CONTRIBUTIONS OF INTEGRATIVE AND COMPLEMENTARY PRACTICES TO THE REDUCTION OF ANXIETY IN ELEMENTARY SCHOOL STUDENTS

Abstract

This article aims to analyze the contributions of Integrative and Complementary Health Practices to reducing anxiety among elementary school students, considering their potential application in the school environment and their benefits for emotional well-being and child development. Anxiety at this stage of life is a significant concern, as it can interfere with concentration, learning, interpersonal relationships, and student participation in school activities. In this context, practices such as meditation, yoga adapted for children, mindfulness, art therapy, and music therapy offer possibilities for fostering emotional awareness, relaxation, and the development of emotional self-regulation strategies. Methodologically, this research is qualitative, exploratory, descriptive, and bibliographic in nature, based on an analysis of books, scientific articles, and official documents regarding child mental health, integrative practices, and health promotion in schools. The theoretical discussion indicates that these practices can serve as complementary strategies for promoting emotional well-being, provided they are age-appropriate, responsibly conducted, and grounded in available scientific evidence. The study also highlights the importance of collaboration among schools, families, and health professionals in creating supportive environments and identifying persistent signs of emotional distress. It concludes that Integrative and Complementary Practices have the potential to contribute to promoting students' emotional health, although their effects on anxiety must be evaluated based on the specific modality used and the quality of available evidence. It is emphasized that these practices do not replace psychological or medical care when needed, and further studies on their efficacy and application within the educational context are recommended.