Promoting psychological well-being in educational centres: an unquestionable challenge

One of the positive consequences (there are not many, by the way) of the experience during and after the pandemic has undoubtedly been the visibility of mental health in the social and political debate in our society. And, fortunately, it seems to have done so for good. With all the opportunities that this circumstance represents for the improvement of our social organisation and lifestyle, although not without risks in the case of acting in an inconsistent, partisan manner and far from scientific evidence.

The failure of our society in terms of mental health and psychological well-being and, specifically, of the section of the population that encompasses our childhood, adolescence and youth has been going on for a long time, profusely warned by research for at least a generation, and based on very different variables that, logically, must have to do with the dizzying changes suffered in a very short time in areas of special relevance, all of them related to our lifestyle, in its multiple dimensions.

If there is one thing we have been able to verify in recent years, it is that mental health is significantly affected in short distances (Luengo, 2022).

And the world we are leaving at the feet, and before the eyes, of our children and teenagers. Of course, the commitment to improve our legal system in terms of rights, especially for the most disadvantaged, is important. But it is not enough, it should not be enough for us to rely on official bulletins and doctrine. How critical we are of what we are actually doing with our lives and the present and future of childhood and adolescence depends on the ‘north’ towards which we are heading’.

And, in this context, the role of the system and of educational centres takes on unparalleled relevance, an unquestionable challenge that we must face decisively, managing in a consistent and courageous way the administration of values, objectives, times, spaces, contents and interpersonal relationships for a new century, for a school immersed in a changing society, in a changing world, with an uncertain future for our way of life and the very conception of the human being.

The practice of improving psychological well-being in educational communities should be guided by what scientific evidence tells us about the practice of effective actions.

In the post ‘Promoting psychological well-being in schools: the need to act with judgement’ (Luengo, 2024), a series of essential ideas are proposed in the configuration of programmes for the promotion of psychological well-being and the prevention of psychological disorders in schools.

Namely:

• Interventions should be based on scientific evidence and incorporate keys for the detection of adverse effects and consequences.
• Attending to the promotion of psychological well-being and preventing emotional maladjustment in children and adolescents (and young people) in schools is necessary. However, it is essential to be aware that undesired iatrogenic effects may occur in some of the project participants if the actions are not adjusted to tested programmes.
• Not everything we do to prevent inadequate mental health in the populations we refer to is suitable for everyone participating in these types of programmes. It is understood that the assessment of each context in which activities are applied is essential, especially with regard to boys and girls at greater risk and vulnerability.
• We must definitively consider the action of promoting psychological well-being and the detection and prevention of emotional disorders from the pure models of ‘talk-conference’ to be outdated. It is the dialogic and participatory models that seem to provide the best answers to the need that makes them emerge.
• Working with these contents in educational centres requires planning that goes beyond episodic (internal and/or external) and essentially reactive action and is incorporated in a systemic and structural way into specific programmes, for the whole educational community, framed within the educational project of each centre and especially integrated with plans such as tutorial action, attention to diversity and the promotion of peaceful and democratic coexistence (and cyber-coexistence), the promotion of care and good treatment among people and the prevention of abuse and violence.

It is essential to work rigorously and with evidence. Otherwise, a series of actions can become a hit-and-run approach, with little impact on the population we are acting on. “It is not easy to respond to the demands of such a changing and “noisy” society. And educational centres are immersed in pressures not only to respond to new needs, but also (disproportionately) to resolve the risks they entail; but the prevention models in schools are not working and do not conform to the scientific evidence on their parameters of effectiveness. Good intentions and isolated actions implemented as barely interwoven additions to the projects of educational centres are not enough. Programmes based on the idea that expert knowledge comes exclusively from outside, from others, who come in, present, cover a time and a space… And then leave are not enough. (Luengo, 2025).

The time is now. The moment is now. In a context that favours life at school from a community perspective. Working for and towards improving the mental health of our children, adolescents and young people means actively and proactively incorporating the combined action of other agents, teachers and families.