Feeling sad or losing interest

A student’s mood can change over the course of a week or even during a single day. Students can feel happy, playful, or cheerful at times. Other times, they might feel sad. Sadness is a normal part of life, especially when something difficult happens.

But sometimes, sadness can become very strong and last for many days or weeks. In these cases, a student may appear tired, irritable, or have difficulty concentrating. They may stop participating in activities they previously enjoyed, isolate themselves from peers, or show changes in their sleep and eating habits. When sadness is this strong and lasts this long, it can become a problem.

As educators, it is important to know how to differentiate expected moments of sadness from those that may indicate more persistent emotional suffering.

What is typical?

It’s normal for students and teens to feel sad when bad things happen, such as arguments with classmates, changes at home, or frustrations. We all do. Usually, we start to feel better when good things happen. But if students stay sad even when good things are happening, that’s a problem.

In children, sadness can show up as irritation, tantrums, crying easily, complaints of pain without a medical cause, or difficulty concentrating. In adolescents, it can show up as isolation, falling grades, changes in appetite, sleep problems, negative self-talk, or a lack of hope for the future. Students are expected to have emotional ups and downs, but when these feelings become constant and begin to interfere with school and social life, they need to be monitored closely.

When should I be concerned?

While younger students are usually less moody and may express their feelings more directly, teenagers often experience mood swings. This can make it hard to notice constant sadness, as they may show it by becoming more irritable, withdrawn, or distant.

Teachers might first see that a student stops joining in class or activities they used to like. Or, they may join in but not enjoy it. They may also become quieter or seem disinterested even during pleasant moments. Excessive smartphone or computer use can also be a sign that a student is trying to avoid feeling sad.

Signs of persistent sadness:

• Being easily annoyed or having a loss of patience
• Feeling hopeless most of the time or making comments that nothing will improve
• Lacking energy or seeming lazy most days
• Losing interest in things they used to enjoy
• Having trouble concentrating, even on simple tasks
• Having trouble making decisions
• Struggling with schoolwork or having a drop in academic performance
• Saying negative things about themselves
• Having negative thoughts about the world, other people, or the future
• Changing eating patterns, either eating too little or too much
• Gaining or losing weight quickly
• Withdrawing socially or wanting to always be alone
• Being tired most of the time
• Having trouble sleeping

Other signsmay include feeling very sad, feeling like nothing matters, feeling lonely, avoiding people, feeling worthless, feeling guilty, thinking about death, or having thoughts about self-injury. Physical signs can include a fast heartbeat, shaking, sweating, stomach pain, or other frequent physical complaints.

What can I do to help?

Create a welcoming and safe environment where students feel comfortable. To achieve this, it’s important that you:

1. Be available to talk and listen: Let the student share their feelings without judgment. Create a space where students feel comfortable talking, even if they don’t want to discuss their feelings directly. Listening without judgment is an important form of support.
2. Suggest new experiences: Encourage the student to try new activities or clubs to connect with others, such as group projects, workshops, or student associations.
3. Promote a healthy lifestyle: Encourage healthy eating, exercise, and sufficient sleep, as these habits help with emotional well-being.
4. Include physical activity in class: Incorporate movement into lessons or transition times to help improve mood and attention.
5. Create success opportunities: Plan activities where the student can experience success, feel valued, and receive positive reinforcement.
6. Offer extra support: Provide additional help with assignments or flexible deadlines if you notice the student is struggling.
7. Communicate with caregivers and support staff: If sadness is significantly impacting the student, share your observations with caregivers. Explain in a welcoming manner what you have observed and guide them to seek professional help. Consult with the school counselor or psychologist.

Avoid minimizing or dismissing the situation as “laziness” or “drama.” The educator does not replace the mental health professional, but an attentive and welcoming perspective makes all the difference in the care and recovery of the student.

What kind of professional support can I seek out?

As an educator, you can guide families to seek an evaluation from a professional, such as a psychologistwho works with children and adolescents. If needed, a child psychiatristmay also be recommended.

You can also inform families about free support available through the Unified Health System (SUS). Care often begins at the nearest Basic Health Unit (UBS), which can refer them to specialized services. These may include Child and Adolescent Psychosocial Care Centers (CAPS i), Medical and Psychosocial Specialty Centers, and outpatient clinics at university or regional hospitals.

Your guidance can be a crucial first step in helping a student and their family find the support they need.