Percepciones de docentes y padres de familia sobre el aporte del psicólogo a la salud mental de los estudiantes de una Unidad Educativa particular de Quito, período 2025-2026

Abstract

This study analyzes teachers’ and parents’ perceptions of the contribution of the school psychologist to students’ mental health in a private educational institution in the city of Quito during the 2025–2026 academic period. The research is grounded in a systemic-ecological approach, which understands mental health as the result of interactions among family, school, institutional, and community systems, recognizing the school psychologist as a key articulating agent within this network. A qualitative methodology was employed, using a phenomenologicalexplanatory and cross-sectional design. Data were collected through semi-structured interviews applied to an intentional sample of twelve participants: six teachers and six parents directly linked to the educational institution. The analysis explored participants’ experiences, evaluations, and expectations regarding the role of the school psychologist in emotional support, school coexistence, and the promotion of students’ well-being. The findings reveal a predominantly positive perception of the school psychologist among both groups, highlighting their role in emotional support, conflict mediation, and guidance for teachers and families. However, institutional limitations were also identified, such as workload overload and insufficient intersystemic communication, which restrict the scope of psychological intervention. The study concludes that strengthening school–family collaboration and consolidating preventive strategies are essential to enhance the impact of the school psychologist on students’ mental health.