It will not be a coincidence that the first chapter of the series School Stories TV3's program focuses on the problems of coexistence in a public school, showing live the insults, sexism, and contempt among students. We see the panic attack of a girl whom the boys in her class call a "whore." fat", and the teacher's helplessness in the face of the teenagers' indifference.
It's the first and perhaps the most distressing episode, especially because it emphasizes the stress and tension experienced by both students and teachers, but it's not the only one that highlights teacher burnout and the unrest in schools. A curious coincidence in time with the hit British series Adolescence, which has unhinged us and occupied many conversations. The levels of violence we see are incomparable, but the underlying problem and the questions it raises are. What's happening? How did we get here? What's causing so much aggression and unrest in schools?
Last February, under the title We care for education for an education that cares for usWell-being and emotional care were the chosen theme for the 32nd Conference of the Catalan Education Council. Lately, it's a ubiquitous topic; courses on stress management, relaxation, and emotion management techniques are proliferating. There's also a growing number of experts addressing the topic from the perspective of psychology, medicine, Eastern philosophies and religions, the ethics of care, and even neuroscience.
There is a growing supply of materials and resources for teachers and families on emotional management. A new emotional literature, with children's stories to help recognize emotions. Techniques such as breathing, silence, and relaxation are introduced in the classroom; workshops are held mindfulness and yoga; restorative circles; and talks on how to train the brain for well-being. Outside of school, "emotional" summer camps or "dance and emotions" camps are offered.
Concerns about well-being and coexistence are real, as is the increase in mental health problems and violence among adolescents, especially after the pandemic. The report Mental health, youth and inequalities The Department of Social Rights of the Government of Catalonia, published in 2024, analyzes the emotional well-being of young people. The results show that up to 31.2% of the 15- to 34-year-old group residing in Catalonia suffer from emotional distress. Furthermore, 21.9% of these individuals who report low emotional well-being report having completely returned to normal in terms of mood since the pandemic and, therefore, accept emotional distress within a framework of normality. Also, according to data recorded in the last three academic years, the number of bullying cases attended to has increased by 200%. For this reason, the department promotes programs such as Well-being for being well and this school year a prevention campaign Look for the signs. Stop the bullying..
One of the successes of the series School Stories It doesn't look for culprits: neither among teachers, nor families, nor networks, nor the community. This forces us to think from all angles. And not just from what the school should do; it also challenges families, policymakers, institutions, and citizens. School, however, remains one of the few places where we learn to relate to others and live with differences. The director of the Rocagrossa secondary school in Lloret de Mar, at the end of the chapter, states: "These are 15-year-old boys and girls who are crying out for our help. And the vast majority are carrying heavy backpacks. We must be able to connect with them in order to support them."
It's necessary to recreate bonds and provide support when social media and screens expose young people to distorting mirrors but fail to connect them with others. Without otherness, there is no empathy. And without empathy, indifference, violence, and barbarism grow. The paradox is that even emotional education, when limited to "getting to know oneself better," "feeling good," or "managing emotions," can turn adolescents inward. It makes them believe that being well is the goal in life and any discomfort is a failure. And that's not the case. Being well is not the same as growing up. Feeling good is not being free.
It is necessary to recover an education that aims beyond the self. One that teaches us to listen, to look, to understand the suffering of others. One that reminds us that living is not only about self-regulation, but about commitment. Philosopher Begoña Roman told the Education Council conference that re-ligatio It's not religiosity, but connection. Transcendence is not an abstract idea, but a human need: to go beyond ourselves to find meaning and build community.
The series Adolescence It shows what happens when this bond is broken. When well-being turns into narcissism. When screens amplify the echo of a self that sees only itself. And it also reminds us that there is no future without adults who support, create, and accompany us. Not to avoid pain, but to give it meaning.
