Consumption of psychoactive substances and their influence on school coexistence: a pedagogical perspective from prevention
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This article aims to analyze, from an educational and pedagogical perspective, the relationship between the consumption of psychoactive substances (PSA) and school coexistence among adolescents. To this end, a documentary review was conducted based on the analysis of 60 scientific studies published between 2013 and 2024, consulted in the databases Scielo, Redalyc, and Dialnet. The findings show that the consumption of PSA is associated with low academic performance, difficulties in emotional self-regulation, disruptive behaviors, and deterioration in interpersonal relationships, which negatively impacts the school climate. Likewise, early consumption is linked to greater conflict, school demotivation, and negative effects on students’ mental health.It was concluded that the school constitutes a strategic setting for prevention, the strengthening of socio-emotional skills, and the promotion of positive school coexistence. This highlights the role of the teacher as a protective agent and the need for a humanizing approach to prevention, articulated among school, family, and community. This implies ensuring a complex process in which all parties understand the importance of early intervention aimed at providing young people and adolescents with comprehensive support that promotes their safe passage through school. Furthermore, it involves serving as protection for their rights and as a space of opportunities for their personal and social development. To achieve this, it is necessary to understand the root of the problem and undertake structural actions that minimize the collateral effects of psychoactive substance consumption on the school coexistence of our youth
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