Effective strategies for early detection in the school environment

School can be one of the first places where the initial signs of an emotional disorder in children and adolescents become apparent. That is why the role of the educational environment in the early detection of depression or anxiety is essential. Teachers, through their daily contact with students, become key figures in identifying warning signs and activating appropriate support pathways.

Teacher training to recognize emotional signs

One of the fundamental pillars for achieving timely detection is the ongoing training of teaching staff. Teachers must be prepared to recognize subtle emotional and behavioral changes, such as progressive withdrawal, loss of interest in activities they previously enjoyed, or a noticeable decline in academic performance.

Other relevant signs include constant irritability, frequent crying, or avoidant behaviors such as repeatedly missing classes or refusing to participate in group activities. A comment such as “Juanito is no longer interested in anything,” which might seem anecdotal, may actually be the tip of the iceberg of a deeper emotional problem.

Thus, training teachers in basic mental health not only allows them to act empathetically and preventively, but also to avoid inappropriate responses that reinforce the student's distress.

Clear referral pathways to school psychology or mental health services

Detection is only the first step. It is essential that there are clear institutional protocols on how to act in cases of suspected depression or anxiety. This means that teachers or tutors know exactly who to turn to, how to document their observations, and what the next step is without causing further stress to the student.

For example, if a teacher detects that a student is exhibiting unusual behavior such as isolation or demotivation, they should have immediate access to a formal channel to refer the case to the school psychologist.

In institutions that do not have a permanent mental health professional, there should be agreements or support networks with external services. This route should also include communication with the family, ensuring that support is provided without judgment or stigma.

Indirect observation tools in the classroom

Children often do not verbalize what they are feeling. Therefore, indirect observation tools are essential. Observing a student's participation in class, their willingness to interact with peers, their body language, and the way they express (or repress) their emotions provides valuable information about their state of mind.

For example, a child who used to respond enthusiastically in class and now remains silent, or who always sits in the corner of the classroom without making eye contact, may be going through a depressive phase. Expressions such as “nobody loves me” or “I'm no good at this,” even if said casually, are also important signs.

These observations should be recorded and shared with the teaching team for comprehensive analysis, always within the framework of respect for the student's privacy. When this type of emotional monitoring is incorporated into the school routine as part of a culture of care, it becomes a powerful tool for prevention.

A caring educational community

Promoting early detection is not the task of a single teacher, but of an educational community that works in a coordinated and empathetic manner. This also involves awareness-raising spaces for parents, fluid channels of communication between families and the school, and an institutional commitment that prioritizes emotional well-being as much as academic achievement. In this way, the school not only detects, but also protects, accompanies, and transforms.