We live in a world undergoing rapid transformation. Our relationship with technology has been catalyzing significant changes in various fields, such as the job market, social relationships, leisure, sexuality, family structure, health, and others. The pace of change is so rapid that the generation that grew up in a more “static” environment often struggles to find its footing. A very common example involves the expectations some parents place on their children, based on a reality that is often out of step with the present, expressed in comments such as “at your age, I was already working” or “without a college degree, you won’t have a decent future.” The issue here is not what would be considered good or bad, but rather the complexity of coping with the pace of life today.

Changes, regardless of their nature, are challenges that require adaptation, and adapting, in and of itself, is a challenge that depends on internal, collective, and environmental resources. As if that weren’t enough, we have faced unforeseen situations, such as the pandemic that took hold last year and brought about radical changes in our lives. As a society, we lacked resources—not even basic scientific guidelines—to guide us, and until recently we have been living in a landscape characterized by uncertainty, insecurity, and, for many, despair and fear. Although some people have managed to adapt, population-based studies have shown that social and psychological problems have been significant throughout this period, including among children and adolescents who have endured traumatic experiences.

 

But what is psychological trauma?
The word “trauma” comes from Greek and means “wound.” Direct or indirect experiences (when we witness or hear a story) of actual harm or imminent risk to physical, sexual, or moral well-being (such as in cases of harassment and bullying), as well as shocking and unexpected news (for example, the death of someone, the dismissal of a family member, or the end of a romantic relationship). These experiences can be considered traumatic when they generate memories that cause significant distress, often associated with negative physical, psychological, and/or social consequences.

When we go through a difficult experience, we are affected in different ways. This is due, in part, to cognitive factors (for example, our ability to make sense of what happened), emotional factors (for example, greater or lesser emotional reactivity to what happened), and behavioral factors (for example, seeking isolation after the event). It is important to note that these aspects can change over time, leading to greater susceptibility to resilience or, conversely, to the development of trauma. For example, a young person with greater self-awareness, a better ability to express emotions, a strong network of protective factors (such as having friends or engaging in physical activity), or who has learned to use emotional self-regulation strategies (such as relaxation techniques or meditation) has powerful tools at their disposal for coping with potentially traumatic situations.

In addition, specific characteristics of the event influence the risk of it becoming traumatic. In this regard, events caused by people (especially acquaintances) are more likely to lead to negative consequences than a natural disaster. On the other hand, recurring events pose a greater risk than one-time events. Among the various types of severe stressors, studies highlight that childhood abuse is particularly harmful.

In cases where the ability to process what has happened is overwhelmed, the effects of trauma tend to persist, leading to problems in overall functioning (such as a decline in academic and social performance) and may trigger the onset of mental disorders. Acute stress reactions, post-traumatic stress disorder, episodes of depression or anxiety, and, over time, persistent personality changes are some of the known consequences.

In the context of childhood and adolescence, the school environment has come to be viewed as a setting with enormous potential for fostering adaptive responses, whether in response to the new realities of the modern world or to potentially traumatic events that afflict us, such as the COVID-19 pandemic.

 

Action Strategies for Schools
From this perspective, one development that is generating hope is the inclusion of programs designed to foster social-emotional skills, which, in Brazil, are addressed in the guidelines of the BNCC (National Common Core Curriculum).

As part of an approach aimed at the holistic development of the individual, the BNCC defines the term “competence” as “the application of knowledge (concepts and procedures), skills (cognitive and socio-emotional practices), attitudes, and values to address the complex demands of daily life, the full exercise of citizenship, and the world of work.”

Programs to disseminate knowledge about mental health can also be a highly valuable strategy. Knowledge about risk and protective factors can guide the development of targeted interventions, such as campaigns to promote physical activity and quality sleep, and investments in the early detection of cases requiring referral to specialized teams, before traumatic memories become entrenched or symptoms of psychiatric disorders worsen.

However, for initiatives like these to achieve their goals, much work still needs to be done. The initial goal is to transition from a paradigm focused on academic content to one dedicated to developing students as individuals. As a society, another paradigm that must be addressed concerns our relationship with mental health. Stigmatizing attitudes must be mitigated through procedures grounded in scientific evidence, and the principles of health promotion and disorder prevention must be genuinely embraced and incorporated by people. Crises, however difficult they may be, create opportunities.

 

New Perspectives for the Future
Before concluding, I’d like to invite you, the reader, to reflect on the following: Imagine yourself as a teenager in the year 2021 watching the news. What will you hear about the job market? What about the environment? What about public safety? And what does it mean to be successful these days? What would your perception of the future be?

I often receive many complaints from adults about the attitude of young people who just want to “live in the here and now.” Whenever this happens, I find myself wondering: How would I feel if I were a young person today?

In a world where we constantly emphasize how much we overwork, how environmental resources are becoming increasingly scarce, how “everything is more dangerous,” and, in general, how “life is getting harder and harder,” it seems logical to me that young people often choose to deny the future. Especially at a time when they are at the peak of their physical vigor and faced with so many possibilities.

 

When successful, such programs broaden students’ (and, in some cases, educators’) socioemotional repertoire, fostering protective factors that encompass various aspects such as self-awareness, self-regulation, decision-making, and social skills, among others. The benefits reported in the literature are promising, ranging from individual and collective gains—both specific (such as improved academic performance) and broader (such as improved well-being)—with advantages in the short, medium, and long term.

I believe that, as adults, we need to reflect on the way we’ve been living and how we describe what we’re going through. What’s the point of growing up in such a harsh environment? We wouldn’t need to run away so much from a reality that was just a little more appealing.

So, as the year comes to a close, I propose that we think about finding ways—as adults—to show just how much growing up can be a slightly more positive process. We need to take better care of ourselves. I know this can be a complicated task, because, after all, we’ve conditioned ourselves to do the opposite. But I believe we can try, with a little more effort, to focus on possibilities rather than just the difficulties—on progress and other good news (yes, it does exist)—and on positive perspectives on things (for example, it’s much more common for us to talk about the negative aspects of work than about something positive that happened).

The suggestion here is not to encourage complacency and passivity in the face of the adversities we have been facing, but rather to reflect on ways to help young people feel less intimidated by the process of becoming adults.

 

Learn more about the author:

Gustavo Estanislau

Child and Adolescent Psychiatry; author of the book *Mental Health in Schools: What Educators Need to Know*, published by Artmed; and scientific coordinator of the Ame Sua Mente Institute, which aims to promote a new culture of mental health in Brazil.

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Content produced in partnership with Porvir, in the column “The Future Is Learned”