THE ROLE OF TEACHERS REGARDING MAJOR DEPRESSIVE DISORDER AND ANXIETY DISORDERS AMONG CHILDREN AND ADOLESCENTS IN THE MUNICIPALITY OF CÁCERES, MT

Abstract

Major Depressive Disorder (MDD) and Anxiety Disorders (AD) are among the most common mental disorders in childhood and adolescence, potentially causing significant impairment to emotional, social, and academic development. If not identified early, they can compromise school performance, interpersonal relationships, and quality of life, while also increasing the risk of future adverse outcomes. In this context, the school serves as a key setting for observing signs and symptoms, with teachers acting as fundamental agents in the early recognition of these conditions. This study aimed to determine the prevalence of MDD and AD among children and adolescents enrolled in the public school system of Cáceres, Mato Grosso (MT), and to assess the knowledge of pre-service teachers regarding these disorders. This was an observational, cross-sectional study employing both quantitative and qualitative approaches. Secondary data from the Municipal Department of Education for the year 2025 were analyzed, and structured questionnaires were administered to 90 university students majoring in Education and Language Arts at the State University of Mato Grosso (UNEMAT). The results showed that, among the 8,115 enrolled students, only 9 had a formal recorded diagnosis of MDD or AD, suggesting possible underreporting. Among the university students, partial knowledge regarding mental disorders and a lack of confidence in managing students experiencing psychological distress were observed. The study concludes that there is a need to expand teacher training and strengthen strategies for early identification and appropriate referral of cases within the school environment.