THE IMPACTS OF SELF-DEMAND ON THE MENTAL HEALTH OF STUDENTS DURING HIGH SCHOOL IN PUBLIC EDUCATION

Introduction: Toxic positivity and the constant pursuit of high performance have led high school students to internalize excessive self-pressure, contributing to the development of mental disorders such as anxiety and depression. Mental health, historically neglected, has become a central topic in contemporary discussions about youth well-being, especially in contexts of social vulnerability. Objective: This study aimed to investigate the impacts of self-pressure on the mental health of public high school students, focusing on the psychosocial, academic, and lifestyle factors that influence this scenario. It also sought to quantify levels of self-pressure, identify access to psychological and psychiatric care, and correlate healthy habits with emotional well-being. Methodology: The research used a qualitative and descriptive approach, based on a literature review of articles published between 2015 and 2025, sourced from databases such as SciELO, PubMed, and BVS. The selection of texts was guided by descriptors such as “mental health,” “self-pressure,” and “public school system,” and was analyzed through thematic axes aligned with the study's specific objectives. Results and Discussion: The analysis revealed that factors such as social inequality, bullying, academic pressure, family conflicts, and lack of psychosocial support intensify self-pressure and worsen psychological distress. Young people with healthy habits — such as regular physical activity and a balanced diet — showed greater emotional stability, although socioeconomic barriers hinder the adoption of such behaviors. Premature and excessive use of medication was also observed, often without adequate psychosocial support. Conclusion: Excessive self-pressure negatively impacts the mental health of public school students, highlighting the need for schools, families, and public policies to promote emotional support, prevention, and emotional education. Integrated and non-medicalized strategies are essential to ensure the full development of young people in the school environment.