Although there are several studies on youth problems in school, there are few studies on how teachers report psychological discomfort of the students and on what criteria does their procedure. Considering that schools increasingly make such reports to social or neuropsychiatry services, we wanted to find out whether it is flawless (bias, etc.) and how it can affect a student's career. This research presents an investigation on how the practice of signaling "psychological discomfort" at school is set up. Objects of the survey are the procedures used by the teachers to submit the psychological problems. The research subjects were Secondary School teachers. In this research, we used qualitative research methods. We specifically chose to use a semi-structured interview. The data analysis was conducted in line with the analysis of the conventional content. From an analysis of the responses, it is possible to highlight that there is no generally agreed description of psychological discomfort, that the criteria for identifying distress are different and that the way in which they follow the reporting procedure varies very much from teacher to teacher. Finally, we discuss the implications of individualized reports both for the school course of the student and for the requirements of the teachers.


Psychological Discomfort, School, Qualitative Research, Reporting, Teachers

Author Bio(s)

Antonio Iudici has master’s degrees in psychology and specialization in scholastic psychology and psychotherapy. He currently teaches "Methods and techniques in interactionist and constructivist" in Department of Philosophy, Education, Sociology and Applied Psychology (FISPPA) of the University of Padova (Italy). He is Associate Researcher at the Institute of Psychology and Psychotherapy of Padova and he teaches in Scuola di Psicoterapia Interazionista di Padova. He is the Director of the Master in Forensic Psychology. Areas of research: health promotion, disability, child protection, counseling in legal-child, deviance, school integration and educational. He has published most paper in international journals and he published the book Health Promotion in School: Theory, Practice and Clinical Implications. Correspondence regarding this article can be addressed directly to: antonio.iudici@unipd.it.

Matteo Fabbri has master degrees in psychology and he is specialist in family, criminal, community, civil and commercial Mediation. He currently works in a community for minors and carry out various educational and psychological activities in many schools. Areas of research: Learning Disabilities, Child Protection, Counseling in legal-child, Mediation in civil and scholastic field. Correspondence regarding this article can also be addressed directly to: fabbrimatteo5@yahoo.it.

Publication Date


Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.