Young People, Psychosocial Distress and School as a Potential Supportive Factor

Špela Razpotnik in Jana Rapuš Pavel

Summary:  The increasing incidence of psychosocial distress as a trend is intensifying in the economically developed world. Psychosocial distress is becoming more complex and is experienced by increasing numbers of young people and, indirectly, their families and even school classes. At the same time, sources of support are scarce and difficult to access. Experts in the field of psychosocial distress are therefore increasingly emphasising the importance of engaging community resources that reach young people. The school environment is certainly an example of this. In this article, we draw on sources linking psychosocial distress and the school environment. We present recent research on the first-person perspectives of young people with experiences of psychosocial distress, focusing on the school environment. Based on the research findings, we outline a vision of how this environment could function more supportively for young people, focusing on the prosocial orientation of the school environment in terms of community orientation. In the case of young people experiencing psychosocial distress, the prosocial and protective dimension of school is missing from the concept of school, not least because of the foregrounding of conflicting priorities (competitiveness and individualism). We argue that it is precisely this prosocial and protective role that should be played by the school if it is to be a supporting factor.