Prevention, prognosis, and school reintegration in childhood and adolescent depression

Prevention and early intervention in depression in minors are fundamental pillars for improving the long-term prognosis. Detecting initial symptoms and offering adequate support can make the difference between a self-limiting process and one that evolves into a chronic or severe condition.

Early intervention and long-term prognosis

Early detection is the first major determinant of prognosis. A child who receives psychological or psychiatric support in the early stages of the illness has a better chance of recovery, better social and academic adjustment, and a lower likelihood of relapse or complications such as suicide attempts.

In addition, early intervention allows for the establishment of strong therapeutic bonds and prevents the chronicity of depressive symptoms.

In this regard, it is vital that parents, teachers, and health professionals remain vigilant for signs such as withdrawal, changes in appetite, poor academic performance, frequent somatization, or expressions of persistent sadness.

Any comments suggesting hopelessness or self-deprecation should not be underestimated, especially if there is a family history of depression, substance use, or violent environments.

School support after suicide attempts or depressive crises

Returning to school after a depressive crisis or suicide attempt is a critical time that requires coordinated attention between the family, educational institution, and health team. Often, classmates are already aware of the situation, so ignoring it can lead to further stigmatization or rumors.

In these cases, it is advisable for the family, together with teachers and administrators, to agree on how to address the issue with the school group, taking into account the student's age, the maturity of the group, and the wishes of the minor.

Reintegration should be gradual and accompanied. The student may require curricular adaptations, a temporary reduction in academic load, breaks, and an emotionally safe environment.

Teachers, beyond their academic role, become key facilitators in the student's recovery. It is essential that they have professional guidance and institutional support to handle the situation with sensitivity and effectiveness.

Practical tips for teachers and caregivers

Listen without judging: muchos menores no verbalizan su sufrimiento directamente, pero lo expresan a través de comportamientos, actitudes o incluso de forma simbólica. Escuchar con atención y sin minimizar lo que comunican puede salvar vidas.

Establish clear and stable routines: la predictibilidad ayuda a los menores a sentirse seguros, especialmente después de una crisis. Horarios organizados, expectativas claras y un trato respetuoso son elementos básicos. Comunicación permanente con la familia: mantener canales de diálogo fluidos y empáticos con los cuidadores permite un acompañamiento coherente y sostenido.

Avoid labels: no calificar al estudiante como «problemático», «llamador de atención» o «frágil». Estas etiquetas refuerzan el estigma y afectan la autoestima del menor. Buscar ayuda profesional a tiempo: cuando el malestar emocional sobrepasa las herramientas del entorno escolar o familiar, se debe acudir sin demora a servicios de salud mental especializados.

Encourage spaces for expression and belonging: clubes, actividades artísticas, recreativas o de servicio pueden funcionar como amortiguadores del malestar y fuentes de autoestima.