SCHOOL FACTORS ASSOCIATED WITH THE MENTAL HEALTH OF HIGH SCHOOL STUDENTS: TEACHER–STUDENT RELATIONSHIP

Abstract

The general objective of this article was to interview coordinators, teachers, and adolescent students from the municipal and state education system in the municipality of Piripiri, Pi, in 2024, regarding the transformations experienced during adolescence and to reflect on the perception necessary to detect mental distress among adolescents. The focus was on the guiding questions: Identify which school factors influence the mental health of high school students; and the influence exerted by teachers. The specific objectives were: Understand the organization of high school education within national public education policy; characterize psychological problems and disorders, emphasizing why adolescence is a vulnerable phase for mental health; and analyze secondary sources, identifying extra- and intra-school factors that may be possible factors in the prevalence of harm to the mental health of high school students. The deductive literature review method was used to conduct the research. The research revealed that schools play a fundamental role in promoting students' mental health, being unique environments for detecting difficulties early and offering appropriate support. To address mental health issues in schools, it's essential to implement integrated actions involving teachers, support staff, family members, and the students themselves. One suggestion is to invest in ongoing training for education professionals, providing knowledge on signs of emotional distress, support strategies, and ways to approach students who are experiencing difficulties.