PSYCHOLOGICAL INTERVENTION FOCUSED ON IMPROVING SOCIAL AND EMOTIONAL SKILLS IN STUDENTS AGED 11 TO 16

Abstract

This article discusses psychological intervention aimed at improving social and emotional skills in students aged 11 to 16, considering the school as a strategic space for prevention and health promotion. The objective was to analyze, based on specialized literature, how structured programs can strengthen competencies such as empathy, communication, assertiveness, self-control, and emotional regulation, contributing to better coexistence and greater school engagement. The methodology adopted was bibliographic research, with analysis of scientific productions and technical documents that address adolescence, socio-emotional development, and intervention practices in the educational context. The results indicate that interventions with clear objectives, practical activities, and continuous monitoring tend to broaden students' repertoire for dealing with conflicts, frustrations, and social pressures typical of this age group. It was also observed that more consistent changes depend on qualified mediation, a coherent school environment, and articulation with daily pedagogical practice, avoiding punitive approaches or those focused solely on discipline. It is concluded that psychological intervention, when planned preventively and integrated into the school environment, fosters healthier relationships and creates more favorable conditions for student learning and retention.