Emotional, physical and social well-being describe human health from birth. Good health goes hand in hand with the ability to handle stress for the future. However, biological factors such as diet, life experiences such as drug abuse, bullying, burnout and social factors such as family and community support at the school stage tend to mold health problems, affecting academic achievements. This book is a compilation of current scientific information about the challenges that students, families and teachers face regarding health and academic achievements. Contributions also relate to how physical activity, psychosocial support and other interventions can be made to understand resilience and vulnerability to school desertion. This book will be of interest to readers from broad professional fields, non-specialist readers, and those involved in education policy.Go to the book
Emotional processes are important to survive. The Darwinian adaptive concept of stress refers to natural selection since evolved individuals have acquired effective strategies to adapt to the environment and to unavoidable changes. If demands are abrupt and intense, there might be insufficient time to successful responses. Usually, stress produces a cognitive or perceptual evaluation (emotional memory) which motivates to make a plan, to take a decision and to perform an action to face successfully the demand. Between several kinds of stresses, there are psychosocial and emotional stresses with cultural, social and political influences. The cultural changes have modified the way in which individuals socially interact. Deficits in familiar relationships and social isolation alter physical and mental health in young students, producing reduction of their capacities of facing stressors in school. Adolescence is characterized by significant physiological, anatomical, and psychological changes in boys and girls, who become vulnerable to psychiatric disorders. In particular for young adult students, anxiety and depression symptoms could interfere in their academic performance. In this chapter, we reviewed approaches to the study of anxiety and depression symptoms related with the academic performance in adolescent and graduate students. Results from available published studies in academic journals are reviewed to discuss the importance to detect information about academic performance, which leads to discover in many cases the very commonly subdiagnosed psychiatric disorders in adolescents, that is, anxiety and depression. With the reviewed evidence of how anxiety and depression in young adult students may alter their main activity in life (studying and academic performance), we discussed data in order to show a way in which professionals involved in schools could support students and stablish a routine of intervention in any case.
Part of the book: A Fresh Look at Anxiety Disorders