ANXIETY AND DEPRESSION AT SCHOOL: THE IMPACT ON LEARNING AND WELL-BEING

Abstract

The article analyzed the relationship between adolescence, mental health, and the role of the school environment, neuroscience, and digital technologies in mitigating the effects of anxiety and depression. The objective was to understand how these tools can contribute to the emotional well-being and academic performance of adolescents, considering the vulnerability of this stage marked by biopsychosocial transformations. The methodology was based on a bibliographic research, according to Prodanov and Freitas (2013), which enabled the collection and analysis of relevant theoretical data, allowing an in-depth and integrative approach to the theme. The study was structured into subsections that explored adolescence as a period of emotional reorganization and vulnerabilities, the impact of mental health in the school context, the contributions of neuroscience to well-being and learning, and pedagogical strategies that use technology to promote mental health and cognitive development. The results highlighted that disorders such as anxiety and depression are prevalent among adolescents and that interventions based on neuroscience and digital technologies offer promising strategies to address these challenges. It was concluded that an integrated approach, which considers regional, cultural and socioeconomic factors, is essential to mitigate the impacts of these disorders and promote an inclusive and welcoming school environment. Thus, the need to expand research that integrates education, neuroscience and technology as tools to support youth development was reinforced.