The first step is to acknowledge the distress , validate it, and inform the teaching staff about the student's discomfort. Involve them in the student's recovery so they, in turn, can involve their classmates. We need to identify the source of the distress as much as possible: whether it stems from excessive demands, academic difficulties, or problems with relationships with peers. Remember that at 12 or 13 years old, many challenges arise beyond academics, such as fitting in with others, fear of rejection, embarrassment, and so on.

You must understand that you are going to help them because, for you, their anxieties are important and there is nothing to be ashamed of, that there is no way they will disappoint us, that we love them with good grades and with bad grades, with fears and without them.

If we can reduce their pain and discomfort by doing this, we will have already prevented the risk of suicidal thoughts arising. Secondly, we must convey hope , that everything will be alright, and that they will need the necessary time to improve the situation once it has been identified.

At the same time, it's important to increase opportunities for social interaction and encourage them to belong to different groups, whether in sports, recreational activities, community centers, etc. Some children base their self-esteem on their performance in areas other than academics, and others rely on friends from their community's leisure center or sports club when they have conflicts with classmates or schoolmates.