The pathologization of education: resulting excessive medicalization of children and adolescents in school age
Authors: Cenedesi Júnior Mario Angelo , Moraga Lilian Mara Vieira Monsalve , Ferreira Letícia Palhares , Santos Paulo Henrique Soles dos , Faria Gerusa Tomaz , Malta Arlete do Monte Massela , Santos Joana Darc dos , Platon Neliane de Souza , Fernandes Nídia Helena Mareco , Amorim Keylla Taís de , Ribeiro Maria Teresa Pinheiro , Fernandes Priscila Castro Cordeiro , Cenedesi Renata Trivelato Felício 
Published: March 2024

This article addresses the concerning phenomenon of excessive medicalization in mental health within the school environment, focusing on children and adolescents. Excessive medicalization refers to the overuse of psychotropic medications in treating mental health issues in this group, often without a precise, adequate, and individualized assessment of their needs. One of the main reasons for this excessive medicalization is social pressure and the pursuit of immediate results. Schools, for example, may have unrealistic expectations regarding students' behavior and performance, generating the need for a quick intervention to deal with issues considered inappropriate or disruptive. However, this approach can have detrimental consequences. The pathologization of education is highlighted as a process in which behaviors and educational difficulties are classified and medicalized as mental health problems. This can lead to excessive medicalization, with the indiscriminate use of psychoactive drugs, harming students' health and limiting the appropriate approach to educational challenges. Additionally, the article addresses the pathologization of academic failure, focusing on the tendency to attribute learning and academic performance problems to medical or psychological conditions, ignoring social, economic, and structural factors. This simplistic approach can lead to inadequate solutions that do not address the true causes of educational problems. The irresponsible medicalization of children and adolescents is also explored, emphasizing the risks associated with treating educational issues as mental health problems, primarily through diagnoses and medical interventions. This can result in excessive dependence on medications, negative side effects, and the reinforcement of social and educational inequalities. The active involvement of parents in the mental health of their children is emphasized as crucial, providing an emotionally healthy environment, identifying emotional or behavioral problems early on, and contributing to positive development during adolescence. The conclusion highlights the importance of reviewing teaching methods before medicating a child, emphasizing that medication should be considered as a last resort after exhausting other alternatives. A broader and contextualized approach is recommended to understand educational difficulties, considering social, emotional, and cognitive factors. The partnership between school, parents, and healthcare professionals is crucial for accurate diagnosis and appropriate intervention. In summary, the article emphasizes the need to reconsider medicalization practices in schools, prioritizing inclusive and personalized approaches to promote the comprehensive development of children and adolescents.