This study examined the psychological aspects of reflective practice among Chinese homeroom teachers, particularly in relation to student mental health. Seventeen teachers participated in semi-structured interviews, which were analyzed thematically to identify how their reflective practices contribute to mental health education. The research focused on cognitive, emotional, motivational, and behavioral traits in reflective practices. Cognitive aspects included the focus of reflection and the thought processes involved, with a strong emphasis on student mental health. Emotional elements were less directly articulated but present in teachers’ stories. Motivational characteristics, such as autonomy and overall mental states, influenced the reflection process. Behaviorally, teachers utilized various forms of reflection, including silent, written, and dialogic methods, with silent reflection being common yet often overlooked. The study found that teachers primarily engaged in mental health education at MTSS Tier 1 and Tier 2 levels, revealing a lack of collaboration with other professionals and a divergence from typical MTSS practices. Overall, the findings underscore the complex nature of reflective practice and its significance for improving mental health education in schools.