EDUCATION, YOUTH VULNERABILITIES AND HUMAN RIGHTS: A CRITICAL REVIEW OF THE LITERATURE ON MENTAL HEALTH, VIOLENCE AND INCLUSION IN THE SCHOOL ENVIRONMENT

Abstract

Adolescents and young people experience vulnerabilities in school settings associated with economic, racial, territorial, and educational inequalities, discrimination, violence, and weaknesses in protection networks. In this context, schools can provide welcoming environments, foster a sense of belonging, and promote rights, but they may also reproduce stigmas, authoritarian practices, and processes of exclusion. This study investigated how the scientific literature has analyzed the relationships among youth vulnerabilities, mental health, violence, and school inclusion, considering Human Rights Education as a foundation for students’ protection, participation, and continued school attendance. The objective was to critically analyze scientific production concerning these relationships in educational settings. A bibliographic, exploratory, and descriptive study was conducted using a qualitative approach grounded in a critical literature review. The analysis identified that youth psychological distress is related to poverty, discrimination, bullying, family and community violence, learning difficulties, and the absence of institutional support. It also demonstrated that medicalizing or exclusively punitive responses are insufficient to address problems produced by social, pedagogical, and relational factors. The study concludes that guaranteeing young people’s rights requires inclusive practices, welcoming support, qualified listening, violence prevention, student participation, and coordination among education, health, social assistance, and other protection services.