PSYCHOLOGY BEYOND LEARNING: A HOLISTIC SUPPORT FOR EMOTIONAL AND BEHAVIORAL DEVELOPMENT IN ADOLESCENTS WITHIN THE COLOMBIAN EDUCATIONAL CONTEXT

Abstract

This article examines the importance of strengthening the presence of psychology professionals within educational institutions in Colombia, in the context of Law 2383 of 2024, which promotes social-emotional education. The comprehensive psychosocial intervention is presented as a key strategy to foster healthy emotional development, prevent disruptive behaviors, and improve school coexistence. The methodology used was a qualitative bibliographic review, allowing for an in-depth exploration of research, legal documents, and academic studies related to mental health in schools. The review highlights the necessity of integrated policies, proper training for teachers, and partnerships with the community to ensure the effectiveness of these programs. The conclusions demonstrate that, although the law represents a significant advance, its implementation requires a humanized and collaborative approach. The presence of psychologists can transform schools into safer, more inclusive, and resilient spaces, strengthening socio-emotional skills and fostering a culture of peace. Furthermore, teacher training and alliances with community actors are essential to consolidate these initiatives, achieving a lasting impact on students' well-being. From an interpretive perspective, the content underscores that psychological intervention in schools is vital for strengthening mental health and promoting a more equitable and humanized coexistence in Colombia. It is essential to understand that education should not only focus on knowledge transmission but also on creating environments where young people can fully develop, with emotional and social support.