The Role of Educational Guidance in the School Mental Health Crisis: Challenges and Intervention Strategies

Abstract

The significant increase in cases of anxiety, depression, self-harm, and other manifestations of psychological distress among children and adolescents has made mental health one of the main demands of the contemporary school context. In this scenario, educational guidance assumes a strategic role in promoting welcoming practices, conflict mediation, and preventive actions within schools. This study aims to analyze the challenges faced by educational guidance in addressing the school mental health crisis and to discuss intervention strategies grounded in the specialized literature. It is a qualitative, bibliographic, and exploratory study based on the analysis of books, scientific articles, and institutional documents related to mental health, educational guidance, and socio-emotional education. The results show that educational guidance faces significant structural challenges, including work overload, lack of multidisciplinary teams, insufficient public policies, and misunderstandings regarding its institutional role. Nevertheless, the literature indicates that practices such as active listening, discussion circles, socio-emotional education programs, and stronger family-school partnerships are effective strategies for promoting student well-being and preventing psychological illness. The study concludes that strengthening mental health in schools depends on coordination among educational guidance, continuing professional development, public policies, and collaborative care networks aimed at building more humane, inclusive, and welcoming schools.