THE EFFECTS OF CHILDREN'S MENTAL HEALTH ON THE LEARNING PROCESS: PEDAGOGICAL CHALLENGES AND INTERVENTION STRATEGIES IN SCHOOL

Abstract

Child mental health has emerged as a central and urgent topic in the educational and public policy landscape. This article analyzes the direct and cumulative effects of emotional distress and mental disorders on the learning process, highlighting pedagogical challenges and necessary intervention strategies in the contemporary school context. Using data from the World Health Organization (WHO), UNICEF, and specialized literature (APA, Barkley, Rohde et al., Vygotsky), the study demonstrates the high prevalence of conditions such as anxiety and ADHD and their detrimental impact on students' executive functions, working memory, and socioemotional regulation. The multiple risk factors (family, social, neurobiological) are discussed, along along with the necessity for schools to transcend their merely academic role, acting as protective agents and for early identification. It is concluded that integral development, as advocated by the National Common Curricular Base (BNCC), requires continuous teacher training, intersectoral articulation (Education, Health, and Social Assistance), and the implementation of effective socioemotional learning programs.