EMOTIONAL HEALTH AND LEARNING IN THE EARLY YEARS OF ELEMENTARY SCHOOL: CONTRIBUTIONS OF INSTITUTIONAL PSYCHOPEDAGOGY TO THE PREVENTION OF SCHOOL LEARNING DIFFICULTIES

Abstract

This article addresses the relationship between emotional health and learning processes during the early years of elementary education, highlighting the role of institutional psychopedagogy in the prevention of academic difficulties. Factors such as anxiety, insecurity, low self-esteem, fear of making mistakes, and a lack of motivation are directly linked to pedagogical experiences and functional interactions within the school environment. In this context, the study aims to analyze how such emotional manifestations interfere with student participation and performance, while also identifying preventive strategies that can be developed within an institutional setting. To this end, a qualitative, descriptive-analytical literature review was conducted, drawing upon authors who discuss human development and learning, scientific research on academic emotions and social-emotional learning, and relevant Brazilian educational legislation. The analysis reveals that emotional and cognitive dimensions exert a mutual influence; frequent experiences of academic failure can exacerbate feelings of insecurity, whereas welcoming educational environments and effective pedagogical strategies foster student engagement and participation. It is concluded that institutional psychopedagogy plays a significant role in preventing learning difficulties by addressing school-related needs, reflecting on assessment processes, providing guidance to teachers, and facilitating integration between the school, families, and support services. Furthermore, the importance of respecting the boundaries of professional practice is emphasized, avoiding the medicalization and pathologization of difficulties that may, in fact, be rooted in educational conditions and experiences.