJP five-element coupled competency cultivation model, which integrates digital context, knowledge graph, competency system, job tasks and curriculum pathways, and forms a cultivation logic of "demand traction — graph support — competency transformation — job anchoring — curriculum implementation — evaluation feedback". This paper further proposes reform paths covering knowledge graph, six-dimensional competency framework, curriculum system optimization, job mapping and implementation guarantee, so as to provide reference for the cultivation of inter-disciplinary talents in engineering management.

Play is a major means through which children interact with the world. It is significant for a child's mental and physical development. Autism is a developmental disability that affects how children interact with the environment and socialize with others. Children with autism are often immersed in their own world and face challenges in social interaction and communication. Play is often used as a kind of intervention for children with autism. The aim of play-based intervention is to provide autistic children with a comfortable way to interact with the world and express themselves, and to integrate them fully into broader social activities. Play-based intervention benefits the social development of autistic children by improving their social communication skills. Different types of play-based intervention have different focuses. Play-based intervention has some limitations and is not yet widely adopted as a treatment for autistic children. More studies need to be done in the future to provide a comprehensive understanding of play-based intervention.